Self-organization, free energy minimization, and optimal grip on a field of affordances

PubMed Central

Bruineberg, Jelle; Rietveld, Erik

2014-01-01

In this paper, we set out to develop a theoretical and conceptual framework for the new field of Radical Embodied Cognitive Neuroscience. This framework should be able to integrate insights from several relevant disciplines: theory on embodied cognition, ecological psychology, phenomenology, dynamical systems theory, and neurodynamics. We suggest that the main task of Radical Embodied Cognitive Neuroscience is to investigate the phenomenon of skilled intentionality from the perspective of the self-organization of the brain-body-environment system, while doing justice to the phenomenology of skilled action. In previous work, we have characterized skilled intentionality as the organism's tendency toward an optimal grip on multiple relevant affordances simultaneously. Affordances are possibilities for action provided by the environment. In the first part of this paper, we introduce the notion of skilled intentionality and the phenomenon of responsiveness to a field of relevant affordances. Second, we use Friston's work on neurodynamics, but embed a very minimal version of his Free Energy Principle in the ecological niche of the animal. Thus amended, this principle is helpful for understanding the embeddedness of neurodynamics within the dynamics of the system “brain-body-landscape of affordances.” Next, we show how we can use this adjusted principle to understand the neurodynamics of selective openness to the environment: interacting action-readiness patterns at multiple timescales contribute to the organism's selective openness to relevant affordances. In the final part of the paper, we emphasize the important role of metastable dynamics in both the brain and the brain-body-environment system for adequate affordance-responsiveness. We exemplify our integrative approach by presenting research on the impact of Deep Brain Stimulation on affordance responsiveness of OCD patients. PMID:25161615

Self-organization, free energy minimization, and optimal grip on a field of affordances.

PubMed

Bruineberg, Jelle; Rietveld, Erik

2014-01-01

In this paper, we set out to develop a theoretical and conceptual framework for the new field of Radical Embodied Cognitive Neuroscience. This framework should be able to integrate insights from several relevant disciplines: theory on embodied cognition, ecological psychology, phenomenology, dynamical systems theory, and neurodynamics. We suggest that the main task of Radical Embodied Cognitive Neuroscience is to investigate the phenomenon of skilled intentionality from the perspective of the self-organization of the brain-body-environment system, while doing justice to the phenomenology of skilled action. In previous work, we have characterized skilled intentionality as the organism's tendency toward an optimal grip on multiple relevant affordances simultaneously. Affordances are possibilities for action provided by the environment. In the first part of this paper, we introduce the notion of skilled intentionality and the phenomenon of responsiveness to a field of relevant affordances. Second, we use Friston's work on neurodynamics, but embed a very minimal version of his Free Energy Principle in the ecological niche of the animal. Thus amended, this principle is helpful for understanding the embeddedness of neurodynamics within the dynamics of the system "brain-body-landscape of affordances." Next, we show how we can use this adjusted principle to understand the neurodynamics of selective openness to the environment: interacting action-readiness patterns at multiple timescales contribute to the organism's selective openness to relevant affordances. In the final part of the paper, we emphasize the important role of metastable dynamics in both the brain and the brain-body-environment system for adequate affordance-responsiveness. We exemplify our integrative approach by presenting research on the impact of Deep Brain Stimulation on affordance responsiveness of OCD patients.

Contextualised Skill Acquisition Research: A New Framework to Study the Development of Sport Expertise

ERIC Educational Resources Information Center

Uehara, Luiz; Button, Chris; Falcous, Mark; Davids, Keith

2016-01-01

Background: Under the view of dynamical system theory, expertise in sports emerges from the interaction of multiple constraints. At an individual level, important interactions amongst constraints could include the relationships that evolve between one's family, playmates/coaches, and specific training activities. Or more broadly, other…

A Dynamic Theory of Mathematical Understanding: Some Features and Implications.

ERIC Educational Resources Information Center

Pirie, Susan; Kieren, Thomas

Given the current and widespread practical interest in mathematical understanding, particularly with respect to higher order thinking skills, curriculum reform advocates in many countries cite the need for teaching mathematics with understanding. However, the characterization of understanding in ways that highlight its growth, as well as the…

78 FR 43925 - Solicitation for a Cooperative Agreement-Executive Excellence a Training and Development Program...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-22

... leadership skill building, exposure to ethical and value based issues, self-awareness, strategic thinking... development, communication, feedback, Type Theory, emotional intelligence, self awareness and group dynamics... Requirements: Documents or other media that are produced under this award must follow these guidelines: Prior...

Teaching PR Campaigns: The Current State of the Art.

ERIC Educational Resources Information Center

Benigni, Vincent L.; Cameron, Glen T.

1999-01-01

Reports results from a national survey regarding courses on public-relations campaigns. Examines predominant pedagogical strategies and course-management text techniques used; intentions for the course; theory/research elements; the role of management skill and/or interpersonal dynamics in the student campaign both internally and externally, and…

Group typicality, group loyalty and cognitive development.

PubMed

Patterson, Meagan M

2014-09-01

Over the course of childhood, children's thinking about social groups changes in a variety of ways. Developmental Subjective Group Dynamics (DSGD) theory emphasizes children's understanding of the importance of conforming to group norms. Abrams et al.'s study, which uses DSGD theory as a framework, demonstrates the social cognitive skills underlying young elementary school children's thinking about group norms. Future research on children's thinking about groups and group norms should explore additional elements of this topic, including aspects of typicality beyond loyalty. © 2014 The British Psychological Society.

Collaborative learning of clinical skills in health professions education: the why, how, when and for whom.

PubMed

Tolsgaard, Martin G; Kulasegaram, Kulamakan M; Ringsted, Charlotte V

2016-01-01

This study is designed to provide an overview of why, how, when and for whom collaborative learning of clinical skills may work in health professions education. Collaborative learning of clinical skills may influence learning positively according to the non-medical literature. Training efficiency may therefore be improved if the outcomes of collaborative learning of clinical skills are superior or equivalent to those attained through individual learning. According to a social interaction perspective, collaborative learning of clinical skills mediates its effects through social interaction, motivation, accountability and positive interdependence between learners. Motor skills learning theory suggests that positive effects rely on observational learning and action imitation, and negative effects may include decreased hands-on experience. Finally, a cognitive perspective suggests that learning is dependent on cognitive co-construction, shared knowledge and reduced cognitive load. The literature on the collaborative learning of clinical skills in health science education is reviewed to support or contradict the hypotheses provided by the theories outlined above. Collaborative learning of clinical skills leads to improvements in self-efficacy, confidence and performance when task processing is observable or communicable. However, the effects of collaborative learning of clinical skills may decrease over time as benefits in terms of shared cognition, scaffolding and cognitive co-construction are outweighed by reductions in hands-on experience and time on task. Collaborative learning of clinical skills has demonstrated promising results in the simulated setting. However, further research into how collaborative learning of clinical skills may work in clinical settings, as well as into the role of social dynamics between learners, is required. © 2015 John Wiley & Sons Ltd.

Anxiety, anticipation and contextual information: A test of attentional control theory.

PubMed

Cocks, Adam J; Jackson, Robin C; Bishop, Daniel T; Williams, A Mark

2016-09-01

We tested the assumptions of Attentional Control Theory (ACT) by examining the impact of anxiety on anticipation using a dynamic, time-constrained task. Moreover, we examined the involvement of high- and low-level cognitive processes in anticipation and how their importance may interact with anxiety. Skilled and less-skilled tennis players anticipated the shots of opponents under low- and high-anxiety conditions. Participants viewed three types of video stimuli, each depicting different levels of contextual information. Performance effectiveness (response accuracy) and processing efficiency (response accuracy divided by corresponding mental effort) were measured. Skilled players recorded higher levels of response accuracy and processing efficiency compared to less-skilled counterparts. Processing efficiency significantly decreased under high- compared to low-anxiety conditions. No difference in response accuracy was observed. When reviewing directional errors, anxiety was most detrimental to performance in the condition conveying only contextual information, suggesting that anxiety may have a greater impact on high-level (top-down) cognitive processes, potentially due to a shift in attentional control. Our findings provide partial support for ACT; anxiety elicited greater decrements in processing efficiency than performance effectiveness, possibly due to predominance of the stimulus-driven attentional system.

The relationship of phonological ability, speech perception, and auditory perception in adults with dyslexia

PubMed Central

Law, Jeremy M.; Vandermosten, Maaike; Ghesquiere, Pol; Wouters, Jan

2014-01-01

This study investigated whether auditory, speech perception, and phonological skills are tightly interrelated or independently contributing to reading. We assessed each of these three skills in 36 adults with a past diagnosis of dyslexia and 54 matched normal reading adults. Phonological skills were tested by the typical threefold tasks, i.e., rapid automatic naming, verbal short-term memory and phonological awareness. Dynamic auditory processing skills were assessed by means of a frequency modulation (FM) and an amplitude rise time (RT); an intensity discrimination task (ID) was included as a non-dynamic control task. Speech perception was assessed by means of sentences and words-in-noise tasks. Group analyses revealed significant group differences in auditory tasks (i.e., RT and ID) and in phonological processing measures, yet no differences were found for speech perception. In addition, performance on RT discrimination correlated with reading but this relation was mediated by phonological processing and not by speech-in-noise. Finally, inspection of the individual scores revealed that the dyslexic readers showed an increased proportion of deviant subjects on the slow-dynamic auditory and phonological tasks, yet each individual dyslexic reader does not display a clear pattern of deficiencies across the processing skills. Although our results support phonological and slow-rate dynamic auditory deficits which relate to literacy, they suggest that at the individual level, problems in reading and writing cannot be explained by the cascading auditory theory. Instead, dyslexic adults seem to vary considerably in the extent to which each of the auditory and phonological factors are expressed and interact with environmental and higher-order cognitive influences. PMID:25071512

Chaos as a psychological construct: historical roots, principal findings, and current growth directions.

PubMed

Guastello, Stephen J

2009-07-01

The landmarks in the use of chaos and related constructs in psychology were entwined with the growing use of other nonlinear dynamical constructs, especially catastrophes and self-organization. The growth in substantive applications of chaos in psychology is partially related to the development of methodologies that work within the constraints of psychological data. The psychological literature includes rigorous theory with testable propositions, lighter-weight metaphorical uses of the construct, and colloquial uses of "chaos" with no particular theoretical intent. The current state of the chaos construct and supporting empirical research in psychological theory is summarized in neuroscience, psychophysics, psychomotor skill and other learning phenomena, clinical and abnormal psychology, and group dynamics and organizational behavior. Trends indicate that human systems do not remain chaotic indefinitely; they eventually self-organize, and the concept of the complex adaptive system has become prominent. Chaotic turbulence is generally higher in healthy systems compared to unhealthy systems, although opposite appears true in mood disorders. Group dynamics research shows trends consistent with the complex adaptive system, whereas organizational behavior lags behind in empirical studies relative to the quantity of its theory. Future directions for research involving the chaos construct and other nonlinear dynamics are outlined.

Childhood Behavior Problems as They Relate to a Dynamic Model of Psycho-Social Development. Volume 2, Number 4.

ERIC Educational Resources Information Center

Barnard, James W.

The paper relates the development of childhood behavior problems to a developmental theory of the acquisition of psycho-social skills in children. The influence of Eric Erikson (1950) on the ideas expressed is acknowledged. It is stated that each of the major types of behavior problems (withdrawal, impulsivity, dependence) results from a major…

Efficient Word Reading: Automaticity of Print-Related Skills Indexed by Rapid Automatized Naming through Cusp-Catastrophe Modeling

ERIC Educational Resources Information Center

Sideridis, Georgios D.; Simos, Panagiotis; Mouzaki, Angeliki; Stamovlasis, Dimitrios

2016-01-01

The study explored the moderating role of rapid automatized naming (RAN) in reading achievement through a cusp-catastrophe model grounded on nonlinear dynamic systems theory. Data were obtained from a community sample of 496 second through fourth graders who were followed longitudinally over 2 years and split into 2 random subsamples (validation…

A theory for how sensorimotor skills are learned and retained in noisy and nonstationary neural circuits

PubMed Central

Ajemian, Robert; D’Ausilio, Alessandro; Moorman, Helene; Bizzi, Emilio

2013-01-01

During the process of skill learning, synaptic connections in our brains are modified to form motor memories of learned sensorimotor acts. The more plastic the adult brain is, the easier it is to learn new skills or adapt to neurological injury. However, if the brain is too plastic and the pattern of synaptic connectivity is constantly changing, new memories will overwrite old memories, and learning becomes unstable. This trade-off is known as the stability–plasticity dilemma. Here a theory of sensorimotor learning and memory is developed whereby synaptic strengths are perpetually fluctuating without causing instability in motor memory recall, as long as the underlying neural networks are sufficiently noisy and massively redundant. The theory implies two distinct stages of learning—preasymptotic and postasymptotic—because once the error drops to a level comparable to that of the noise-induced error, further error reduction requires altered network dynamics. A key behavioral prediction derived from this analysis is tested in a visuomotor adaptation experiment, and the resultant learning curves are modeled with a nonstationary neural network. Next, the theory is used to model two-photon microscopy data that show, in animals, high rates of dendritic spine turnover, even in the absence of overt behavioral learning. Finally, the theory predicts enhanced task selectivity in the responses of individual motor cortical neurons as the level of task expertise increases. From these considerations, a unique interpretation of sensorimotor memory is proposed—memories are defined not by fixed patterns of synaptic weights but, rather, by nonstationary synaptic patterns that fluctuate coherently. PMID:24324147

Social Cognition in Schizophrenia: From Social Stimuli Processing to Social Engagement

PubMed Central

Billeke, Pablo; Aboitiz, Francisco

2013-01-01

Social cognition consists of several skills which allow us to interact with other humans. These skills include social stimuli processing, drawing inferences about others’ mental states, and engaging in social interactions. In recent years, there has been growing evidence of social cognitive impairments in patients with schizophrenia. Apparently, these impairments are separable from general neurocognitive impairments, such as attention, memory, and executive functioning. Moreover, social cognition seems to be a main determinant of functional outcome and could be used as a guide to elaborate new pharmacological and psychological treatments. However, most of these studies focus on individual mechanisms and observational perspectives; only few of them study schizophrenic patients during interactive situations. We first review evidences of social cognitive impairments both in social stimuli processing and in mental state attribution. We focus on the relationship between these functions and both general cognitive impairments and functional outcome. We next review recent game theory approaches to the study of how social engagement occurs in schizophrenic patients. The advantage of using game theory is that game-oriented tasks can assess social decision making in an interactive everyday situation model. Finally, we review proposed theoretical models used to explain social alterations and their underlying biological mechanisms. Based on interactive studies, we propose a framework which takes into account the dynamic nature of social processes. Thus, understanding social skills as a result of dynamical systems could facilitate the development of both basic research and clinical applications oriented to psychiatric populations. PMID:23444313

Seasonal ENSO forecasting: Where does a simple model stand amongst other operational ENSO models?

NASA Astrophysics Data System (ADS)

Halide, Halmar

2017-01-01

We apply a simple linear multiple regression model called IndOzy for predicting ENSO up to 7 seasonal lead times. The model still used 5 (five) predictors of the past seasonal Niño 3.4 ENSO indices derived from chaos theory and it was rolling-validated to give a one-step ahead forecast. The model skill was evaluated against data from the season of May-June-July (MJJ) 2003 to November-December-January (NDJ) 2015/2016. There were three skill measures such as: Pearson correlation, RMSE, and Euclidean distance were used for forecast verification. The skill of this simple model was than compared to those of combined Statistical and Dynamical models compiled at the IRI (International Research Institute) website. It was found that the simple model was only capable of producing a useful ENSO prediction only up to 3 seasonal leads, while the IRI statistical and Dynamical model skill were still useful up to 4 and 6 seasonal leads, respectively. Even with its short-range seasonal prediction skills, however, the simple model still has a potential to give ENSO-derived tailored products such as probabilistic measures of precipitation and air temperature. Both meteorological conditions affect the presence of wild-land fire hot-spots in Sumatera and Kalimantan. It is suggested that to improve its long-range skill, the simple INDOZY model needs to incorporate a nonlinear model such as an artificial neural network technique.

Practical skills teaching in contemporary surgical education: how can educational theory be applied to promote effective learning?

PubMed

Sadideen, Hazim; Kneebone, Roger

2012-09-01

Teaching practical skills is a core component of undergraduate and postgraduate surgical education. It is crucial to optimize our current learning and teaching models, particularly in a climate of decreased clinical exposure. This review explores the role of educational theory in promoting effective learning in practical skills teaching. Peer-reviewed publications, books, and online resources from national bodies (eg, the UK General Medical Council) were reviewed. This review highlights several aspects of surgical education, modeling them on current educational theory. These include the following: (1) acquisition and retention of motor skills (Miller's triangle; Fitts' and Posner's theory), (2) development of expertise after repeated practice and regular reinforcement (Ericsson's theory), (3) importance of the availability of expert assistance (Vygotsky's theory), (4) learning within communities of practice (Lave and Wenger's theory), (5) importance of feedback in learning practical skills (Boud, Schon, and Endes' theories), and (6) affective component of learning. It is hoped that new approaches to practical skills teaching are designed in light of our understanding of educational theory. Copyright © 2012 Elsevier Inc. All rights reserved.

Developing skills for youth in the 21st century: The role of elite International Baccalaureate Diploma Programme schools in China

NASA Astrophysics Data System (ADS)

Wright, Ewan; Lee, Moosung

2014-04-01

There is a growing body of research suggesting that schools need to respond to changing social and economic dynamics by prioritising "21st-century skills". Proponents of this view, who have been termed "the 21st century skills movement", have called for greater emphasis on cognitive and non-cognitive skills development, alongside the learning of subject content and technical skills. This paper explores the potential of International Baccalaureate Diploma Programme (IBDP) schools to respond to this mandate in China, one of the fastest-growing markets for International Baccalaureate® (IB) schools globally. The authors' research team undertook a multi-site case study of five elite IBDP schools in China. Their findings revealed confidence among interviewees that the IB educational philosophy was conducive to 21st-century skills development, especially through the provision of the three IBDP "Core Requirements", which are Creativity, Action, Service (CAS), Extended Essay (EE) and Theory of Knowledge (TOK). Despite this confidence, concerns remain about the implementation of the IB educational philosophy in the context of IBDP schools in China.

An introduction to using children's drawings as an assessment tool.

PubMed

Wilson, D; Ratekin, C

1990-03-01

This article is intended to familiarize the ambulatory care provider with possible uses of children's drawings as assessment tools. Drawings can be a useful adjunct in detecting perceptual-motor difficulties and developmental delay, and can provide clues to self-image and family dynamics. Piaget's theory of cognitive development provides a framework to evaluate the child's intellectual development as reflected in drawings. The developmental scales of Koppitz are presented as a practical screening tool. The Koppitz scales include both developmental norms and items that might indicate emotional problems. Observing the child's drawing of the family provides clues to family dynamics. Becoming highly skilled in the evaluation of children's drawings requires a familiarity with neurophysiology, education, psychology, and psychoanalytic and developmental theory, along with intuition and practice. This article presents an introduction to evaluating children's drawings.

Mechanisms of change in cognitive therapy for major depressive disorder in the community mental health setting.

PubMed

Crits-Christoph, Paul; Gallop, Robert; Diehl, Caroline K; Yin, Seohyun; Gibbons, Mary Beth Connolly

2017-06-01

This study examined the relation of change in theory-relevant cognitive variables to depressive symptom change over the course of cognitive therapy, as well as the specificity of change mechanisms to cognitive therapy as compared with dynamic therapy. There were 237 adult outpatients who were randomized to either cognitive (n = 119) or dynamic (n = 118) therapy for major depressive disorder in a community mental health setting. Assessments of compensatory skills (Ways of Responding Community Version and Self-Report Version), dysfunctional attitudes (Dysfunctional Attitudes Scale), and depressogenic schemas (Psychological Distance Scaling Task) were obtained at baseline and months 1, 2, and 5 following baseline. Primary outcome was measured using the Hamilton Rating Scale for Depression. Across both therapy conditions, change in all 3 cognitive domains was associated with concurrent change in depressive symptoms. After controlling for other cognitive variables, increased interconnectedness of the positive achievement-related schema was significantly associated with concurrent symptom change in cognitive (rp = .26, p < .001) but not dynamic therapy (rp = .08, p = .29). Increases in positive compensatory skills were associated with subsequent change in depressive symptoms in cognitive therapy (rp = -.36, p = .003), but not in dynamic therapy (rp = .11, p = .386). Results provide support for the compensatory skills model of cognitive therapy (CT) within a community mental health setting. Additional research is necessary to understand other possible mechanisms of change in CT in the community setting. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Risky business: Correlation and causation in longitudinal studies of skill development.

PubMed

Bailey, Drew H; Duncan, Greg J; Watts, Tyler; Clements, Doug H; Sarama, Julie

2018-01-01

Developmental theories often posit that changes in children's early psychological characteristics will affect much later psychological, social, and economic outcomes. However, tests of these theories frequently yield results that are consistent with plausible alternative theories that posit a much smaller causal role for earlier levels of these psychological characteristics. Our article explores this issue with empirical tests of skill-building theories, which predict that early boosts to simpler skills (e.g., numeracy or literacy) or behaviors (e.g., antisocial behavior or executive functions) support the long-term development of more sophisticated skills or behaviors. Substantial longitudinal associations between academic or socioemotional skills measured early and then later in childhood or adolescence are often taken as support of these skill-building processes. Using the example of skill-building in mathematics, we argue that longitudinal correlations, even if adjusted for an extensive set of baseline covariates, constitute an insufficiently risky test of skill-building theories. We first show that experimental manipulation of early math skills generates much smaller effects on later math achievement than the nonexperimental literature has suggested. We then conduct falsification tests that show puzzlingly high cross-domain associations between early math and later literacy achievement. Finally, we show that a skill-building model positing a combination of unmeasured stable factors and skill-building processes can reproduce the pattern of experimental impacts on children's mathematics achievement. Implications for developmental theories, methods, and practice are discussed. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

College Instructors' Implicit Theories about Teaching Skills and Their Relationship to Professional Development Choices

ERIC Educational Resources Information Center

Thadani, V.; Breland, W.; Dewar, J.

2010-01-01

Implicit theories about the malleability of skills/abilities have been shown to predict learners' willingness to participate in learning opportunities. The authors examined whether college professors' implicit theories about the malleability of teaching skills predicted their willingness to engage in professional development (PD) related to…

The theory-practice relationship: reflective skills and theoretical knowledge as key factors in bridging the gap between theory and practice in initial nursing education.

PubMed

Hatlevik, Ida Katrine Riksaasen

2012-04-01

This paper is a report of a correlational study of the relations of nursing students' acquired reflective skills, practical skills and theoretical knowledge on their perception of coherence between theory and practice. Reflection is considered a key factor in bridging the gap between theory and practice. However, it is not evident whether reflective skills are primarily generic in nature or whether they develop from a theoretical knowledge base or the acquisition of practical skills. This study is a secondary analysis of existing data. The data are part of a student survey that was conducted among third-year nursing students in Norway during the spring of 2007. A total of 446 nursing students participated in this study and the response rate was 71%. Structural equation modelling analyses were performed. The results indicate that students' perception of coherence between theory and practice during initial nursing education is directly influenced by reflective skills and theoretical knowledge. The results also reveal that reflective skills have mediating effects and that practical skills have a fully mediated and theoretical knowledge a partially mediated influence on students' perception of coherence. The findings imply that helping students perceive coherence between theory and practice in nursing education, developing students' reflective skills and strengthening the theoretical components of the initial nursing education programme might be beneficial. The results suggest that reflective thinking is not merely a generic skill but rather a skill that depends on the acquisition of relevant professional knowledge and experience. © 2011 Blackwell Publishing Ltd.

Family Income and Child Cognitive and Noncognitive Development in Australia: Does Money Matter?

PubMed

Khanam, Rasheda; Nghiem, Son

2016-06-01

This article investigates whether family income affects children's cognitive and noncognitive development by exploiting comprehensive information from the Longitudinal Study of Australian Children. We include variables that represent parental investment, parental stress, and neighborhood characteristics to examine if these factors mediate the effects of income. Using dynamic panel data, we find that family income is significantly associated with children's cognitive skills but not with noncognitive skills. Mother's education, parent's physical and mental health, parenting styles, child's own health, and presence of both biological parents are the most important factors for children's noncognitive development. For cognitive development, income as well as parents' education, child's birth weight, and number of books that children have at home are highly significant factors. We also find strong evidence to support the skill formation theory that children's previous cognitive and noncognitive outcomes are significantly related to their current outcomes.

Abstraction in perceptual symbol systems.

PubMed Central

Barsalou, Lawrence W

2003-01-01

After reviewing six senses of abstraction, this article focuses on abstractions that take the form of summary representations. Three central properties of these abstractions are established: ( i ) type-token interpretation; (ii) structured representation; and (iii) dynamic realization. Traditional theories of representation handle interpretation and structure well but are not sufficiently dynamical. Conversely, connectionist theories are exquisitely dynamic but have problems with structure. Perceptual symbol systems offer an approach that implements all three properties naturally. Within this framework, a loose collection of property and relation simulators develops to represent abstractions. Type-token interpretation results from binding a property simulator to a region of a perceived or simulated category member. Structured representation results from binding a configuration of property and relation simulators to multiple regions in an integrated manner. Dynamic realization results from applying different subsets of property and relation simulators to category members on different occasions. From this standpoint, there are no permanent or complete abstractions of a category in memory. Instead, abstraction is the skill to construct temporary online interpretations of a category's members. Although an infinite number of abstractions are possible, attractors develop for habitual approaches to interpretation. This approach provides new ways of thinking about abstraction phenomena in categorization, inference, background knowledge and learning. PMID:12903648

A Formal Investigation of Human Spatial Control Skills: Mathematical Formalization, Skill Development, and Skill Assessment

NASA Astrophysics Data System (ADS)

Li, Bin

Spatial control behaviors account for a large proportion of human everyday activities from normal daily tasks, such as reaching for objects, to specialized tasks, such as driving, surgery, or operating equipment. These behaviors involve intensive interactions within internal processes (i.e. cognitive, perceptual, and motor control) and with the physical world. This dissertation builds on a concept of interaction pattern and a hierarchical functional model. Interaction pattern represents a type of behavior synergy that humans coordinates cognitive, perceptual, and motor control processes. It contributes to the construction of the hierarchical functional model that delineates humans spatial control behaviors as the coordination of three functional subsystems: planning, guidance, and tracking/pursuit. This dissertation formalizes and validates these two theories and extends them for the investigation of human spatial control skills encompassing development and assessment. Specifically, this dissertation first presents an overview of studies in human spatial control skills encompassing definition, characteristic, development, and assessment, to provide theoretical evidence for the concept of interaction pattern and the hierarchical functional model. The following, the human experiments for collecting motion and gaze data and techniques to register and classify gaze data, are described. This dissertation then elaborates and mathematically formalizes the hierarchical functional model and the concept of interaction pattern. These theories then enables the construction of a succinct simulation model that can reproduce a variety of human performance with a minimal set of hypotheses. This validates the hierarchical functional model as a normative framework for interpreting human spatial control behaviors. The dissertation then investigates human skill development and captures the emergence of interaction pattern. The final part of the dissertation applies the hierarchical functional model for skill assessment and introduces techniques to capture interaction patterns both from the top down using their geometric features and from the bottom up using their dynamical characteristics. The validity and generality of the skill assessment is illustrated using two the remote-control flight and laparoscopic surgical training experiments.

[Low level auditory skills compared to writing skills in school children attending third and fourth grade: evidence for the rapid auditory processing deficit theory?].

PubMed

Ptok, M; Meisen, R

2008-01-01

The rapid auditory processing defi-cit theory holds that impaired reading/writing skills are not caused exclusively by a cognitive deficit specific to representation and processing of speech sounds but arise due to sensory, mainly auditory, deficits. To further explore this theory we compared different measures of auditory low level skills to writing skills in school children. prospective study. School children attending third and fourth grade. just noticeable differences for intensity and frequency (JNDI, JNDF), gap detection (GD) monaural and binaural temporal order judgement (TOJb and TOJm); grade in writing, language and mathematics. correlation analysis. No relevant correlation was found between any auditory low level processing variable and writing skills. These data do not support the rapid auditory processing deficit theory.

Performance Assessment of Counseling Skills Based on Specific Theories: Acquisition, Retention and Transfer to Actual Counseling Sessions

ERIC Educational Resources Information Center

Schaefle, Scott; Smaby, Marlowe H.; Packman, Jill; Maddux, Cleborne D.

2007-01-01

The purposes of the present study were to determine if (a) students trained to demonstrate specific skills learn these skills and transfer them to actual counseling sessions; (b) mastery of counseling skills differs by students' adherence to one of four general counseling theories; (c) mastery of counseling skills is related to counseling goal…

A dynamic approach to communication in health literacy education.

PubMed

Veenker, Herman; Paans, Wolter

2016-10-21

Research within the framework of Self-Determination Theory (SDT) indicates that patients' autonomy is to be considered a critical health care outcome in its own right since it promotes improved mental and physical health. This paper presents an analysis of studies addressing communication and interaction interventions in health literacy curricula for medical and health care practitioners, focusing on patient-oriented skills in "making sense" and "to adapt and self-manage". For evaluating interventions, underlying communication models were traced. The criteria for good practice are "making sense" and "supporting autonomy in making choices". For the search of interventions, keywords from both the framework of the EU-project, Intervention Research on Health Literacy among Ageing population (IROHLA (The IROHLA project received financial support from the European Union through FP7 Grant 305831)), as well as the SDT (Self Determination Theory) were applied. The research question of this paper is to what degree is autonomy supporting communication skills part of the curricula of health literacy (HL) for medical and health care practitioners and providers? A Pubmed search revealed: a) that "making sense" is clearly represented in HL interventions in curricula; however, b) very few interventions teach medical and health care practitioners how to give autonomy support in the interaction with their (future) patients. Four promising, beneficial practices were identified. Several recommendations were presented encouraging curriculum developers to adapt skills of supporting autonomy into their programs. A qualitative content analysis of interventions in the curricula of communication and interaction skills for medical students and practitioners. A review of literature indicates: a) most interventions in curricula for medical students and practitioners are focusing on skills in adequately providing information to patients by using an underlying (advanced) Sender-Message-Receiver Model; and b) only a few interventions in curricula are available for providing the acquisition of interaction skills in supporting autonomy. The proposal of Huber and others to change the emphasis in the definition of the WHO definition on health towards "to adapt and self manage" has impact on the training of medical students and practioners in dealing with patients with low levels of health literacy. From the present study it can be concluded that a dynamic approach to communication can be linked to theoretical constructs on self-management. In such an approach interaction techniques like scaffolding can increase the level of HL of the patient.

Interaction dynamics: The case of the water sector skills plan in South Africa.

PubMed

Moyo, Laurane; Wehn, Uta

2017-02-01

Despite extensive and continuous efforts to strengthen the capacity of people, organizations and institutions, there is evidence of an increasing gap between the existing and required capacities within the water sector. Consensus seems to be emerging regarding the need for national strategies to improve water sector capacity development. This paper analyses the dynamics of actors' interactions and their characteristics (motivation, cognition and power) during the formulation and implementation of a specific capacity development strategy, namely the Water Sector Skills Plan (SSP) in South Africa. Based on the Contextual Interactive Theory and empirical findings, our analysis indicates slow progression and challenges with implementing the SSP, mainly due to the lack of consultation with key stakeholders during the formulation stage, a lack of data sharing among the target group (the Sector Education Training Authorities), and a lack of capacities within the key implementing organizations. These policy dynamics need to be taken into account when advocating for national capacity development strategies as a solution for challenges with water sector capacity development. The paper proposes the recommendations that are of relevance for the SSP as well as similar initiatives in other countries. Copyright © 2016. Published by Elsevier Ltd.

Differences in game reading between selected and non-selected youth soccer players.

PubMed

Den Hartigh, Ruud J R; Van Der Steen, Steffie; Hakvoort, Bas; Frencken, Wouter G P; Lemmink, Koen A P M

2018-02-01

Applying an established theory of cognitive development-Skill Theory-the current study compares the game-reading skills of youth players selected for a soccer school of a professional soccer club (n = 49) and their non-selected peers (n = 38). Participants described the actions taking place in videos of soccer game plays, and their verbalisations were coded using Skill Theory. Compared to the non-selected players, the selected players generally demonstrated higher levels of complexity in their game-reading, and structured the information of game elements-primarily the player, teammate and field-at higher complexity levels. These results demonstrate how Skill Theory can be used to assess, and distinguish game-reading of youth players with different expertise, a skill important for soccer, but also for other sports.

An examination of gender bias on the eighth-grade MEAP science test as it relates to the Hunter Gatherer Theory of Spatial Sex Differences

NASA Astrophysics Data System (ADS)

Armstrong-Hall, Judy Gail

The purpose of this study was to apply the Hunter-Gatherer Theory of sex spatial skills to responses to individual questions by eighth grade students on the Science component of the Michigan Educational Assessment Program (MEAP) to determine if sex bias was inherent in the test. The Hunter-Gatherer Theory on Spatial Sex Differences, an original theory, that suggested a spatial dimorphism concept with female spatial skill of pattern recall of unconnected items and male spatial skills requiring mental movement. This is the first attempt to apply the Hunter-Gatherer Theory on Spatial Sex Differences to a standardized test. An overall hypothesis suggested that the Hunter-Gatherer Theory of Spatial Sex Differences could predict that males would perform better on problems involving mental movement and females would do better on problems involving the pattern recall of unconnected items. Responses to questions on the 1994-95 MEAP requiring the use of male spatial skills and female spatial skills were analyzed for 5,155 eighth grade students. A panel composed of five educators and a theory developer determined which test items involved the use of male and female spatial skills. A MANOVA, using a random sample of 20% of the 5,155 students to compare male and female correct scores, was statistically significant, with males having higher scores on male spatial skills items and females having higher scores on female spatial skills items. Pearson product moment correlation analyses produced a positive correlation for both male and female performance on both types of spatial skills. The Hunter-Gatherer Theory of Spatial Sex Differences appears to be able to predict that males could perform better on the problems involving mental movement and females could perform better on problems involving the pattern recall of unconnected items. Recommendations for further research included: examination of male/female spatial skill differences at early elementary and high school levels to determine impact of gender on difficulties in solving spatial problems; investigation of the relationship between dominant female spatial skills for students diagnosed with ADHD; study effects of teaching male spatial skills to female students starting in early elementary school to determine the effect on standardized testing.

Early boost and slow consolidation in motor skill learning.

PubMed

Hotermans, Christophe; Peigneux, Philippe; Maertens de Noordhout, Alain; Moonen, Gustave; Maquet, Pierre

2006-01-01

Motorskill learning is a dynamic process that continues covertly after training has ended and eventually leads to delayed increments in performance. Current theories suggest that this off-line improvement takes time and appears only after several hours. Here we show an early transient and short-lived boost in performance, emerging as early as 5-30 min after training but no longer observed 4 h later. This early boost is predictive of the performance achieved 48 h later, suggesting its functional relevance for memory processes.

Leadership training for postdoctoral dental students.

PubMed

Skoulas, Angelique; Kalenderian, Elsbeth

2012-09-01

Harvard School of Dental Medicine launched a course on leadership for its postdoctoral dental students in 2010 in order to introduce them to the art of leadership and the latest theories and principles regarding becoming a leader. Nine four-hour modules over a period of six months took the students on a journey of leadership self-exploration by building awareness of their capacity in core leadership skills; providing them with tools and frameworks for developing effective leadership skills; encouraging the immediate practice of core skills; creating space for honest reflection; and providing inspiration with guest lectures. A constant toggle between the present and their future as leaders was built into the course. In the student evaluations, the course received an overall rating of 4.71 (5=excellent), and the students reported an enhanced interest in all topic areas. They reported that the ability to build trust with others was the most beneficial skill for a dentist, while viewing advocacy skills as the least beneficial. All the students indicated an intention to continue developing their leadership skills. Through the course, the students developed an understanding of their leadership strengths and limitations through case studies, role-play, and self-reflection, as well as gaining an understanding of team dynamics and cultural perceptions in the context of dentistry.

The theoretical model of the school-based prevention programme Unplugged.

PubMed

Vadrucci, Serena; Vigna-Taglianti, Federica D; van der Kreeft, Peer; Vassara, Maro; Scatigna, Maria; Faggiano, Fabrizio; Burkhart, Gregor

2016-12-01

Unplugged is a school-based prevention programme designed and tested in the EU-Dap trial. The programme consists of 12 units delivered by class teachers to adolescents 12-14 years old. It is a strongly interactive programme including a training of personal and social skills with a specific focus on normative beliefs. The aim of this work is to define the theoretical model of the program, the contribution of the theories to the units, and the targeted mediators. The programme integrates several theories: Social Learning, Social Norms, Health Belief, theory of Reasoned Action-Attitude, and Problem Behaviour theory. Every theory contributes to the development of the units' contents, with specific weights. Knowledge, risk perception, attitudes towards drugs, normative beliefs, critical and creative thinking, relationship skills, communication skills, assertiveness, refusal skills, ability to manage emotions and to cope with stress, empathy, problem solving and decision making skills are the targeted mediators of the program. © The Author(s) 2015.

Community resilience as a metaphor, theory, set of capacities, and strategy for disaster readiness.

PubMed

Norris, Fran H; Stevens, Susan P; Pfefferbaum, Betty; Wyche, Karen F; Pfefferbaum, Rose L

2008-03-01

Communities have the potential to function effectively and adapt successfully in the aftermath of disasters. Drawing upon literatures in several disciplines, we present a theory of resilience that encompasses contemporary understandings of stress, adaptation, wellness, and resource dynamics. Community resilience is a process linking a network of adaptive capacities (resources with dynamic attributes) to adaptation after a disturbance or adversity. Community adaptation is manifest in population wellness, defined as high and non-disparate levels of mental and behavioral health, functioning, and quality of life. Community resilience emerges from four primary sets of adaptive capacities--Economic Development, Social Capital, Information and Communication, and Community Competence--that together provide a strategy for disaster readiness. To build collective resilience, communities must reduce risk and resource inequities, engage local people in mitigation, create organizational linkages, boost and protect social supports, and plan for not having a plan, which requires flexibility, decision-making skills, and trusted sources of information that function in the face of unknowns.

Teaching Motor Skills to Children: Theory into Practice.

ERIC Educational Resources Information Center

Gabbard, Carl

1984-01-01

A recent development in elementary physical education is the use of Schema theory as a basis for teaching and understanding the acquisition of motor skills by children. This theory suggests how children learn and perform a variety of movements. (DF)

Strategies for Reduced-Order Models in Uncertainty Quantification of Complex Turbulent Dynamical Systems

NASA Astrophysics Data System (ADS)

Qi, Di

Turbulent dynamical systems are ubiquitous in science and engineering. Uncertainty quantification (UQ) in turbulent dynamical systems is a grand challenge where the goal is to obtain statistical estimates for key physical quantities. In the development of a proper UQ scheme for systems characterized by both a high-dimensional phase space and a large number of instabilities, significant model errors compared with the true natural signal are always unavoidable due to both the imperfect understanding of the underlying physical processes and the limited computational resources available. One central issue in contemporary research is the development of a systematic methodology for reduced order models that can recover the crucial features both with model fidelity in statistical equilibrium and with model sensitivity in response to perturbations. In the first part, we discuss a general mathematical framework to construct statistically accurate reduced-order models that have skill in capturing the statistical variability in the principal directions of a general class of complex systems with quadratic nonlinearity. A systematic hierarchy of simple statistical closure schemes, which are built through new global statistical energy conservation principles combined with statistical equilibrium fidelity, are designed and tested for UQ of these problems. Second, the capacity of imperfect low-order stochastic approximations to model extreme events in a passive scalar field advected by turbulent flows is investigated. The effects in complicated flow systems are considered including strong nonlinear and non-Gaussian interactions, and much simpler and cheaper imperfect models with model error are constructed to capture the crucial statistical features in the stationary tracer field. Several mathematical ideas are introduced to improve the prediction skill of the imperfect reduced-order models. Most importantly, empirical information theory and statistical linear response theory are applied in the training phase for calibrating model errors to achieve optimal imperfect model parameters; and total statistical energy dynamics are introduced to improve the model sensitivity in the prediction phase especially when strong external perturbations are exerted. The validity of reduced-order models for predicting statistical responses and intermittency is demonstrated on a series of instructive models with increasing complexity, including the stochastic triad model, the Lorenz '96 model, and models for barotropic and baroclinic turbulence. The skillful low-order modeling methods developed here should also be useful for other applications such as efficient algorithms for data assimilation.

Enhancing Empathy and Theory of Mind

ERIC Educational Resources Information Center

Goldstein, Thalia R.; Winner, Ellen

2012-01-01

Social cognitive skills such as empathy and theory of mind are crucial for everyday interactions, cooperation, and cultural learning, and deficits in these skills have been implicated in pathologies such as autism spectrum disorder, sociopathy, and nonverbal learning disorders. Little research has examined how these skills develop after early…

A theory-based curriculum design for remediation of residents' communication skills.

PubMed

Leung, Fok-Han; Martin, Dawn; Batty, Helen

2009-12-01

Residents requiring remediation are often deficient in communication skills, namely clinical interviewing skills. Residents have to digest large amounts of knowledge, and then apply it in a clinical interview. The patient-centered approach, as demonstrated in the Calgary-Cambridge model and Martin's Map, can be difficult to teach. Before implementing a remediation curriculum, the theoretical educational underpinnings must be sound; curriculum evaluation is often expensive. Before establishing metrics for curriculum evaluation, a starting point is to perform a mental experiment to test theoretical adherence. This article describes an experiential remedial curriculum for communication skills. Educational theories of Kolb, Knowles, Bandura, and Bloom are used to design the curriculum into theory-based design components. Kolb's experiential cycle models the natural sequence of experiencing, teaching, and learning interviewing skills. A curriculum structured around this cycle has multiple intercalations with the above educational theories. The design is strengthened by appropriately timed use of education strategies such as learning contracts, taped interviews, simulations, structured reflection, and teacher role modeling. Importantly, it also models the form of the clinical interview format desired. Through understanding and application of contemporary educational theories, a program to remediate interviewing skills can increase its potential for success.

Effects of Practice and Training on the Acquisition and Transfer of Spatial Skills Two Speed-Accuracy Studies

DTIC Science & Technology

1993-04-25

Other theories emphasize the internalization of an external activity in the development of general spatial skills ( Vygotsky ,1962). These predictions were...board task. On the other hand, internalization theories of skill acquisition (e.g., Vygotsky , 1962; Piaget & Inhelder, 1967) suggest that subjects who...invalidate scores for subjects who have fortuitously or deliberately practiced problems similar to those tested. A central issue for both theory and practice

Mind or brain? Where does therapeutic change originate? A reaction to "The reunion process: A new focus in short-term dynamic psychotherapy.".

PubMed

Binder, Jeffrey L

2007-06-01

In "The Reunion Process: A New Focus in Short-Term Dynamic Psychotherapy," by Dr. Sandler (see record 2007-09422-001), addresses posttreatment relapse by a new therapeutic strategy based on attachment theory and recent research findings concerning the neurobiology of memory. This strategy involves the discovery or creation of positive childhood maternal attachment memories as a method of overcoming the dominance of negative memories. Dr. Sandler makes assumptions about what can be achieved in short-term therapies, the pace of therapeutic change, as well as the role in treatment outcome of techniques versus therapist skill and relationship factors. These assumptions are not supported by psychotherapy research. While the attempt to use new discoveries from neurobiology to guide the development of therapeutic techniques is admirable, the author appears to engage in a fair amount of speculative theoretical reductionism in attempting to explain the eventually positive outcome of the case he presents. I offer a more parsimonious psychological explanation, which is consistent with the short-term dynamic psychotherapy theory of change. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

Relationship of tutors' group-dynamics skills to their performance ratings in problem-based learning.

PubMed

Dolmans, D H; Wolfhagen, I H; Scherpbier, A J; Vleuten, C P

2001-05-01

A tutor's performance is often investigated as a stable teacher characteristic, isolated from the context in which the tutor functions. This study investigated the influence of a tutor's group-dynamics skills in differently functioning tutorial groups on performance ratings. Students' ratings of tutors' performances collected from 75 tutorial groups at one school over four different academic years were compared with the independent variables, groups' cohesion scores and sponging scores (the degree to which some students let others do the work), and the intervening variable, tutors' group-dynamics skills. Tutors with strong group-dynamics skills were assigned mean tutor's-performance scores of 7.4 (SD = 0.8) and 8.2 (SD = 0.5), respectively, by groups scoring low and high on cohesion. Tutors with low group-dynamics skills were rated 7.0 (SD = 1.1) and 7.4 (SD = 1.1) by the same groups. The same pattern held for sponging scores. Tutors who had strong group-dynamics skills received mean tutor's-performance scores of 8.1 (SD = 0.6) and 7.4 (SD = 0.8), respectively, from groups with low and high sponging scores. Tutors with weak group-dynamics skills were scored 7.6 (SD = 1.0) and 6.9 (SD = 1.1) by the same groups. Tutors possessing group-dynamics skills were rated higher by students than were tutors who lacked these skills, irrespective of the quality of a tutorial group's performance. A tutor who evaluates tutorial-group function on a regular basis and makes appointments with students based on these evaluations is seen as performing better than a tutor who does not.

Pursuit tracking and higher levels of skill development in the human pilot

NASA Technical Reports Server (NTRS)

Hess, R. A.

1981-01-01

A model of the human pilot is offered for pursuit tracking tasks; the model encompasses an existing model for compensatory tracking. The central hypothesis in the development of this model states that those primary structural elements in the compensatory model responsible for the pilot's equalization capabilities remain intact in the pursuit model. In this latter case, effective low-frequency inversion of the controlled-element dynamics occurs by feeding-forward derived input rate through the equalization dynamics, with low-frequency phase droop minimized. The sharp reduction in low-frequency phase lag beyond that associated with the disappearance of phase droop is seen to accompany relatively low-gain feedback of vehicle output. The results of some recent motion cue research are discussed and interpreted in terms of the compensatory-pursuit display dichotomy. Tracking with input preview is discussed in a qualitative way. In terms of the model, preview is shown to demand no fundamental changes in structure or equalization and to allow the pilot to eliminate the effective time delays that accrue in the inversion of the controlled-element dynamics. Precognitive behavior is discussed, and a model that encompasses all the levels of skill development outlined in the successive organizations of perception theory is finally proposed.

Expertise facilitates the transfer of anticipation skill across domains.

PubMed

Rosalie, Simon M; Müller, Sean

2014-02-01

It is unclear whether perceptual-motor skill transfer is based upon similarity between the learning and transfer domains per identical elements theory, or facilitated by an understanding of underlying principles in accordance with general principle theory. Here, the predictions of identical elements theory, general principle theory, and aspects of a recently proposed model for the transfer of perceptual-motor skill with respect to expertise in the learning and transfer domains are examined. The capabilities of expert karate athletes, near-expert karate athletes, and novices to anticipate and respond to stimulus skills derived from taekwondo and Australian football were investigated in ecologically valid contexts using an in situ temporal occlusion paradigm and complex whole-body perceptual-motor skills. Results indicated that the karate experts and near-experts are as capable of using visual information to anticipate and guide motor skill responses as domain experts and near-experts in the taekwondo transfer domain, but only karate experts could perform like domain experts in the Australian football transfer domain. Findings suggest that transfer of anticipation skill is based upon expertise and an understanding of principles but may be supplemented by similarities that exist between the stimulus and response elements of the learning and transfer domains.

Piagetian Theory as an Organizer for Geographic Skills and Experiences.

ERIC Educational Resources Information Center

Richards, Les

Piagetian stages of cognitive development are reviewed, and what teachers of geography skills, particularly map skills, can do to make use of Piaget's theory of child development is discussed. Piaget describes children at four different stages: (1) sensorimotor stage--birth to 2 years, (2) preoperational stage--ages 2-7, (3) concrete operational…

Implementing software based on relation frame theory to develop and increase relational cognitive skills

NASA Astrophysics Data System (ADS)

Presti, Giovambattista; Messina, Concetta; Mongelli, Francesca; Sireci, Maria Josè; Collotta, Mario

2017-11-01

Relational Frame Theory is a post-skinnerian theory of language and cognition based on more than thirty years of basic and applied research. It defines language and cognitive skills as an operant repertoire of responses to arbitrarily related stimuli specific, as far as is now known, of the human species. RFT has been proved useful in addressing cognitive barriers to human action in psychotherapy and also improving children skills in reading, IQ testing, and in metaphoric and categorical repertoires. We present a frame of action where RFT can be used in programming software to help autistic children to develop cognitive skills within a developmental vision.

Impulse-variability theory: implications for ballistic, multijoint motor skill performance.

PubMed

Urbin, M A; Stodden, David F; Fischman, Mark G; Weimar, Wendi H

2011-01-01

Impulse-variability theory (R. A. Schmidt, H. N. Zelaznik, B. Hawkins, J. S. Frank, & J. T. Quinn, 1979) accounts for the curvilinear relationship between the magnitude and resulting variability of the muscular forces that influence the success of goal-directed limb movements. The historical roots of impulse-variability theory are reviewed in the 1st part of this article, including the relationship between movement speed and spatial error. The authors then address the relevance of impulse-variability theory for the control of ballistic, multijoint skills, such as throwing, striking, and kicking. These types of skills provide a stark contrast to the relatively simple, minimal degrees of freedom movements that characterized early research. However, the inherent demand for ballistic force generation is a strong parallel between these simple laboratory tasks and multijoint motor skills. Therefore, the authors conclude by recommending experimental procedures for evaluating the adequacy of impulse variability as a theoretical model within the context of ballistic, multijoint motor skill performance. Copyright © Taylor & Francis Group, LLC

Intelligence and Savant Syndrome: Is the Whole Greater than the Sum of the Fragments?

ERIC Educational Resources Information Center

Nettelbeck, Ted; Young, Robyn

1996-01-01

It is argued that skills displayed by savants are not intelligent and that H. Gardner's theory of multiple intelligences fails by overstating the relevance of savant skills and because it disregards research evidence for a general factor. Intelligence theory must compile a structure that accounts for savant skills and intelligence. (SLD)

The Relationship between Campus Climate and the Teaching of Critical Thinking Skills in Community College Classrooms

ERIC Educational Resources Information Center

Simon, Thomas C.

2010-01-01

Although critical thinking skills are important for all citizens participating in a democratic society, many community college students appear to lack these skills. This study addressed the apparent lack of research relating critical thinking instruction to campus climate. Critical thinking theory and Moos's organizational climate theory served as…

Using Emergence Theory-Based Curriculum to Teach Compromise Skills to Students with Autistic Spectrum Disorders

ERIC Educational Resources Information Center

Fein, Lance; Jones, Don

2015-01-01

This study addresses the compromise skills that are taught to students diagnosed with autistic spectrum disorders (ASD) and related social and communication deficits. A private school in the southeastern United States implemented an emergence theory-based curriculum to address these skills, yet no formal analysis was conducted to determine its…

Playing off the curve - testing quantitative predictions of skill acquisition theories in development of chess performance.

PubMed

Gaschler, Robert; Progscha, Johanna; Smallbone, Kieran; Ram, Nilam; Bilalić, Merim

2014-01-01

Learning curves have been proposed as an adequate description of learning processes, no matter whether the processes manifest within minutes or across years. Different mechanisms underlying skill acquisition can lead to differences in the shape of learning curves. In the current study, we analyze the tournament performance data of 1383 chess players who begin competing at young age and play tournaments for at least 10 years. We analyze the performance development with the goal to test the adequacy of learning curves, and the skill acquisition theories they are based on, for describing and predicting expertise acquisition. On the one hand, we show that the skill acquisition theories implying a negative exponential learning curve do a better job in both describing early performance gains and predicting later trajectories of chess performance than those theories implying a power function learning curve. On the other hand, the learning curves of a large proportion of players show systematic qualitative deviations from the predictions of either type of skill acquisition theory. While skill acquisition theories predict larger performance gains in early years and smaller gains in later years, a substantial number of players begin to show substantial improvements with a delay of several years (and no improvement in the first years), deviations not fully accounted for by quantity of practice. The current work adds to the debate on how learning processes on a small time scale combine to large-scale changes.

Dynamic action units slip in speech production errors ☆

PubMed Central

Goldstein, Louis; Pouplier, Marianne; Chen, Larissa; Saltzman, Elliot; Byrd, Dani

2008-01-01

In the past, the nature of the compositional units proposed for spoken language has largely diverged from the types of control units pursued in the domains of other skilled motor tasks. A classic source of evidence as to the units structuring speech has been patterns observed in speech errors – “slips of the tongue”. The present study reports, for the first time, on kinematic data from tongue and lip movements during speech errors elicited in the laboratory using a repetition task. Our data are consistent with the hypothesis that speech production results from the assembly of dynamically defined action units – gestures – in a linguistically structured environment. The experimental results support both the presence of gestural units and the dynamical properties of these units and their coordination. This study of speech articulation shows that it is possible to develop a principled account of spoken language within a more general theory of action. PMID:16822494

Decision making in urological surgery.

PubMed

Abboudi, Hamid; Ahmed, Kamran; Normahani, Pasha; Abboudi, May; Kirby, Roger; Challacombe, Ben; Khan, Mohammed Shamim; Dasgupta, Prokar

2012-06-01

Non-technical skills are important behavioural aspects that a urologist must be fully competent at to minimise harm to patients. The majority of surgical errors are now known to be due to errors in judgment and decision making as opposed to the technical aspects of the craft. The authors reviewed the published literature regarding decision-making theory and in practice related to urology as well as the current tools available to assess decision-making skills. Limitations include limited number of studies, and the available studies are of low quality. Decision making is the psychological process of choosing between alternative courses of action. In the surgical environment, this can often be a complex balance of benefit and risk within a variable time frame and dynamic setting. In recent years, the emphasis of new surgical curriculums has shifted towards non-technical surgical skills; however, the assessment tools in place are far from objective, reliable and valid. Surgical simulators and video-assisted questionnaires are useful methods for appraisal of trainees. Well-designed, robust and validated tools need to be implemented in training and assessment of decision-making skills in urology. Patient safety can only be ensured when safe and effective decisions are made.

An Activation-Based Model of Sentence Processing as Skilled Memory Retrieval

ERIC Educational Resources Information Center

Lewis, Richard L.; Vasishth, Shravan

2005-01-01

We present a detailed process theory of the moment-by-moment working-memory retrievals and associated control structure that subserve sentence comprehension. The theory is derived from the application of independently motivated principles of memory and cognitive skill to the specialized task of sentence parsing. The resulting theory construes…

Delinquency, Social Skills and the Structure of Peer Relations: Assessing Criminological Theories by Social Network Theory

ERIC Educational Resources Information Center

Smangs, Mattias

2010-01-01

This article explores the plausibility of the conflicting theoretical assumptions underlying the main criminological perspectives on juvenile delinquents, their peer relations and social skills: the social ability model, represented by Sutherland's theory of differential associations, and the social disability model, represented by Hirschi's…

Using Game Theory and the Bible to Build Critical Thinking Skills

ERIC Educational Resources Information Center

McCannon, Bryan C.

2007-01-01

The author describes a course designed to build the critical thinking skills of undergraduate economics students. The course introduces and uses game theory to study the Bible. Students gain experience using game theory to formalize events and, by drawing parallels between the Bible and common economic concepts, illustrate the pervasiveness of…

Life Skills Training: Preventing Substance Misuse by Enhancing Individual and Social Competence

ERIC Educational Resources Information Center

Botvin, Gilbert J.; Griffin, Kenneth W.

2014-01-01

Research concerning the etiology and prevention of substance misuse has led to the development of preventive interventions that are theory-based and effective. One such approach, Life Skills Training (LST), targets key etiologic factors using a conceptual framework derived from social learning theory and problem behavior theory. LST has been…

Emerging Skills for School Administrators: Needs for the Future.

ERIC Educational Resources Information Center

Thomas, M. Donald

This paper discusses leadership theories, leadership research issues that educational leaders must confront in the next decade, and leadership skills required for the future. The discussion of leadership theories begins with a review of McGregor's Theories X, Y, and Z and moves on to the qualities embodied in such heroic, charismatic, and…

Little people, big lessons: an innovative strategy to develop interpersonal skills in undergraduate nursing students.

PubMed

Reid Searl, Kerry; McAllister, Margaret; Dwyer, Trudy; Krebs, Katrina Lane; Anderson, Carina; Quinney, Loretto; McLellan, Sandy

2014-09-01

Learning the skills of child health nursing requires more than technical skill development. Humanistic attributes such as being genuine, accepting and empathic are imperative in gaining the trust of a child and in helping them feel comforted and safe in a health care setting. Interpersonal theory has a long history in nursing and numerous contemporary theories have drawn on the seminal work of Peplau to advance nursing practice. However, rarely has this theory been applied to simulation learning. This paper reports on an innovative simulation technique that blends interpersonal theory with puppets. Qualitative evaluation using focus group method with fifteen undergraduate nursing students revealed that the pedagogy had a positive impact on characteristics of the learner, the learning process and on interpersonal communication skills development. The study deepened insights about the educative process and led to learning impacts that suggest that puppet-based learning is a powerful medium to bridge theory and practice, bringing the importance of interpersonal theory to life for students. Copyright © 2014 Elsevier Ltd. All rights reserved.

List Models of Procedure Learning

NASA Technical Reports Server (NTRS)

Matessa, Michael P.; Polson, Peter G.

2005-01-01

This paper presents a new theory of the initial stages of skill acquisition and then employs the theory to model current and future training programs for fight management systems (FMSs) in modern commercial airliners like the Boeing 777 and the Airbus A320. The theoretical foundations for the theory are a new synthesis of the literature on human memory and the latest version of the ACT-R theory of skill acquisition.

Executive functions and theory of mind as predictors of social adjustment in childhood traumatic brain injury.

PubMed

Robinson, Kristen E; Fountain-Zaragoza, Stephanie; Dennis, Maureen; Taylor, H Gerry; Bigler, Erin D; Rubin, Kenneth; Vannatta, Kathryn; Gerhardt, Cynthia A; Stancin, Terry; Yeates, Keith Owen

2014-11-15

This study examined whether executive function and theory of mind mediate the effects of pediatric traumatic brain injury (TBI) on social adjustment, relative to children with orthopedic injury (OI). Participants included 19 children with severe TBI, 41 children with complicated mild/moderate TBI, and 57 children with OI. They completed measures of executive function, as well as cognitive, affective, and conative theory of mind. Parents provided ratings of children's social adjustment. Children with severe TBI performed more poorly than children with OI on executive function and theory of mind tasks and were rated by parents as having more behavioral symptoms and worse communication and social skills. Executive function and theory of mind were positively correlated with social skills and communication skills, and negatively correlated with behavioral symptoms. In multiple mediator models, theory of mind and executive function were not significant direct predictors of any measure of social adjustment, but mediated the association between injury and adjustment for children with severe TBI. Theory of mind was a significant independent mediator when predicting social skills, but executive function was not. TBI in children, particularly severe injury, is associated with poor social adjustment. The impact of TBI on children's social adjustment is likely mediated by its effects on executive function and theory of mind.

Executive Functions and Theory of Mind as Predictors of Social Adjustment in Childhood Traumatic Brain Injury

PubMed Central

Fountain-Zaragoza, Stephanie; Dennis, Maureen; Taylor, H. Gerry; Bigler, Erin D.; Rubin, Kenneth; Vannatta, Kathryn; Gerhardt, Cynthia A.; Stancin, Terry; Yeates, Keith Owen

2014-01-01

Abstract This study examined whether executive function and theory of mind mediate the effects of pediatric traumatic brain injury (TBI) on social adjustment, relative to children with orthopedic injury (OI). Participants included 19 children with severe TBI, 41 children with complicated mild/moderate TBI, and 57 children with OI. They completed measures of executive function, as well as cognitive, affective, and conative theory of mind. Parents provided ratings of children's social adjustment. Children with severe TBI performed more poorly than children with OI on executive function and theory of mind tasks and were rated by parents as having more behavioral symptoms and worse communication and social skills. Executive function and theory of mind were positively correlated with social skills and communication skills, and negatively correlated with behavioral symptoms. In multiple mediator models, theory of mind and executive function were not significant direct predictors of any measure of social adjustment, but mediated the association between injury and adjustment for children with severe TBI. Theory of mind was a significant independent mediator when predicting social skills, but executive function was not. TBI in children, particularly severe injury, is associated with poor social adjustment. The impact of TBI on children's social adjustment is likely mediated by its effects on executive function and theory of mind. PMID:25003478

A Program Based on the Pragmatic Theory to Develop Grammatical Structure Comprehension Skills for Foreign Learners of Arabic

ERIC Educational Resources Information Center

Elsamman, Marwan

2014-01-01

This study aimed at designing a program based on the Pragmatic theory to develop grammatical structure comprehension skills for foreign learners of Arabic and examining its effectiveness. Hence, the problem of the study has been summarized in the weakness of grammatical structure comprehension skills for foreign learners of Arabic and in the need…

Improving the Use of a Group Counseling Scale and Related Model To Teach Theory and Skills Integration.

ERIC Educational Resources Information Center

Zimmick, Renee; Smaby, Marlowe H.; Maddux, Cleborne D.

2000-01-01

Study tests the Skilled Group Counseling Training Model (SGCTM). Results reveal that students in a group counseling class who were trained in the model used at least 80% of the SGCTM skills during three simulated group counseling sessions. During these sessions, the students adhered to one of three counseling theories (Person-Centered, Gestalt,…

Theories and control models and motor learning: clinical applications in neuro-rehabilitation.

PubMed

Cano-de-la-Cuerda, R; Molero-Sánchez, A; Carratalá-Tejada, M; Alguacil-Diego, I M; Molina-Rueda, F; Miangolarra-Page, J C; Torricelli, D

2015-01-01

In recent decades there has been a special interest in theories that could explain the regulation of motor control, and their applications. These theories are often based on models of brain function, philosophically reflecting different criteria on how movement is controlled by the brain, each being emphasised in different neural components of the movement. The concept of motor learning, regarded as the set of internal processes associated with practice and experience that produce relatively permanent changes in the ability to produce motor activities through a specific skill, is also relevant in the context of neuroscience. Thus, both motor control and learning are seen as key fields of study for health professionals in the field of neuro-rehabilitation. The major theories of motor control are described, which include, motor programming theory, systems theory, the theory of dynamic action, and the theory of parallel distributed processing, as well as the factors that influence motor learning and its applications in neuro-rehabilitation. At present there is no consensus on which theory or model defines the regulations to explain motor control. Theories of motor learning should be the basis for motor rehabilitation. The new research should apply the knowledge generated in the fields of control and motor learning in neuro-rehabilitation. Copyright © 2011 Sociedad Española de Neurología. Published by Elsevier Espana. All rights reserved.

A Theoretical Model of Segmented Youth Labor Markets and the School to Work Transition.

ERIC Educational Resources Information Center

Vrooman, John

Recurring evidence that workers with similar skills do not necessarily earn the same wages led to the formulation of an alternative to the conventional market theory, namely, the segmented market theory. This theory posits that certain skills are distributed not among prospective employees but among jobs, in relation to the technology of those…

Performance of Children with Developmental Dyslexia on Two Skill Learning Tasks--Serial Reaction Time and Tower of Hanoi Puzzle

ERIC Educational Resources Information Center

Vakil, Eli; Lowe, Michal; Goldfus, Carol

2015-01-01

Among the various theories proposed to explain developmental dyslexia (DD), the theory of specific procedural learning difficulties has gained certain support and is the framework for the current research. This theory claims that an inability to achieve skill automaticity explains the difficulties experienced by individuals with DD. Previous…

On Practice, Skill and Competition: A Pragmatist Theory of Action for Instrumental Music Education

ERIC Educational Resources Information Center

Tan, Leonard

2017-01-01

Practice, skill and competition are important aspects of participating in school bands and orchestras. However, writers have questioned their value. In this philosophical paper, I mine the writings of the American pragmatists--in particular, their theories of habit and experience--to construct a theory of action for instrumental music education,…

Theory of Mind, Self-Worth and the Mother-Child Relationship

ERIC Educational Resources Information Center

Cahill, Katherine R.; Deater-Deckard, Kirby; Pike, Alison; Hughes, Claire

2007-01-01

We tested the hypothesis that mother-child warmth and responsiveness would moderate the link between young children's theory of mind skills and self-worth. Participants included 125 same-sex pairs of 3.5 year-old twins and their mothers. A battery of tests was individually administered to measure the children's theory of mind skills and verbal…

Learning and Development of Second and Foreign Language Pragmatics as a Higher-Order Language Skill: A Brief Overview of Relevant Theories. Research Report. ETS RR-16-35

ERIC Educational Resources Information Center

Timpe-Laughlin, Veronika

2016-01-01

The development of effective second and foreign (L2) language learning materials needs to be grounded in two types of theories: (a) a theory of language and language use and (b) a theory of language learning. Both are equally important, insofar as an effective learning environment requires an understanding of the knowledge, skills, and abilities…

Mediators of the Relation between Childhood Sexual Abuse and Women’s Sexual Risk Behavior: A Comparison of Two Theoretical Frameworks

PubMed Central

Senn, Theresa E.; Carey, Michael P.; Coury-Doniger, Patricia

2012-01-01

Childhood sexual abuse (CSA) is associated with sexual risk behavior in adulthood, but little research has investigated processes that might mediate this relation. The purpose of this study was to investigate whether constructs suggested by the traumagenic dynamics (TD) model (a theory of the effects of CSA) or constructs suggested by the Information-Motivation-Behavioral skills (IMB) model (a theory of the antecedents of sexual risk behavior) better mediated the relation between CSA and sexual risk behavior in adulthood. Participants were 481 women attending an STI clinic (66% African American) who completed a computerized survey as well as behavioral simulations assessing condom application and sexual assertiveness skills. Forty-five percent of the sample met criteria for CSA and CSA was associated with sexual risk behavior in adulthood. In multiple mediator models, the TD constructs mediated the relation between CSA and the number of sexual partners whereas the IMB constructs mediated the relation between CSA and unprotected sex. In addition, the TD constructs better mediated the relation between CSA and the number of sexual partners; the TD and IMB constructs did not differ in their ability to mediate the relation between CSA and unprotected sex. Sexual risk reduction interventions for women who were sexually abused should target not only the constructs from health behavior models (e.g., motivation and skills to reduce sexual risk), but also constructs that are specific to sexual abuse (e.g., traumatic sexualization and guilt). PMID:22282323

Is Inspiring Group Members an Effective Predictor of Social Dominance in Early Adolescence? Direct and Moderated Effects of Behavioral Strategies, Social Skills, and Gender on Resource Control and Popularity.

PubMed

Vermande, Marjolijn M; Gilholm, Patricia A; Reijntjes, Albert H A; Hessen, Dave J; Sterck, Elisabeth H M; Overduin-de Vries, Anne M

2018-03-13

Dominance in the peer group is important for adolescents. Resource Control Theory posits that both coercive and prosocial (positively assertive) strategies are associated with dominance. Combining Resource Control Theory with Socioanalytic Theory on personality, we hypothesized that inspiring group members would be an additional effective strategy. This study examined whether the three behavioral strategies and two types of social skills (social competence and manipulation) predicted dominance (resource control and popularity). Participants were 619 Dutch adolescents (M age  = 13.1; 47% female) in the first grade of secondary school. They completed peer reports (behavioral strategies and dominance) and self-reports (social skills). Only inspirational and coercive strategies substantially predicted dominance. Main effects of social skills emerged. Moderation between strategies and social skills was only observed for girls (e.g., coercive strategy use was associated with more popularity for girls with higher levels of social manipulation skills). This study furthered our understanding of the predictors of dominance in adolescence by including inspirational behavior and examining prosocial and antisocial skills.

Using constructive alignment theory to develop nursing skills curricula.

PubMed

Joseph, Sundari; Juwah, Charles

2012-01-01

Constructive alignment theory has been used to underpin the development of curricula in higher education for some time (Biggs and Tang, 2007), however, its use to inform and determine skills curricula in nursing is less well documented. This paper explores the use of constructive alignment theory within a study of undergraduate student nurses undertaking clinical skill acquisition in the final year of a BSc (Hons) Nursing course. Students were followed up as newly qualified nurses (NQN) (n = 58) to ascertain the impact of skill acquisition in this way. Comparisons were made with newly qualified nurses who did not participate in a constructively aligned curriculum. This mixed methods study reported skill identification within the immediate post-registration period and evaluated the constructively aligned curriculum as having positive benefits for NQNs in terms of confidence to practice. This was supported by preceptors' views. The study recommends two process models for nursing skills curriculum development and reports that constructive alignment is a useful theoretical framework for nurse educators. Copyright © 2011 Elsevier Ltd. All rights reserved.

Evolutionary games under incompetence.

PubMed

Kleshnina, Maria; Filar, Jerzy A; Ejov, Vladimir; McKerral, Jody C

2018-02-26

The adaptation process of a species to a new environment is a significant area of study in biology. As part of natural selection, adaptation is a mutation process which improves survival skills and reproductive functions of species. Here, we investigate this process by combining the idea of incompetence with evolutionary game theory. In the sense of evolution, incompetence and training can be interpreted as a special learning process. With focus on the social side of the problem, we analyze the influence of incompetence on behavior of species. We introduce an incompetence parameter into a learning function in a single-population game and analyze its effect on the outcome of the replicator dynamics. Incompetence can change the outcome of the game and its dynamics, indicating its significance within what are inherently imperfect natural systems.

Investigating the social behavioral dynamics and differentiation of skill in a martial arts technique.

PubMed

Caron, Robert R; Coey, Charles A; Dhaim, Ashley N; Schmidt, R C

2017-08-01

Coordinating interpersonal motor activity is crucial in martial arts, where managing spatiotemporal parameters is emphasized to produce effective techniques. Modeling arm movements in an Aikido technique as coupled oscillators, we investigated whether more-skilled participants would adapt to the perturbation of weighted arms in different and predictable ways compared to less-skilled participants. Thirty-four participants ranging from complete novice to veterans of more than twenty years were asked to perform an Aikido exercise with a repeated attack and response, resulting in a period of steady-state coordination, followed by a take down. We used mean relative phase and its variability to measure the steady-state dynamics of both the inter- and intrapersonal coordination. Our findings suggest that interpersonal coordination of less-skilled participants is disrupted in highly predictable ways based on oscillatory dynamics; however, more-skilled participants overcome these natural dynamics to maintain critical performance variables. Interestingly, the more-skilled participants exhibited more variability in their intrapersonal dynamics while meeting these interpersonal demands. This work lends insight to the development of skill in competitive social motor activities. Copyright © 2017 Elsevier B.V. All rights reserved.

A probabilistic drought forecasting framework: A combined dynamical and statistical approach

DOE Office of Scientific and Technical Information (OSTI.GOV)

Yan, Hongxiang; Moradkhani, Hamid; Zarekarizi, Mahkameh

In order to improve drought forecasting skill, this study develops a probabilistic drought forecasting framework comprised of dynamical and statistical modeling components. The novelty of this study is to seek the use of data assimilation to quantify initial condition uncertainty with the Monte Carlo ensemble members, rather than relying entirely on the hydrologic model or land surface model to generate a single deterministic initial condition, as currently implemented in the operational drought forecasting systems. Next, the initial condition uncertainty is quantified through data assimilation and coupled with a newly developed probabilistic drought forecasting model using a copula function. The initialmore » condition at each forecast start date are sampled from the data assimilation ensembles for forecast initialization. Finally, seasonal drought forecasting products are generated with the updated initial conditions. This study introduces the theory behind the proposed drought forecasting system, with an application in Columbia River Basin, Pacific Northwest, United States. Results from both synthetic and real case studies suggest that the proposed drought forecasting system significantly improves the seasonal drought forecasting skills and can facilitate the state drought preparation and declaration, at least three months before the official state drought declaration.« less

Developmental Approach for Behavior Learning Using Primitive Motion Skills.

PubMed

Dawood, Farhan; Loo, Chu Kiong

2018-05-01

Imitation learning through self-exploration is essential in developing sensorimotor skills. Most developmental theories emphasize that social interactions, especially understanding of observed actions, could be first achieved through imitation, yet the discussion on the origin of primitive imitative abilities is often neglected, referring instead to the possibility of its innateness. This paper presents a developmental model of imitation learning based on the hypothesis that humanoid robot acquires imitative abilities as induced by sensorimotor associative learning through self-exploration. In designing such learning system, several key issues will be addressed: automatic segmentation of the observed actions into motion primitives using raw images acquired from the camera without requiring any kinematic model; incremental learning of spatio-temporal motion sequences to dynamically generates a topological structure in a self-stabilizing manner; organization of the learned data for easy and efficient retrieval using a dynamic associative memory; and utilizing segmented motion primitives to generate complex behavior by the combining these motion primitives. In our experiment, the self-posture is acquired through observing the image of its own body posture while performing the action in front of a mirror through body babbling. The complete architecture was evaluated by simulation and real robot experiments performed on DARwIn-OP humanoid robot.

Simulations in Cyber-Security: A Review of Cognitive Modeling of Network Attackers, Defenders, and Users.

PubMed

Veksler, Vladislav D; Buchler, Norbou; Hoffman, Blaine E; Cassenti, Daniel N; Sample, Char; Sugrim, Shridat

2018-01-01

Computational models of cognitive processes may be employed in cyber-security tools, experiments, and simulations to address human agency and effective decision-making in keeping computational networks secure. Cognitive modeling can addresses multi-disciplinary cyber-security challenges requiring cross-cutting approaches over the human and computational sciences such as the following: (a) adversarial reasoning and behavioral game theory to predict attacker subjective utilities and decision likelihood distributions, (b) human factors of cyber tools to address human system integration challenges, estimation of defender cognitive states, and opportunities for automation, (c) dynamic simulations involving attacker, defender, and user models to enhance studies of cyber epidemiology and cyber hygiene, and (d) training effectiveness research and training scenarios to address human cyber-security performance, maturation of cyber-security skill sets, and effective decision-making. Models may be initially constructed at the group-level based on mean tendencies of each subject's subgroup, based on known statistics such as specific skill proficiencies, demographic characteristics, and cultural factors. For more precise and accurate predictions, cognitive models may be fine-tuned to each individual attacker, defender, or user profile, and updated over time (based on recorded behavior) via techniques such as model tracing and dynamic parameter fitting.

Parochial Dissonance: A Grounded Theory of Wisconsin's New North Response to the Employability Skills Gap

ERIC Educational Resources Information Center

Baneck, Timothy M.

2012-01-01

The purpose of this study was to generate a theory that explained the beliefs and behaviors of participants from business, not-for-profit business, education, and government sectors when resolving the employability skills gap. Classical grounded theory was the inductive methodology applied to this study. The New North, an 18 county region located…

Insights from Skill Acquisition Theory for Grammar Activity Sequencing and Design in Foreign Language Teaching

ERIC Educational Resources Information Center

Criado, Raquel

2016-01-01

This article presents a framework for the elaboration of Foreign Language Teaching (FLT) grammar materials for adults based on the application to SLA of Skill Acquisition Theory (SAT). This theory is argued to compensate for the major drawbacks of FLT settings in comparison with second language contexts (lack of classroom learning time and limited…

Performance of Children With Developmental Dyslexia on Two Skill Learning Tasks-Serial Reaction Time and Tower of Hanoi Puzzle: A Test of the Specific Procedural Learning Difficulties Theory.

PubMed

Vakil, Eli; Lowe, Michal; Goldfus, Carol

2015-01-01

Among the various theories proposed to explain developmental dyslexia (DD), the theory of specific procedural learning difficulties has gained certain support and is the framework for the current research. This theory claims that an inability to achieve skill automaticity explains the difficulties experienced by individuals with DD. Previous research on automaticity and DD has exhibited methodological issues such as a failure to test a range of skills. The current study broadens previous findings by delineating various reading skills correlated with several aspects of skill acquisition. Furthermore, the study utilizes two nonverbal tasks that reflect distinct types of skills: Serial Reaction Time (SRT) and the Tower of Hanoi Puzzle (TOHP). A total of 53 children aged 11 to 13 participated in the study, of whom 23 were children with DD and 30 were controls. Participants completed a test battery that consisted of reading tests, the SRT, and the TOHP. Results show no differences in learning rate between individuals with or without DD, although individuals with DD performed both tasks at a slower rate. Correlations were identified between a number of reading measures and measures of skill acquisition, expressed primarily in individuals with DD. Implications are examined in the discussion. © Hammill Institute on Disabilities 2013.

I. WORKING MEMORY CAPACITY IN CONTEXT: MODELING DYNAMIC PROCESSES OF BEHAVIOR, MEMORY, AND DEVELOPMENT.

PubMed

Simmering, Vanessa R

2016-09-01

Working memory is a vital cognitive skill that underlies a broad range of behaviors. Higher cognitive functions are reliably predicted by working memory measures from two domains: children's performance on complex span tasks, and infants' performance in looking paradigms. Despite the similar predictive power across these research areas, theories of working memory development have not connected these different task types and developmental periods. The current project takes a first step toward bridging this gap by presenting a process-oriented theory, focusing on two tasks designed to assess visual working memory capacity in infants (the change-preference task) versus children and adults (the change detection task). Previous studies have shown inconsistent results, with capacity estimates increasing from one to four items during infancy, but only two to three items during early childhood. A probable source of this discrepancy is the different task structures used with each age group, but prior theories were not sufficiently specific to explain how performance relates across tasks. The current theory focuses on cognitive dynamics, that is, how memory representations are formed, maintained, and used within specific task contexts over development. This theory was formalized in a computational model to generate three predictions: 1) capacity estimates in the change-preference task should continue to increase beyond infancy; 2) capacity estimates should be higher in the change-preference versus change detection task when tested within individuals; and 3) performance should correlate across tasks because both rely on the same underlying memory system. I also tested a fourth prediction, that development across tasks could be explained through increasing real-time stability, realized computationally as strengthening connectivity within the model. Results confirmed these predictions, supporting the cognitive dynamics account of performance and developmental changes in real-time stability. The monograph concludes with implications for understanding memory, behavior, and development in a broader range of cognitive development. © 2016 The Society for Research in Child Development, Inc.

Impedance learning for robotic contact tasks using natural actor-critic algorithm.

PubMed

Kim, Byungchan; Park, Jooyoung; Park, Shinsuk; Kang, Sungchul

2010-04-01

Compared with their robotic counterparts, humans excel at various tasks by using their ability to adaptively modulate arm impedance parameters. This ability allows us to successfully perform contact tasks even in uncertain environments. This paper considers a learning strategy of motor skill for robotic contact tasks based on a human motor control theory and machine learning schemes. Our robot learning method employs impedance control based on the equilibrium point control theory and reinforcement learning to determine the impedance parameters for contact tasks. A recursive least-square filter-based episodic natural actor-critic algorithm is used to find the optimal impedance parameters. The effectiveness of the proposed method was tested through dynamic simulations of various contact tasks. The simulation results demonstrated that the proposed method optimizes the performance of the contact tasks in uncertain conditions of the environment.

Social communication in children with autism: the relationship between theory of mind and discourse development.

PubMed

Hale, Courtney M; Tager-Flusberg, Helen

2005-05-01

This longitudinal study investigated the developmental trajectory of discourse skills and theory of mind in 57 children with autism. Children were tested at two time points spaced 1 year apart. Each year they provided a natural language sample while interacting with one parent, and were given standardized vocabulary measures and a developmentally sequenced battery of theory of mind tasks. The language samples were coded for conversational skills, specifically the child's use of topic-related contingent utterances. Children with autism made significant gains over 1 year in the ability to maintain a topic of discourse. Hierarchical regression analyses demonstrated that theory of mind skills contributed unique variance to individual differences in contingent discourse ability and vice versa, when measured concurrently; however, they did not predict longitudinal changes. The findings offer some empirical support for the hypothesis that theory of mind is linked to communicative competence in children with autism.

A square peg in a round hole: Theory-practice gap from the lens of Filipino student nurses.

PubMed

Factor, Elisa Monette R; Matienzo, Evangeline T; de Guzman, Allan B

2017-10-01

Previous studies suggest that theory-practice gap has remained to be a formidable task and a challenge to the nursing profession. While efforts to understand the nature and dynamics of theory-practice gap have been undertaken across the globe, a dearth in literature exists in the context of a developing country like the Philippines. Seemingly, no research has ventured yet to explore the theory-practice gap experiences of Filipino student nurses. Hence, the major intent of this qualitative investigation is to describe and capture how theory-practice gap is viewed by a select group of senior nursing students (n=10) in a comprehensive university in the Philippines. From the thickness and richness of the descriptions of the field text gathered in this study, an interesting conceptualization labeled as the Theory-Practice Gap Deficit Triad which consists of (a) structural, (b) pedagogical, and (c) relational deficits was emerged. Interestingly, the said model describes a clear intersection of the various concerns and dilemmas encountered by student nurses in their clinical exposures. Findings of this paper are valuable inputs to nursing educators, practitioners, and administrators in initiating realignment efforts geared toward developing nurses whose knowledge, skills and attitudes are responsive to the ever changing professional practice landscape. Copyright © 2017 Elsevier Ltd. All rights reserved.

Online course design for teaching critical thinking.

PubMed

Schaber, Patricia; Shanedling, Janet

2012-01-01

Teaching critical thinking (CT) skills, a goal in higher education, is seldom considered in the primary design of either classroom or online courses, and is even less frequently measured in student learning. In health professional education, CT along with clinical reasoning skills is essential for the development of clinical practitioners. This study, measuring CT skill development in an online theory course, supports using a cyclical course design to build higher level processes in student thinking. Eighty-six Masters of Occupational Therapy students in four sections of an occupation-based theory course were evaluated on elements in the Paul and Elder CT Model throughout the course and surveyed for their perceptions in their ability to think critically at course completion. Results of this study demonstrated that the online theory course design contributed to improving critical thinking skills and student's perceived CT skill development as applicable to their future professional practice. In a focus group, eight students identified four effective course design features that contributed to their CT skill development: highly structured learning, timely feedback from instructor, repetition of assignments, and active engagement with the material.

Direct and mediated effects of language and cognitive skills on comprehension of oral narrative texts (listening comprehension) for children.

PubMed

Kim, Young-Suk Grace

2016-01-01

We investigated component language and cognitive skills of oral language comprehension of narrative texts (i.e., listening comprehension). Using the construction-integration model of text comprehension as an overarching theoretical framework, we examined direct and mediated relations of foundational cognitive skills (working memory and attention), foundational language skills (vocabulary and grammatical knowledge), and higher-order cognitive skills (inference, theory of mind, and comprehension monitoring) to listening comprehension. A total of 201 first grade children in South Korea participated in the study. Structural equation modeling results showed that listening comprehension is directly predicted by working memory, grammatical knowledge, inference, and theory of mind and is indirectly predicted by attention, vocabulary, and comprehension monitoring. The total effects were .46 for working memory, .07 for attention, .30 for vocabulary, .49 for grammatical knowledge, .31 for inference, .52 for theory of mind, and .18 for comprehension monitoring. These results suggest that multiple language and cognitive skills make contributions to listening comprehension, and their contributions are both direct and indirect. Copyright © 2015 Elsevier Inc. All rights reserved.

The Short-Run Behavior of Skilled Wage Differentials

ERIC Educational Resources Information Center

Walsh, William D.

1977-01-01

Develops a theory to integrate the effects of three factors--the relative supply elasticities of skilled and unskilled labor, adjustments in skilled labor hiring standards, and the presence of fixed employment costs for skilled labor--on the response of skill differentials to demand variation. (Editor/LAS)

Motor Skill Learning in Children.

ERIC Educational Resources Information Center

Gabbard, Carl P.

The purpose of this article is to briefly describe schema theory and indicate its relevance to early childhood development, with specific reference to children's acquisition of motor skills. Schema theory proposes an explanation of how individuals learn and perform a seemingly endless variety of movements. According to Schmidt (1975), goal…

Mindful Storytellers: Emerging Pragmatics and Theory of Mind Development

ERIC Educational Resources Information Center

Fernández, Camila

2013-01-01

Emerging pragmatic language skills involve social, cognitive and linguistic abilities, including children's awareness of the conversational partner's mental states. The present study investigated the relation between children's theory of mind (ToM) and features of pragmatic language skills assessed through narrative discourse. One hundred and…

Why the long hours? Job demands and social exchange dynamics.

PubMed

Genin, Emilie; Haines, Victor Y; Pelletier, David; Rousseau, Vincent; Marchand, Alain

2016-11-22

This study investigates the determinants of long working hours from the perspectives of the demand-control model [Karasek, 1979] and social exchange theory [Blau, 1964; Goulder, 1960]. These two theoretical perspectives are tested to understand why individuals work longer (or shorter) hours. The hypotheses are tested with a representative sample of 1,604 employed Canadians. In line with Karasek's model, the results support that high job demands are positively associated with longer work hours. The social exchange perspective would predict a positive association between skill discretion and work hours. This hypothesis was supported for individuals with a higher education degree. Finally, the results support a positive association between active jobs and longer work hours. Our research suggests that job demands and social exchange dynamics need to be considered together in the explanation of longer (or shorter) work hours.

Degradation of learned skills: Effectiveness of practice methods on visual approach and landing skill retention

NASA Technical Reports Server (NTRS)

Sitterley, T. E.; Zaitzeff, L. P.; Berge, W. A.

1972-01-01

Flight control and procedural task skill degradation, and the effectiveness of retraining methods were evaluated for a simulated space vehicle approach and landing under instrument and visual flight conditions. Fifteen experienced pilots were trained and then tested after 4 months either without the benefits of practice or with static rehearsal, dynamic rehearsal or with dynamic warmup practice. Performance on both the flight control and procedure tasks degraded significantly after 4 months. The rehearsal methods effectively countered procedure task skill degradation, while dynamic rehearsal or a combination of static rehearsal and dynamic warmup practice was required for the flight control tasks. The quality of the retraining methods appeared to be primarily dependent on the efficiency of visual cue reinforcement.

Sex differences in Nintendo Wii performance as expected from hunter-gatherer selection.

PubMed

Cherney, Isabelle D; Poss, Jordan L

2008-06-01

To test the hunter-gatherer theory of cognitive sex differences, men and women each played four video games on a Wii console: two games simulating skills necessary for hunting (navigation and shooting) and two games simulating skills necessary for gathering (fine motor and visual search). Men outperformed women on the two hunting games, whereas there were no sex differences on the gathering skill games. The findings are discussed in terms of evolutionary psychology theory.

Locomotor play drives motor skill acquisition at the expense of growth: A life history trade-off

PubMed Central

Berghänel, Andreas; Schülke, Oliver; Ostner, Julia

2015-01-01

The developmental costs and benefits of early locomotor play are a puzzling topic in biology, psychology, and health sciences. Evolutionary theory predicts that energy-intensive behavior such as play can only evolve if there are considerable benefits. Prominent theories propose that locomotor play is (i) low cost, using surplus energy remaining after growth and maintenance, and (ii) beneficial because it trains motor skills. However, both theories are largely untested. Studying wild Assamese macaques, we combined behavioral observations of locomotor play and motor skill acquisition with quantitative measures of natural food availability and individual growth rates measured noninvasively via photogrammetry. Our results show that investments in locomotor play were indeed beneficial by accelerating motor skill acquisition but carried sizable costs in terms of reduced growth. Even under moderate natural energy restriction, investment in locomotor play accounted for up to 50% of variance in growth, which strongly contradicts the current theory that locomotor play only uses surplus energy remaining after growth and maintenance. Male immatures played more, acquired motor skills faster, and grew less than female immatures, leading to persisting size differences until the age of female maturity. Hence, depending on skill requirements, investment in play can take ontogenetic priority over physical development unconstrained by costs of play with consequences for life history, which strongly highlights the ontogenetic and evolutionary importance of play. PMID:26601237

Locomotor play drives motor skill acquisition at the expense of growth: A life history trade-off.

PubMed

Berghänel, Andreas; Schülke, Oliver; Ostner, Julia

2015-08-01

The developmental costs and benefits of early locomotor play are a puzzling topic in biology, psychology, and health sciences. Evolutionary theory predicts that energy-intensive behavior such as play can only evolve if there are considerable benefits. Prominent theories propose that locomotor play is (i) low cost, using surplus energy remaining after growth and maintenance, and (ii) beneficial because it trains motor skills. However, both theories are largely untested. Studying wild Assamese macaques, we combined behavioral observations of locomotor play and motor skill acquisition with quantitative measures of natural food availability and individual growth rates measured noninvasively via photogrammetry. Our results show that investments in locomotor play were indeed beneficial by accelerating motor skill acquisition but carried sizable costs in terms of reduced growth. Even under moderate natural energy restriction, investment in locomotor play accounted for up to 50% of variance in growth, which strongly contradicts the current theory that locomotor play only uses surplus energy remaining after growth and maintenance. Male immatures played more, acquired motor skills faster, and grew less than female immatures, leading to persisting size differences until the age of female maturity. Hence, depending on skill requirements, investment in play can take ontogenetic priority over physical development unconstrained by costs of play with consequences for life history, which strongly highlights the ontogenetic and evolutionary importance of play.

How Does Knowledge Promote Memory? The Distinctiveness Theory of Skilled Memory

ERIC Educational Resources Information Center

Rawson, Katherine A.; Van Overschelde, James P.

2008-01-01

The robust effects of knowledge on memory for domain-relevant information reported in previous research have largely been attributed to improved organizational processing. The present research proposes the distinctiveness theory of skilled memory, which states that knowledge improves memory not only through improved organizational processing but…

Teaching Public Policy: Theory, Research, and Practice. Contributions in Political Science, Number 268.

ERIC Educational Resources Information Center

Bergerson, Peter J., Ed.

The 16 chapters of this book offer innovative instructional techniques used to train public managers. It presents public management concepts along with such subtopics as organizational theory and ethics, research skills, program evaluation, financial management, computers and communication skills in public administration, comparative public…

Schema Theory and College English Reading Teaching

ERIC Educational Resources Information Center

Zhao, Xiaoguang; Zhu, Lei

2012-01-01

Reading plays a dominant role among the four skills in foreign language acquisition for college students. Unfortunately, over the past few decades, English teaching practice shows that Chinese students are vulnerable in it. Both their reading speed and their reading skills are far from being satisfactory. Schema theory presents a very efficient…

Dynamic Primitives of Motor Behavior

PubMed Central

Hogan, Neville; Sternad, Dagmar

2013-01-01

We present in outline a theory of sensorimotor control based on dynamic primitives, which we define as attractors. To account for the broad class of human interactive behaviors—especially tool use—we propose three distinct primitives: submovements, oscillations and mechanical impedances, the latter necessary for interaction with objects. Due to fundamental features of the neuromuscular system, most notably its slow response, we argue that encoding in terms of parameterized primitives may be an essential simplification required for learning, performance, and retention of complex skills. Primitives may simultaneously and sequentially be combined to produce observable forces and motions. This may be achieved by defining a virtual trajectory composed of submovements and/or oscillations interacting with impedances. Identifying primitives requires care: in principle, overlapping submovements would be sufficient to compose all observed movements but biological evidence shows that oscillations are a distinct primitive. Conversely, we suggest that kinematic synergies, frequently discussed as primitives of complex actions, may be an emergent consequence of neuromuscular impedance. To illustrate how these dynamic primitives may account for complex actions, we briefly review three types of interactive behaviors: constrained motion, impact tasks, and manipulation of dynamic objects. PMID:23124919

Habituation based synaptic plasticity and organismic learning in a quantum perovskite

DOE PAGES

Zuo, Fan; Panda, Priyadarshini; Kotiuga, Michele; ...

2017-08-14

A central characteristic of living beings is the ability to learn from and respond to their environment leading to habit formation and decision making. This behavior, known as habituation, is universal among all forms of life with a central nervous system, and is also observed in single-cell organisms that do not possess a brain. Here, we report the discovery of habituation-based plasticity utilizing a perovskite quantum system by dynamical modulation of electron localization. Microscopic mechanisms and pathways that enable this organismic collective charge-lattice interaction are elucidated by first-principles theory, synchrotron investigations, ab initio molecular dynamics simulations, and in situ environmentalmore » breathing studies. In conclusion, we implement a learning algorithm inspired by the conductance relaxation behavior of perovskites that naturally incorporates habituation, and demonstrate learning to forget: a key feature of animal and human brains. Incorporating this elementary skill in learning boosts the capability of neural computing in a sequential, dynamic environment.« less

Habituation based synaptic plasticity and organismic learning in a quantum perovskite

DOE Office of Scientific and Technical Information (OSTI.GOV)

Zuo, Fan; Panda, Priyadarshini; Kotiuga, Michele

A central characteristic of living beings is the ability to learn from and respond to their environment leading to habit formation and decision making. This behavior, known as habituation, is universal among all forms of life with a central nervous system, and is also observed in single-cell organisms that do not possess a brain. Here, we report the discovery of habituation-based plasticity utilizing a perovskite quantum system by dynamical modulation of electron localization. Microscopic mechanisms and pathways that enable this organismic collective charge-lattice interaction are elucidated by first-principles theory, synchrotron investigations, ab initio molecular dynamics simulations, and in situ environmentalmore » breathing studies. In conclusion, we implement a learning algorithm inspired by the conductance relaxation behavior of perovskites that naturally incorporates habituation, and demonstrate learning to forget: a key feature of animal and human brains. Incorporating this elementary skill in learning boosts the capability of neural computing in a sequential, dynamic environment.« less

An Investigation into the Relationship Between Theory and Practical Biology at 'A' Level in Kenyan Secondary Schools. African Studies in Curriculum Development & Evaluation No. 100.

ERIC Educational Resources Information Center

Mutsune, Myra Kanaidza

Until 1982, achievement in A-level biology in Kenya was measured by an examination which consisted of four papers, three measuring theory work and one measuring practical skills. In 1982, a three paper examination was developed, the first two papers measuring theory and the third paper measuring practical skills. Based on the change in the test…

Using learning theory, interprofessional facilitation competencies, and behavioral indicators to evaluate facilitator training.

PubMed

LeGros, Theresa A; Amerongen, Helen M; Cooley, Janet H; Schloss, Ernest P

2015-01-01

Despite the increasing need for faculty and preceptors skilled in interprofessional facilitation (IPF), the relative novelty of the field poses a challenge to the development and evaluation of IPF programs. We use learning theory and IPF competencies with associated behavioral indicators to develop and evaluate six key messages in IPF training and experience. Our mixed methods approach included two phases: quantitative data collection with embedded qualitative data, followed by qualitative data collection in explanatory sequential fashion. This enabled triangulated analyses of both data types and of facilitation behaviors from facilitator and student perspectives. Results indicate the competency-based training was effective. Facilitators felt comfortable performing behaviors associated with IPF competencies; student observations of those behaviors supported facilitator self-reported performance. Overall, students perceived more facilitation opportunities than facilitators. Findings corroborate the importance of recruiting seasoned facilitators and establishing IPF guidelines that acknowledge variable team dynamics and help facilitators recognize teachable moments.

Examining Procrastination Across Multiple Goal Stages: A Longitudinal Study of Temporal Motivation Theory

PubMed Central

Steel, Piers; Svartdal, Frode; Thundiyil, Tomas; Brothen, Thomas

2018-01-01

Procrastination is among the most common of motivational failures, putting off despite expecting to be worse off. We examine this dynamic phenomenon in a detailed and realistic longitudinal design (Study 1) as well as in a large correlational data set (N = 7400; Study 2). The results are largely consistent with temporal motivation theory. People’s pacing style reflects a hyperbolic curve, with the steepness of the curve predicted by self-reported procrastination. Procrastination is related to intention-action gaps, but not intentions. Procrastinators are susceptible to proximity of temptation and to the temporal separation between their intention and the planned act; the more distal, the greater the gap. Critical self-regulatory skills in explaining procrastination are attention control, energy regulation and automaticity, accounting for 74% of the variance. Future research using this design is recommended, as it provides an almost ideal blend of realism and detailed longitudinal assessment. PMID:29666590

Examining Procrastination Across Multiple Goal Stages: A Longitudinal Study of Temporal Motivation Theory.

PubMed

Steel, Piers; Svartdal, Frode; Thundiyil, Tomas; Brothen, Thomas

2018-01-01

Procrastination is among the most common of motivational failures, putting off despite expecting to be worse off. We examine this dynamic phenomenon in a detailed and realistic longitudinal design (Study 1) as well as in a large correlational data set ( N = 7400; Study 2). The results are largely consistent with temporal motivation theory. People's pacing style reflects a hyperbolic curve, with the steepness of the curve predicted by self-reported procrastination. Procrastination is related to intention-action gaps, but not intentions. Procrastinators are susceptible to proximity of temptation and to the temporal separation between their intention and the planned act; the more distal, the greater the gap. Critical self-regulatory skills in explaining procrastination are attention control, energy regulation and automaticity, accounting for 74% of the variance. Future research using this design is recommended, as it provides an almost ideal blend of realism and detailed longitudinal assessment.

Are systemizing and autistic traits related to talent and interest in mathematics and engineering? Testing some of the central claims of the empathizing-systemizing theory.

PubMed

Morsanyi, Kinga; Primi, Caterina; Handley, Simon J; Chiesi, Francesca; Galli, Silvia

2012-11-01

In two experiments, we tested some of the central claims of the empathizing-systemizing (E-S) theory. Experiment 1 showed that the systemizing quotient (SQ) was unrelated to performance on a mathematics test, although it was correlated with statistics-related attitudes, self-efficacy, and anxiety. In Experiment 2, systemizing skills, and gender differences in these skills, were more strongly related to spatial thinking styles than to SQ. In fact, when we partialled the effect of spatial thinking styles, SQ was no longer related to systemizing skills. Additionally, there was no relationship between the Autism Spectrum Quotient (AQ) and the SQ, or skills and interest in mathematics and mechanical reasoning. We discuss the implications of our findings for the E-S theory, and for understanding the autistic cognitive profile. ©2011 The British Psychological Society.

Effectiveness of LifeRAFT Undergraduate Helping Skills Training Model

ERIC Educational Resources Information Center

Campbell, Elizabeth L.; Davidson, Kenzie; Davidson, Spencer M.

2017-01-01

LifeRAFT, a helping skills training model for undergraduate paraprofessionals, addresses training needs for applied psychology skills for undergraduate psychology majors. LifeRAFT draws from three empirically supported psychotherapy treatments to introduce counselling theory and encourage helping skill progression. Trainees learn practical helping…

Examining the Effectiveness of Naturalistic Social Skills Training in Developing Social Skills and Theory of Mind in Preschoolers with ASD.

PubMed

Szumski, Grzegorz; Smogorzewska, Joanna; Grygiel, Paweł; Orlando, Ann-Marie

2017-11-20

We compared the effectiveness of two programs for developing social skills, 'Play Time/Social Time' (PT/ST) and 'I Can Problem Solve' (ICPS), in improving the social skills and theory of mind (ToM) of preschoolers with ASD. The experiment took place in a classroom setting. Fifty-two children attended and data were analyzed with latent growth curve models. Comparison with a control group indicated that both programs were effective in developing social skills. The PT/ST program was more effective than ICPS in developing interaction skills; both programs improved children's ability to cope with difficult social situations. The ICPS program was marginally effective in developing ToM when compared with PT/ST and control condition. These results are relevant to children with ASD and their teachers.

Using Telephone Conversations to Develop Awareness of Pragmatic Skills: An Activity-Theory-Driven Approach

ERIC Educational Resources Information Center

Xia, Saihua

2009-01-01

This paper investigates ESL learners' awareness of pragmatic skills utilizing an activity-theory driven approach to perform an inquiry task into problem-solving service call conversations (PSSCs) between native speakers (NS) and non-native speakers of English (NNSs). Eight high-intermediate ESL learners, from five different language backgrounds,…

The Effects of Reflective Activities on Skill Adaptation in a Work-Related Instrumental Learning Setting

ERIC Educational Resources Information Center

Roessger, Kevin M.

2014-01-01

In work-related instrumental learning contexts, the role of reflective activities is unclear. Kolb's experiential learning theory and Mezirow's transformative learning theory predict skill adaptation as an outcome. This prediction was tested by manipulating reflective activities and assessing participants' response and error rates during novel…

Investigating the Impact of Formal Reflective Activities on Skill Adaptation in a Work-Related Instrumental Learning Setting

ERIC Educational Resources Information Center

Roessger, Kevin M.

2013-01-01

In work-related, instrumental learning contexts the role of reflective activities is unclear. Kolb's (1985) experiential learning theory and Mezirow's transformative learning theory (2000) predict skill-adaptation as a possible outcome. This prediction was experimentally explored by manipulating reflective activities and assessing participants'…

Activity Theory as a Lens to Understand How Facebook Develops Knowledge Application Skills

ERIC Educational Resources Information Center

Bagarukayo, Emily; Ssentamu, Proscovia; Mayisela, Tabisa; Brown, Cheryl

2016-01-01

Uganda's higher education system has generally been criticized for concentrating on theory leading to a mismatch between training received and practical skills required by employers. Studies have documented the inability of graduates from some programmes at Makerere University in applying knowledge in the work environment. This could partly be…

Item response theory analysis of the mechanics baseline test

NASA Astrophysics Data System (ADS)

Cardamone, Caroline N.; Abbott, Jonathan E.; Rayyan, Saif; Seaton, Daniel T.; Pawl, Andrew; Pritchard, David E.

2012-02-01

Item response theory is useful in both the development and evaluation of assessments and in computing standardized measures of student performance. In item response theory, individual parameters (difficulty, discrimination) for each item or question are fit by item response models. These parameters provide a means for evaluating a test and offer a better measure of student skill than a raw test score, because each skill calculation considers not only the number of questions answered correctly, but the individual properties of all questions answered. Here, we present the results from an analysis of the Mechanics Baseline Test given at MIT during 2005-2010. Using the item parameters, we identify questions on the Mechanics Baseline Test that are not effective in discriminating between MIT students of different abilities. We show that a limited subset of the highest quality questions on the Mechanics Baseline Test returns accurate measures of student skill. We compare student skills as determined by item response theory to the more traditional measurement of the raw score and show that a comparable measure of learning gain can be computed.

Designing a curriculum for communication skills training from a theory and evidence-based perspective.

PubMed

Street, Richard L; De Haes, Hanneke C J M

2013-10-01

Because quality health care delivery requires effective clinician-patient communication, successful training of health professionals requires communication skill curricula of the highest quality. Two approaches for developing medical communication curricula are a consensus approach and a theory driven approach. We propose a theory-driven, communication function framework for identifying important communication skills, one that is focused on the key goals and outcomes that need to be accomplished in clinical encounters. We discuss 7 communication functions important to medical encounters and the types of skills needed to accomplish each. The functional approach has important pedagogical implications including the importance of distinguishing the performance of a behavior (capacity) from the outcome of that behavior in context (effectiveness) and the recognition that what counts as effective communication depends on perspective (e.g., observer, patient). Consensus and theory-driven approaches to medical communication curricula are not necessarily contradictory and can be integrated to further enhance ongoing development and improvements in medical communication education. A functional approach should resonate with practicing clinicians and continuing education initiatives in that it is embraces the notion that competent communication is situation-specific as clinicians creatively use communicative skills to accomplish the key goals of the encounter. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Simulations in Cyber-Security: A Review of Cognitive Modeling of Network Attackers, Defenders, and Users

PubMed Central

Veksler, Vladislav D.; Buchler, Norbou; Hoffman, Blaine E.; Cassenti, Daniel N.; Sample, Char; Sugrim, Shridat

2018-01-01

Computational models of cognitive processes may be employed in cyber-security tools, experiments, and simulations to address human agency and effective decision-making in keeping computational networks secure. Cognitive modeling can addresses multi-disciplinary cyber-security challenges requiring cross-cutting approaches over the human and computational sciences such as the following: (a) adversarial reasoning and behavioral game theory to predict attacker subjective utilities and decision likelihood distributions, (b) human factors of cyber tools to address human system integration challenges, estimation of defender cognitive states, and opportunities for automation, (c) dynamic simulations involving attacker, defender, and user models to enhance studies of cyber epidemiology and cyber hygiene, and (d) training effectiveness research and training scenarios to address human cyber-security performance, maturation of cyber-security skill sets, and effective decision-making. Models may be initially constructed at the group-level based on mean tendencies of each subject's subgroup, based on known statistics such as specific skill proficiencies, demographic characteristics, and cultural factors. For more precise and accurate predictions, cognitive models may be fine-tuned to each individual attacker, defender, or user profile, and updated over time (based on recorded behavior) via techniques such as model tracing and dynamic parameter fitting. PMID:29867661

From Cheerleader to Coach: The Developmental Progression of Bedside Teachers in Giving Feedback to Early Learners.

PubMed

Wenrich, Marjorie D; Jackson, Molly Blackley; Maestas, Ramoncita R; Wolfhagen, Ineke H A P; Scherpbier, Albert J J

2015-11-01

Medical students learn clinical skills at the bedside from teaching clinicians, who often learn to teach by teaching. Little is known about the process of becoming an effective clinical teacher. Understanding how teaching skills and approaches change with experience may help tailor faculty development for new teachers. Focusing on giving feedback to early learners, the authors asked: What is the developmental progression of clinician-teachers as they learn to give clinical skills feedback to medical students? This qualitative study included longitudinal interviews with clinician-teachers over five years in a new clinical skills teaching program for preclinical medical students. Techniques derived from grounded theory were used for initial analyses. The current study focused on one theme identified in initial analyses: giving feedback to students. Transcript passages were organized by interview year, coded, and discussed in year clusters; thematic codes were compared and emergent codes developed. Themes related to giving feedback demonstrated a dyadic structure: characteristic of less experienced teachers versus characteristic of experienced teachers. Seven dominant dyadic themes emerged, including teacher as cheerleader versus coach, concern about student fragility versus understanding resilience, and focus on creating a safe environment versus challenging students within a safe environment. With consistent teaching, clinical teachers demonstrated progress in giving feedback to students in multiple areas, including understanding students' developmental trajectory and needs, developing tools and strategies, and adopting a dynamic, challenging, inclusive team approach. Ongoing teaching opportunities with targeted faculty development may help improve clinician-teachers' feedback skills and approaches.

Theories to aid understanding and implementation of interprofessional education.

PubMed

Sargeant, Joan

2009-01-01

Multiple events are calling for greater interprofessional collaboration and communication, including initiatives aimed at enhancing patient safety and preventing medical errors. Education is 1 way to increase collaboration and communication, and is an explicit goal of interprofessional education (IPE). Yet health professionals to date are largely educated in isolation. IPE differs from most traditional continuing education in that knowledge is largely socially created through interactions with others and involves unique collaborative skills and attitudes. It requires thinking differently about what constitutes teaching and learning. The article draws upon a small number of social and learning theories to explain the rationale for IPE needing a new way of thinking, and proposes approaches to guide development and implementation of IP continuing education. Social psychology and complexity theory explain the influence of the dynamism and interaction of internal (cognitive) and external (environmental) factors upon learning and set the stage for IPE. Theories related to professionalism and stereotyping, communities of practice, reflective learning, and transformative learning appear central to IPE and guide specific educational interventions. In sum, IPE requires CE to adopt new content, recognize new knowledge, and use new approaches for learning; we are now in a different place.

Assessing Online Collaborative Discourse.

PubMed

Breen, Henny

2015-01-01

This qualitative study using transcript analysis was undertaken to clarify the value of Harasim's Online Collaborative Learning Theory as a way to assess the collaborative process within nursing education. The theory incorporated three phases: (a) idea generating; (b) idea organizing; and (c) intellectual convergence. The transcripts of asynchronous discussions from a 2-week module about disaster nursing using a virtual community were analyzed and formed the data for this study. This study supports the use of Online Collaborative Learning Theory as a framework for assessing online collaborative discourse. Individual or group outcomes were required for the students to move through all three phases of the theory. The phases of the Online Collaborative Learning Theory could be used to evaluate the student's ability to collaborate. It is recommended that group process skills, which have more to do with interpersonal skills, be evaluated separately from collaborative learning, which has more to do with cognitive skills. Both are required for practicing nurses. When evaluated separately, the student learning needs are more clearly delineated. © 2014 Wiley Periodicals, Inc.

School-based prevention of bullying and relational aggression in adolescence: the fairplayer.manual.

PubMed

Scheithauer, Herbert; Hess, Markus; Schultze-Krumbholz, Anja; Bull, Heike Dele

2012-01-01

The fairplayer.manual is a school-based program to prevent bullying. The program consists of fifteen to seventeen consecutive ninety-minute lessons using cognitive-behavioral methods, methods targeting group norms and group dynamics, and discussions on moral dilemmas. Following a two-day training session, teachers, together with skilled fairplayer.teamers, implement fairplayer.manual in the classroom during regular school lessons. This chapter offers a summary of the program's conception and underlying prevention theory and summarizes the results from two evaluation studies. Standardized questionnaires showed a positive impact of the intervention program on several outcome variables. Copyright © 2012 Wiley Periodicals, Inc., A Wiley Company.

Using the Dynamic Model to Identify Stages of Teacher Skills in Assessment

ERIC Educational Resources Information Center

Christoforidou, Margarita; Xirafidou, Elisavet

2014-01-01

The article presents the results of two cross-sectional studies that investigate teachers' skills in using various techniques of assessment in mathematics by taking into account the four phases of assessment. The five dimensions of the dynamic model are also taken into account in proposing a framework for measuring teacher skills in assessment.…

Formation in professional education: an examination of the relationship between theories of meaning and theories of the self.

PubMed

Benner, Patricia

2011-08-01

Being formed through learning a practice is best understood within a constitutive theory of meaning as articulated by Charles Taylor. Disengaged views of the person cannot account for the formative changes in a person's identity and capacities upon learning a professional practice. Representational or correspondence theories of meaning cannot account for formation. Formation occurs over time because students actively seek and take up new concerns and learn new knowledge and skills. Engaged situated reasoning about underdetermined practice situations requires well-formed skillful clinicians caring for particular patients in particular situations.

Interacting Learning Processes during Skill Acquisition: Learning to control with gradually changing system dynamics.

PubMed

Ludolph, Nicolas; Giese, Martin A; Ilg, Winfried

2017-10-16

There is increasing evidence that sensorimotor learning under real-life conditions relies on a composition of several learning processes. Nevertheless, most studies examine learning behaviour in relation to one specific learning mechanism. In this study, we examined the interaction between reward-based skill acquisition and motor adaptation to changes of object dynamics. Thirty healthy subjects, split into two groups, acquired the skill of balancing a pole on a cart in virtual reality. In one group, we gradually increased the gravity, making the task easier in the beginning and more difficult towards the end. In the second group, subjects had to acquire the skill on the maximum, most difficult gravity level. We hypothesized that the gradual increase in gravity during skill acquisition supports learning despite the necessary adjustments to changes in cart-pole dynamics. We found that the gradual group benefits from the slow increment, although overall improvement was interrupted by the changes in gravity and resulting system dynamics, which caused short-term degradations in performance and timing of actions. In conclusion, our results deliver evidence for an interaction of reward-based skill acquisition and motor adaptation processes, which indicates the importance of both processes for the development of optimized skill acquisition schedules.

The Impact of Conceptualization Skills in Counseling Children.

ERIC Educational Resources Information Center

LaBauve, Bill J.; Rynearson, Kimberly

2001-01-01

Addresses the importance of client conceptualization skills in counseling as well as the limitations of child conceptualization skills in counseling. Provides a rough overview of the applicable points in Piaget's theory of cognitive development and a discussion of how these points relate to conceptualization skills in counseling. (RS)

Skill Acquisition in Physical Education: A Speculative Perspective

ERIC Educational Resources Information Center

Smith, Wayne W.

2011-01-01

How we learn motor skills has always been of interest to physical educators. Contemporary conceptual frameworks about motor skill learning draw from earlier behavioral and cognitive psychology learning theories. As a point of departure this paper foregrounds complexity theorizing, arguing that skill is contingent upon the performer's physical and…

A Computational Model of How Cholinergic Interneurons Protect Striatal-Dependent Learning

ERIC Educational Resources Information Center

Ashby, F. Gregory; Crossley, Matthew J.

2011-01-01

An essential component of skill acquisition is learning the environmental conditions in which that skill is relevant. This article proposes and tests a neurobiologically detailed theory of how such learning is mediated. The theory assumes that a key component of this learning is provided by the cholinergic interneurons in the striatum known as…

Content Analysis in Computer-Mediated Communication: Analyzing Models for Assessing Critical Thinking through the Lens of Social Constructivism

ERIC Educational Resources Information Center

Buraphadeja, Vasa; Dawson, Kara

2008-01-01

This article reviews content analysis studies aimed to assess critical thinking in computer-mediated communication. It also discusses theories and content analysis models that encourage critical thinking skills in asynchronous learning environments and reviews theories and factors that may foster critical thinking skills and new knowledge…

Educating Students to Cross Boundaries between Disciplines and Cultures and between Theory and Practice

ERIC Educational Resources Information Center

Fortuin, Ir. Karen P. J.; Bush, Simon R.

2010-01-01

Purpose: The purpose of this paper is to evaluate and analyse the didactic model of a university course, which concerns an applied academic consultancy project and which focuses on skills related to crossing boundaries between disciplines and cultures, and between theory and practice. These boundary crossing skills are needed to develop…

Using Generalizability Theory to Assess the Score Reliability of Communication Skills of Dentistry Students

ERIC Educational Resources Information Center

Uzun, N. Bilge; Aktas, Mehtap; Asiret, Semih; Yormaz, Seha

2018-01-01

The goal of this study is to determine the reliability of the performance points of dentistry students regarding communication skills and to examine the scoring reliability by generalizability theory in balanced random and fixed facet (mixed design) data, considering also the interactions of student, rater and duty. The study group of the research…

Word-Decoding Skill Interacts with Working Memory Capacity to Influence Inference Generation during Reading

ERIC Educational Resources Information Center

Hamilton, Stephen; Freed, Erin; Long, Debra L.

2016-01-01

The aim of this study was to examine predictions derived from a proposal about the relation between word-decoding skill and working memory capacity, called verbal efficiency theory. The theory states that poor word representations and slow decoding processes consume resources in working memory that would otherwise be used to execute high-level…

Relationships among Shyness, Social Competence, Peer Relations, and Theory of Mind among Pre-Adolescents

ERIC Educational Resources Information Center

Kokkinos, Constantinos M.; Kakarani, Styliani; Kolovou, Demetra

2016-01-01

The present study examined the relationships between shyness, a number of personal and interpersonal variables (i.e. social skills, self-esteem, attachment style, advanced Theory of Mind skills and peer relations) in a sample of 243 Greek pre-adolescents. Participants completed self-reports of the variables. Results indicated that females scored…

Improving Bilingual Student Learning and Thinking Skills through the Use of the Constructivist Theory.

ERIC Educational Resources Information Center

Thomason, Juliann Elizabeth

This report describes a program for improving bilingual students' learning and thinking skills using the constructivist theory. It targeted bilingual high school students in a middle class, suburban Illinois high school. Students' learning and thinking behaviors were documented using methods that showed when and how they employed new learning and…

Designing Cognitively Diagnostic Assessment for Algebraic Content Knowledge and Thinking Skills

ERIC Educational Resources Information Center

Zhang, Zhidong

2018-01-01

This study explored a diagnostic assessment method that emphasized the cognitive process of algebra learning. The study utilized a design and a theory-driven model to examine the content knowledge. Using the theory driven model, the thinking skills of algebra learning was also examined. A Bayesian network model was applied to represent the theory…

Exploring the Theory-Practice Gap: Applications to Health Information Management/Technology Education and Training

ERIC Educational Resources Information Center

Green, Zakevia Denise

2013-01-01

Although research on the theory-practice gap is available across multiple disciplines, similar studies focusing on the profession of health information management/technology (HIM/T) are not yet available. The projected number of qualified HIM/T needed with advanced skills and training suggests that skillful use of electronic health records (EHR)…

Student Success Skills: An Evidence-Based Cognitive and Social Change Theory for Student Achievement

ERIC Educational Resources Information Center

Lemberger, Matthew E.; Brigman, Greg; Webb, Linda; Moore, Molly M.

2012-01-01

An overview of the Student Success Skills program is offered, including descriptions of the curricular structure, extant research support related to SSS effectiveness for academic achievement and improved school behaviors, and a theory of change for student development. Recent research has demonstrated the value of the SSS program as it connects…

Do Nimble Hands Make for Nimble Lexicons? Fine Motor Skills Predict Knowledge of Embodied Vocabulary Items

ERIC Educational Resources Information Center

Suggate, Sebastian P.; Stoeger, Heidrun

2014-01-01

Theories and research in embodied cognition postulate that cognition grounded in action enjoys a processing advantage. Extending this theory to the study of how fine motor skills (FMS) link to vocabulary development in preschool children, the authors investigated FMS and vocabulary in 76 preschoolers. Building on previous research, they…

Predicting financial market crashes using ghost singularities.

PubMed

Smug, Damian; Ashwin, Peter; Sornette, Didier

2018-01-01

We analyse the behaviour of a non-linear model of coupled stock and bond prices exhibiting periodically collapsing bubbles. By using the formalism of dynamical system theory, we explain what drives the bubbles and how foreshocks or aftershocks are generated. A dynamical phase space representation of that system coupled with standard multiplicative noise rationalises the log-periodic power law singularity pattern documented in many historical financial bubbles. The notion of 'ghosts of finite-time singularities' is introduced and used to estimate the end of an evolving bubble, using finite-time singularities of an approximate normal form near the bifurcation point. We test the forecasting skill of this method on different stochastic price realisations and compare with Monte Carlo simulations of the full system. Remarkably, the approximate normal form is significantly more precise and less biased. Moreover, the method of ghosts of singularities is less sensitive to the noise realisation, thus providing more robust forecasts.

Predicting financial market crashes using ghost singularities

PubMed Central

2018-01-01

We analyse the behaviour of a non-linear model of coupled stock and bond prices exhibiting periodically collapsing bubbles. By using the formalism of dynamical system theory, we explain what drives the bubbles and how foreshocks or aftershocks are generated. A dynamical phase space representation of that system coupled with standard multiplicative noise rationalises the log-periodic power law singularity pattern documented in many historical financial bubbles. The notion of ‘ghosts of finite-time singularities’ is introduced and used to estimate the end of an evolving bubble, using finite-time singularities of an approximate normal form near the bifurcation point. We test the forecasting skill of this method on different stochastic price realisations and compare with Monte Carlo simulations of the full system. Remarkably, the approximate normal form is significantly more precise and less biased. Moreover, the method of ghosts of singularities is less sensitive to the noise realisation, thus providing more robust forecasts. PMID:29596485

Promoting cognitive and metacognitive reflective reasoning skills in nursing practice: self-regulated learning theory.

PubMed

Kuiper, Ruth Anne; Pesut, Daniel J

2004-02-01

Effective clinical reasoning in nursing practice depends on the development of both cognitive and metacognitive skills. While a number of strategies have been implemented and tested to promote these skills, educators have not been able consistently to predict their development. Self-regulated learning theory suggests that this development requires concurrent attention to both the cognitive and metacognitive dimensions of reasoning in nursing care contexts. This paper reports on a study to explore the impact of self-regulated learning theory on reflective practice in nursing, and to advance the idea that both cognitive and metacognitive skills support the development of clinical reasoning skills. Integrative review of published literature in social science, educational psychology, nursing education, and professional education using the Cumulative Index to Nursing and Allied Health (CINAHL), Educational Resource Information Center (ERIC), and American Psychological Association (PsychInfo) Databases. The search included all English language articles with the key words clinical reasoning, cognition, critical thinking, metacognition, reflection, reflective practice, self-regulation and thinking. Reflective clinical reasoning in nursing practice depends on the development of both cognitive and metacognitive skill acquisition. This skill acquisition is best accomplished through teaching-learning attention to self-regulation learning theory. A critical analysis of the literature in the areas of critical thinking and reflective practice are described as a background for contemporary work with self-regulated learning theory. It is apparent that single-minded attention to critical thinking, without attention to the influence of metacognition or reflection, is but one perspective on clinical reasoning development. Likewise, single-minded attention to metacognition or reflection, without attention to the influence of critical thinking, is another perspective on clinical reasoning development. While strategies to facilitate critical thinking and reflective practice have been used in isolation from each other, there is evidence to suggest that they are inextricably linked and come together with the use of self-regulated learning prompts. Students and practising nurses are able to improve their cognitive and metacognitive skills in clinical contexts by using self-regulated learning strategies. The self-regulated learning model in nursing is offered to support teaching and learning of reflective clinical reasoning in nursing practice contexts.

Development of Interactive Learning Media on Kinetic Gas Theory at SMAN 2 Takalar

NASA Astrophysics Data System (ADS)

Yanti, M.; Ihsan, N.; Subaer

2017-02-01

Learning media is the one of the most factor in supporting successfully in the learning process. The purpose of this interactive media is preparing students to improve skills in laboratory practice without need for assistance and are not bound by time and place. The subject of this study was 30 students grade XI IPA SMAN 2 Takalar. This paper discuss about the development of learning media based in theory of gas kinetic. This media designed to assist students in learning independently. This media made using four software, they are Microsoft word, Snagit Editor, Macromedia Flash Player and Lectora. This media are interactive, dynamic and could support the users desires to learn and understand course of gas theory. The development produce followed the four D models. Consisted of definition phase, design phase, development phase and disseminate phase. The results showed 1) the media were valid and reliable, 2) learning tools as well as hardcopy and softcopy which links to website 3) activity learners above 80% and 4) according to the test results, the concept of comprehension of student was improved than before given interactive media.

Bodywork as systemic and inter-enactive competence: participatory process management in Feldenkrais® Method and Zen Shiatsu

PubMed Central

Kimmel, Michael; Irran, Christine; Luger, Martin A.

2014-01-01

Feldenkrais and Shiatsu enable somatic learning through continuous tactile coupling, a real-time interpersonal dynamic unfolding in a safe dyadic sphere. The first part of our micro-ethnographic study draws on process vignettes and subjective theories to demonstrate how bodywork is infused with systemic sensitivities and awareness for non-linear process management. Expressed in dynamic systems parlance, both disciplines foster metastability, adaptivity, and self-organization in the client's somato-personal system by progressively reconfiguring systemic dispositions, i.e., an attractor landscape. Doing so requires a keen embodied apperception of hierarchies of somato-systemic order. Bodyworkers learn to explore these in their eigenfunction (joints, muscles, fascia), discriminate coordinative organization in small ensembles, and monitor large-scale dynamic interplay. The practitioner's “extended body” reaching forth into the client's through a resonance loop eventually becomes part of this. Within a bodywork session, practitioners modulate this hierarchical functional architecture. Their ability for sensorially staying apace of systemic emergence allows them to respond to minute changes and customize reactions in a zone of proximal development (dynamic immediacy). They stimulate the client's system with a mix of perturbing and stabilizing interventions that oscillate between eigenfunctions and their coordinative integration. Practical knowledge for “soft-assembling” non-linear synergies is crucial for this (cumulative local effects, high-level functions “slaving” the system, etc.). The paper's second part inventorizes the bodyworker's operative tool-box—micro-skills providing the wherewithal for context-intelligent intervention. Practitioners deploy “educated senses” and a repertoire of hands-on techniques (grips, stretches, etc.) against a backdrop of somatic habits (proper posture, muscle activation, gaze patterns, etc.). At this level, our study addresses a host of micro-skills through the lens of enactive cognitive science. PMID:25628576

The perception-action dynamics of action competency are altered by both physical and observational training.

PubMed

Buchanan, John J; Ramos, Jorge; Robson, Nina

2015-04-01

Action competency is defined as the ability of an individual to self-evaluate their own performance capabilities. The current experiment demonstrated that physical and observational training with a motor skill alters action competency ratings in a similar manner. Using a pre-test and post-test protocol, the results revealed that action competency is constrained prior to training by the intrinsic dynamics of relative phase (ϕ), with in-phase (ϕ = 0°) and anti-phase (ϕ = 180°) patterns receiving higher competency ratings than other relative phase patterns. After 2 days of training, action competency ratings for two trained relative phase patterns, +60° and +120°, increased following physical practice or observational practice. A transfer test revealed that both physical performance ability and action competency ability transferred to the symmetry partners (-60° and -120°) of the two trained relative phase patterns following physical or observational training. The findings also revealed that relative motion direction acts as categorical information that helps to organize action production and facilitate action competency. The results are interpreted based on the coordination dynamics theory of perception-action coupling, and extend this theory by showing that visual perception, action production, and action competency are all constrained in a consistent manner by the dynamics of the order parameter relative phase. As a whole, the findings revealed that relative motion, relative phase, and possibly relative amplitude information are all distinct sources of information that contribute to the emergence of a kinematic understanding of action in the nervous system.

Mobility care in nursing homes: development and psychometric evaluation of the kinaesthetics competence self-evaluation (KCSE) scale.

PubMed

Gattinger, Heidrun; Senn, Beate; Hantikainen, Virpi; Köpke, Sascha; Ott, Stefan; Leino-Kilpi, Helena

2017-01-01

Impaired mobility is a prevalent condition among care-dependent persons living in nursing homes. Therefore, competence development of nursing staff in mobility care is important. This study aimed to develop and initially test the Kinaesthetics Competence Self-Evaluation (KCSE) scale for assessing nursing staff's competence in mobility care. The KCSE scale was developed based on an analysis of the concept of nurses' competence in kinaesthetics. Kinaesthetics is a training concept that provides theory and practice about movement foundations that comprise activities of daily living. The scale contains 28 items and four subscales (attitude, dynamic state, knowledge and skills). Content validity was assessed by determining the content validity index within two expert panels. Internal consistency and construct validity were tested within a cross-sectional study in three nursing homes in the German-speaking region of Switzerland between September and November 2015. The content validity index for the entire scale was good (0.93). Based on a sample of nursing staff ( n  = 180) the internal consistency results were good for the whole scale (Cronbach's alpha = 0.91) and for the subscales knowledge and skills (α = 0.91, 0.86), acceptable for the subscale attitude (α = 0.63) and weak for the subscale dynamic state (α = 0.54). Most items showed acceptable inter-item and item-total correlations. Based on the exploratory factor analysis, four factors explaining 52% of the variance were extracted. The newly developed KCSE scale is a promising instrument for measuring nursing staff's attitude, dynamic state, knowledge, and skills in mobility care based on kinaesthetics. Despite the need for further psychometric evaluation, the KCSE scale can be used in clinical practice to evaluate competence in mobility care based on kinaesthetics and to identify educational needs for nursing staff.

The Colour of Skill: Contesting a Racialised Regime of Skill from the Experience of Recent Immigrants in Canada

ERIC Educational Resources Information Center

Guo, Shibao

2015-01-01

This article contests a racialised skills regime in Canada. Canadian studies of the labour market transitions of skilled immigrants are analysed through the lens of critical race theory. The analysis shows that knowledge and skills of recent immigrants in Canada are racialised and materialised on the basis of ethnic and national origins. Skin…

A Neural Dynamic Architecture for Reaching and Grasping Integrates Perception and Movement Generation and Enables On-Line Updating.

PubMed

Knips, Guido; Zibner, Stephan K U; Reimann, Hendrik; Schöner, Gregor

2017-01-01

Reaching for objects and grasping them is a fundamental skill for any autonomous robot that interacts with its environment. Although this skill seems trivial to adults, who effortlessly pick up even objects they have never seen before, it is hard for other animals, for human infants, and for most autonomous robots. Any time during movement preparation and execution, human reaching movement are updated if the visual scene changes (with a delay of about 100 ms). The capability for online updating highlights how tightly perception, movement planning, and movement generation are integrated in humans. Here, we report on an effort to reproduce this tight integration in a neural dynamic process model of reaching and grasping that covers the complete path from visual perception to movement generation within a unified modeling framework, Dynamic Field Theory. All requisite processes are realized as time-continuous dynamical systems that model the evolution in time of neural population activation. Population level neural processes bring about the attentional selection of objects, the estimation of object shape and pose, and the mapping of pose parameters to suitable movement parameters. Once a target object has been selected, its pose parameters couple into the neural dynamics of movement generation so that changes of pose are propagated through the architecture to update the performed movement online. Implementing the neural architecture on an anthropomorphic robot arm equipped with a Kinect sensor, we evaluate the model by grasping wooden objects. Their size, shape, and pose are estimated from a neural model of scene perception that is based on feature fields. The sequential organization of a reach and grasp act emerges from a sequence of dynamic instabilities within a neural dynamics of behavioral organization, that effectively switches the neural controllers from one phase of the action to the next. Trajectory formation itself is driven by a dynamical systems version of the potential field approach. We highlight the emergent capacity for online updating by showing that a shift or rotation of the object during the reaching phase leads to the online adaptation of the movement plan and successful completion of the grasp.

A Neural Dynamic Architecture for Reaching and Grasping Integrates Perception and Movement Generation and Enables On-Line Updating

PubMed Central

Knips, Guido; Zibner, Stephan K. U.; Reimann, Hendrik; Schöner, Gregor

2017-01-01

Reaching for objects and grasping them is a fundamental skill for any autonomous robot that interacts with its environment. Although this skill seems trivial to adults, who effortlessly pick up even objects they have never seen before, it is hard for other animals, for human infants, and for most autonomous robots. Any time during movement preparation and execution, human reaching movement are updated if the visual scene changes (with a delay of about 100 ms). The capability for online updating highlights how tightly perception, movement planning, and movement generation are integrated in humans. Here, we report on an effort to reproduce this tight integration in a neural dynamic process model of reaching and grasping that covers the complete path from visual perception to movement generation within a unified modeling framework, Dynamic Field Theory. All requisite processes are realized as time-continuous dynamical systems that model the evolution in time of neural population activation. Population level neural processes bring about the attentional selection of objects, the estimation of object shape and pose, and the mapping of pose parameters to suitable movement parameters. Once a target object has been selected, its pose parameters couple into the neural dynamics of movement generation so that changes of pose are propagated through the architecture to update the performed movement online. Implementing the neural architecture on an anthropomorphic robot arm equipped with a Kinect sensor, we evaluate the model by grasping wooden objects. Their size, shape, and pose are estimated from a neural model of scene perception that is based on feature fields. The sequential organization of a reach and grasp act emerges from a sequence of dynamic instabilities within a neural dynamics of behavioral organization, that effectively switches the neural controllers from one phase of the action to the next. Trajectory formation itself is driven by a dynamical systems version of the potential field approach. We highlight the emergent capacity for online updating by showing that a shift or rotation of the object during the reaching phase leads to the online adaptation of the movement plan and successful completion of the grasp. PMID:28303100

Modeling Personnel Turnover in the Parametric Organization

NASA Technical Reports Server (NTRS)

Dean, Edwin B.

1991-01-01

A primary issue in organizing a new parametric cost analysis function is to determine the skill mix and number of personnel required. The skill mix can be obtained by a functional decomposition of the tasks required within the organization and a matrixed correlation with educational or experience backgrounds. The number of personnel is a function of the skills required to cover all tasks, personnel skill background and cross training, the intensity of the workload for each task, migration through various tasks by personnel along a career path, personnel hiring limitations imposed by management and the applicant marketplace, personnel training limitations imposed by management and personnel capability, and the rate at which personnel leave the organization for whatever reason. Faced with the task of relating all of these organizational facets in order to grow a parametric cost analysis (PCA) organization from scratch, it was decided that a dynamic model was required in order to account for the obvious dynamics of the forming organization. The challenge was to create such a simple model which would be credible during all phases of organizational development. The model development process was broken down into the activities of determining the tasks required for PCA, determining the skills required for each PCA task, determining the skills available in the applicant marketplace, determining the structure of the dynamic model, implementing the dynamic model, and testing the dynamic model.

Quality theory paper writing for medical examinations.

PubMed

Shukla, Samarth; Acharya, Sourya; Acharya, Neema; Shrivastava, Tripti; Kale, Anita

2014-04-01

Aim & Objectives: Developing a tactful paper writing skill, through delivery and depiction of the necessary expressions required for in standard or superior essay writing. Understanding relevance and tact of theoretical expression in exam paper writing Learning Indices of standard or quality theory/essay answer (SAQ/LAQ). Applying knowledge and skill gained through these theory writing exercises and assignments to achieve high or better scores in examinations. The study subjects were divided into two groups- Group A (17 students) and Group B students (10students). The students were selected from II M.B.B.S 4(th) term. Students of Group A were sensitized on how to write a theory paper and went through 4 phases namely pre-sensitization test, sensitization (imparting them with skills of good theory paper writing through home assignments and deliberations/ guidance), post-sensitization test and Evaluation. Students of Group A (17 students) undertook theory tests (twice, i.e. before and after sensitization) and Students of Group B (10 students) who were not sensitized and took the theory test with post sensitized Group A students (random 10 students). Both groups were given general pathology as the test syllabus, taught to both groups in didactic lectures during the last 6 months. The results of pre and Post-sensitization tests from both groups were analyzed. Intra group comparisons (pre sensitized Group A with Post sensitized Group A) and inter group comparisons (Non-sensitized group B with Sensitized Group A) were made. Significant results were found between results of pre and Post-sensitization tests in Group A (intra group analysis) and inter group (Group A and B) Post-sensitization tests, as there was remarkable improvement in student theory paper writing skills post sensitizing the students of Group A. Medical students should be mandatorily guided and exposed to the nuances and tact of writing the theory paper for their examinations, as it definitely gives them better understanding of presentations ultimately improving their score in the theory exams.

Attributional style in healthy persons: its association with 'theory of mind' skills.

PubMed

Jeon, Im Hong; Kim, Kyung Ran; Kim, Hwan Hee; Park, Jin Young; Lee, Mikyung; Jo, Hye Hyun; Koo, Se Jun; Jeong, Yu Jin; Song, Yun Young; Kang, Jee In; Lee, Su Young; Lee, Eun; An, Suk Kyoon

2013-03-01

Attributional style, especially external personal attribution bias, was found to play a pivotal role in clinical and non-clinical paranoia. The study of the relationship of the tendency to infer/perceive hostility and blame with theory of mind skills has significant theoretical importance as it may provide additional information on how persons process social situations. The aim of this study was whether hostility perception bias and blame bias might be associated with theory of mind skills, neurocognition and emotional factors in healthy persons. Total 263 participants (133 male and 130 female) were recruited. The attributional style was measured by using the Ambiguous Intentions Hostility Questionnaire (AIHQ). Participants were requested to complete a Brüne's Theory of Mind Picture Stories task, neurocognitive task including Standard Progressive Matrices (SPM) and digit span, and other emotional dysregulation trait scales including Rosenberg's self-esteem, Spielberg's trait anxiety inventory, and Novaco anger scale. Multiple regression analysis showed that hostility perception bias score in ambiguous situation were found to be associated with theory of mind questionnaire score and emotional dysregulation traits of Novaco anger scale. Also, composite blame bias score in ambiguous situation were found to be associated with emotional dysregulation traits of Novaco anger scale and Spielberg's trait anxiety scale. The main finding was that the attributional style of hostility perception bias might be primarily contributed by theory of mind skills rather than neurocognitive function such as attention and working memory, and reasoning ability. The interpretations and implications would be discussed in details.

The fourth dimension: A motoric perspective on the anxiety-performance relationship.

PubMed

Carson, Howie J; Collins, Dave

2016-01-01

This article focuses on raising concern that anxiety-performance relationship theory has insufficiently catered for motoric issues during, primarily, closed and self-paced skill execution (e.g., long jump and javelin throw). Following a review of current theory, we address the under-consideration of motoric issues by extending the three-dimensional model put forward by Cheng, Hardy, and Markland (2009) ('Toward a three-dimensional conceptualization of performance anxiety: Rationale and initial measurement development, Psychology of Sport and Exercise , 10 , 271-278). This fourth dimension, termed skill establishment , comprises the level and consistency of movement automaticity together with a performer's confidence in this specific process, as providing a degree of robustness against negative anxiety effects. To exemplify this motoric influence, we then offer insight regarding current theories' misrepresentation that a self-focus of attention toward an already well-learned skill always leads to a negative performance effect. In doing so, we draw upon applied literature to distinguish between positive and negative self-foci and suggest that on what and how a performer directs their attention is crucial to the interaction with skill establishment and, therefore, performance. Finally, implications for skill acquisition research are provided. Accordingly, we suggest a positive potential flow from applied/translational to fundamental/theory-generating research in sport which can serve to freshen and usefully redirect investigation into this long-considered but still insufficiently understood concept.

Soft Skills Assessment: Theory Development and the Research Agenda

ERIC Educational Resources Information Center

Gibb, Stephen

2014-01-01

Soft skills have become a subject of increasing interest in lifelong learning. Soft skills development is intended to enable and enhance personal development, participation in learning and success in employment. The assessment of soft skill is therefore widely practised, but there is little in the way of research or evidence on how well this…

Higher Order Skills, Job Design, and Incentives: An Analysis and Proposal.

ERIC Educational Resources Information Center

Hannaway, Jane

1992-01-01

The current imbalance between teaching basic skills and higher order skills can be addressed by redesigning teaching into two specialized areas. Using the principal-agent model and applying ideas from organization theory, the advantages of restructuring teaching to increase emphasis on problem-solving and higher order skills are discussed. (SLD)

Skills, Positional Good or Social Closure? The Role of Education across Structural-Institutional Labour Market Settings

ERIC Educational Resources Information Center

van de Werfhorst, Herman G.

2011-01-01

A theoretical approach is formulated that connects various theories of why education has an effect on labour market outcomes with institutional settings in which such theories provide the most likely mechanism. Three groups of mechanisms are distinguished: education as an indicator of productive skills, as a positional good and as a means for…

A Grounded Theory Approach to the Development of a Framework for Researching Children's Decision-Making Skills within Design and Technology Education

ERIC Educational Resources Information Center

Mettas, Alexandros; Norman, Eddie

2011-01-01

This paper discusses the establishment of a framework for researching children's decision-making skills in design and technology education through taking a grounded theory approach. Three data sources were used: (1) analysis of available literature; (2) curriculum analysis and interviews with teachers concerning their practice in relation to their…

An Application of Generalizability Theory and Many-Facet Rasch Measurement Using a Complex Problem-Solving Skills Assessment

ERIC Educational Resources Information Center

Smith, Jr., Everett V.; Kulikowich, Jonna M.

2004-01-01

This study describes the use of generalizability theory (GT) and many-facet Rasch measurement (MFRM) to evaluate psychometric properties of responses obtained from an assessment designed to measure complex problem-solving skills. The assessment revolved around the school activity of kickball. The task required of each student was to decide on a…

Effects of Using Dynamic Mathematics Software on Preservice Mathematics Teachers' Spatial Visualization Skills: The Case of Spatial Analytic Geometry

ERIC Educational Resources Information Center

Kösa, Temel

2016-01-01

The purpose of this study was to investigate the effects of using dynamic geometry software on preservice mathematics teachers' spatial visualization skills and to determine whether spatial visualization skills can be a predictor of success in learning analytic geometry of space. The study used a quasi-experimental design with a control group.…

Using Sorting Networks for Skill Building and Reasoning

ERIC Educational Resources Information Center

Andre, Robert; Wiest, Lynda R.

2007-01-01

Sorting networks, used in graph theory, have instructional value as a skill- building tool as well as an interesting exploration in discrete mathematics. Students can practice mathematics facts and develop reasoning and logic skills with this topic. (Contains 4 figures.)

A unified approach to validation, reliability, and education study design for surgical technical skills training.

PubMed

Sweet, Robert M; Hananel, David; Lawrenz, Frances

2010-02-01

To present modern educational psychology theory and apply these concepts to validity and reliability of surgical skills training and assessment. In a series of cross-disciplinary meetings, we applied a unified approach of behavioral science principles and theory to medical technical skills education given the recent advances in the theories in the field of behavioral psychology and statistics. While validation of the individual simulation tools is important, it is only one piece of a multimodal curriculum that in and of itself deserves examination and study. We propose concurrent validation throughout the design of simulation-based curriculum rather than once it is complete. We embrace the concept that validity and curriculum development are interdependent, ongoing processes that are never truly complete. Individual predictive, construct, content, and face validity aspects should not be considered separately but as interdependent and complementary toward an end application. Such an approach could help guide our acceptance and appropriate application of these exciting new training and assessment tools for technical skills training in medicine.

What learning theories can teach us in designing neurofeedback treatments

PubMed Central

Strehl, Ute

2014-01-01

Popular definitions of neurofeedback point out that neurofeedback is a process of operant conditioning which leads to self-regulation of brain activity. Self-regulation of brain activity is considered to be a skill. The aim of this paper is to clarify that not only operant conditioning plays a role in the acquisition of this skill. In order to design the learning process additional references have to be derived from classical conditioning, two-process-theory and in particular from skill learning and research into motivational aspects. The impact of learning by trial and error, cueing of behavior, feedback, reinforcement, and knowledge of results as well as transfer of self-regulation skills into everyday life will be analyzed in this paper. In addition to these learning theory basics this paper tries to summarize the knowledge about acquisition of self-regulation from neurofeedback studies with a main emphasis on clinical populations. As a conclusion it is hypothesized that learning to self-regulate has to be offered in a psychotherapeutic, i.e., behavior therapy framework. PMID:25414659

What learning theories can teach us in designing neurofeedback treatments.

PubMed

Strehl, Ute

2014-01-01

Popular definitions of neurofeedback point out that neurofeedback is a process of operant conditioning which leads to self-regulation of brain activity. Self-regulation of brain activity is considered to be a skill. The aim of this paper is to clarify that not only operant conditioning plays a role in the acquisition of this skill. In order to design the learning process additional references have to be derived from classical conditioning, two-process-theory and in particular from skill learning and research into motivational aspects. The impact of learning by trial and error, cueing of behavior, feedback, reinforcement, and knowledge of results as well as transfer of self-regulation skills into everyday life will be analyzed in this paper. In addition to these learning theory basics this paper tries to summarize the knowledge about acquisition of self-regulation from neurofeedback studies with a main emphasis on clinical populations. As a conclusion it is hypothesized that learning to self-regulate has to be offered in a psychotherapeutic, i.e., behavior therapy framework.

Investigation of Perceptual-Motor Behavior Across the Expert Athlete to Disabled Patient Skill Continuum can Advance Theory and Practical Application.

PubMed

Müller, Sean; Vallence, Ann-Maree; Winstein, Carolee

2017-12-14

A framework is presented of how theoretical predictions can be tested across the expert athlete to disabled patient skill continuum. Common-coding theory is used as the exemplar to discuss sensory and motor system contributions to perceptual-motor behavior. Behavioral and neural studies investigating expert athletes and patients recovering from cerebral stroke are reviewed. They provide evidence of bi-directional contributions of visual and motor systems to perceptual-motor behavior. Majority of this research is focused on perceptual-motor performance or learning, with less on transfer. The field is ripe for research designed to test theoretical predictions across the expert athlete to disabled patient skill continuum. Our view has implications for theory and practice in sports science, physical education, and rehabilitation.

Habituation based synaptic plasticity and organismic learning in a quantum perovskite.

PubMed

Zuo, Fan; Panda, Priyadarshini; Kotiuga, Michele; Li, Jiarui; Kang, Mingu; Mazzoli, Claudio; Zhou, Hua; Barbour, Andi; Wilkins, Stuart; Narayanan, Badri; Cherukara, Mathew; Zhang, Zhen; Sankaranarayanan, Subramanian K R S; Comin, Riccardo; Rabe, Karin M; Roy, Kaushik; Ramanathan, Shriram

2017-08-14

A central characteristic of living beings is the ability to learn from and respond to their environment leading to habit formation and decision making. This behavior, known as habituation, is universal among all forms of life with a central nervous system, and is also observed in single-cell organisms that do not possess a brain. Here, we report the discovery of habituation-based plasticity utilizing a perovskite quantum system by dynamical modulation of electron localization. Microscopic mechanisms and pathways that enable this organismic collective charge-lattice interaction are elucidated by first-principles theory, synchrotron investigations, ab initio molecular dynamics simulations, and in situ environmental breathing studies. We implement a learning algorithm inspired by the conductance relaxation behavior of perovskites that naturally incorporates habituation, and demonstrate learning to forget: a key feature of animal and human brains. Incorporating this elementary skill in learning boosts the capability of neural computing in a sequential, dynamic environment.Habituation is a learning mechanism that enables control over forgetting and learning. Zuo, Panda et al., demonstrate adaptive synaptic plasticity in SmNiO 3 perovskites to address catastrophic forgetting in a dynamic learning environment via hydrogen-induced electron localization.

Assessing BSW Student Direct Practice Skill Using Standardized Clients and Self-Efficacy Theory

ERIC Educational Resources Information Center

Rawlings, Mary A.

2012-01-01

Entering and exiting BSW students were compared on self-efficacy and on direct practice skill performance with a standardized client. Self-efficacy was tested as a predictor and as a mediator of skill performance. Ordinary least squares hierarchical regression found BSW education to be predictive of higher skill and higher self-efficacy. After…

Correlations among Social-Cognitive Skills in Adolescents Involved in Acting or Arts Classes

ERIC Educational Resources Information Center

Goldstein, Thalia R.

2011-01-01

Empathy, theory of mind, and adaptive emotion regulation are critical skills for social functioning. However, the ways in which these skills may co- or differentially develop has thus far been understudied. We explored how these social-cognitive skills converge and diverge across a year of development in early adolescence, and with different kinds…

Readings in Life Skills. Readings and Appendices A-N.

ERIC Educational Resources Information Center

Conger, D. Stuart; And Others

Life Skills are problem solving behaviors appropriately and responsibly used in the management of one's life. This book is a collection of papers on the theory, practice and evaluation of Life Skills, and an expanded version of the fifth edition of "Life Skills: A Course In Applied Problem Solving." It includes essays on the purposes and…

An Electrophysiological Investigation of Semantic and Phonological Processing in Skilled and Less-Skilled Comprehenders

ERIC Educational Resources Information Center

Landi, Nicole; Perfetti, Charles A.

2007-01-01

The most prominent theories of reading consider reading comprehension ability to be a direct consequence of lower-level reading skills. Recently however, research has shown that some children with poor comprehension ability perform normally on tests of lower-level skills (e.g., decoding). One promising line of behavioral research has found…

Applying Systems Design and Item Response Theory to the Problem of Measuring Information Literacy Skills.

ERIC Educational Resources Information Center

O'Connor, Lisa G.; Radcliff, Carolyn J.; Gedeon, Julie A.

2002-01-01

Reports on the development of the Standardized Assessment of Information Literacy Skills (SAILS) at Kent State University (Ohio) for programmatic-level assessment of information literacy skills. Once validated, the instrument will be used to assess entry skills upon admission and longitudinally to ascertain whether there is significant change in…

Team Communication: The Social Identity Approach to Collaboration

DTIC Science & Technology

2015-12-01

the self -categorization theory and the social identity theory, is valuable to communication skills and public sector collaboration. xii Academic... self -categorization options, and (5) validate prototypical behavior of group members. The five communicative constructs are considerations for...Attacks upon the United States, The 9/11 Commission Report. 31 Deborah J. Barrett, “Strong Communication Skills a Must for Today’s Leaders,” Handbook of

The Effect of Conflict Theory Based Decision-Making Skill Training Psycho-Educational Group Experience on Decision Making Styles of Adolescents

ERIC Educational Resources Information Center

Colakkadioglu, Oguzhan; Gucray, S. Sonay

2012-01-01

In this study, the effect of conflict theory based decision making skill training group applications on decision making styles of adolescents was investigated. A total of 36 students, including 18 students in experimental group and 18 students in control group, participated in the research. When assigning students to experimental group or control…

Integrating Life Skills Into a Theory-Based Drug-Use Prevention Program: Effectiveness among Junior High Students in Taiwan

ERIC Educational Resources Information Center

Huang, Chiu-Mieh; Chien, Li-Yin; Cheng, Chin-Feng; Guo, Jong-Long

2012-01-01

Background: Drug use has been noted among students in Taiwan during the past decade and schools have a role in preventing or delaying students' drug use. We developed and evaluated a school-based, drug-use prevention program integrating the theory of planned behavior (TPB) and life skills for junior high school students. Methods: We recruited 441…

Children's Teaching Skills: The Role of Theory of Mind and Executive Function

ERIC Educational Resources Information Center

Davis-Unger, Angela C.; Carlson, Stephanie M.

2008-01-01

Teaching others effectively may rely on knowledge about the mind as well as self-control processes. The goal of this investigation was to explore the role of theory of mind (ToM) and executive function (EF) in children's developing teaching skills. Children 3.5-5.5 years of age (N = 82) were asked to teach a confederate learner how to play a board…

Nimble Negotiators: How Theory of Mind (ToM) Interconnects with Persuasion Skills in Children with and without ToM Delay

ERIC Educational Resources Information Center

Peterson, Candida C.; Slaughter, Virginia; Wellman, Henry M.

2018-01-01

Persuasion is an essential social skill. Yet its development and underpinnings are poorly understood. In 2 studies, a total of 167 children aged 3 to 12 years took theory of mind (ToM) tests and participated in unscripted, seminaturalistic persuasive conversations. Children were typically developing (TD) or had deafness or autism spectrum disorder…

Peer Social Skills and Theory of Mind in Children with Autism, Deafness, or Typical Development

ERIC Educational Resources Information Center

Peterson, Candida; Slaughter, Virginia; Moore, Chris; Wellman, Henry M.

2016-01-01

Consequences of theory of mind (ToM) development for daily social lives of children are uncertain. Five to 13-year-olds (N = 195) with typical development, autism, or deafness (both native and late signers) took ToM tests and their teachers reported on their social skills for peer interaction (e.g., leadership, group entry). Groups differed in…

Unlocking the Mystery of Social Deficits in Autism: Theory of Mind as Key

ERIC Educational Resources Information Center

Blacher, Jan

2007-01-01

Theory of mind (ToM) is key to the development of one's social skills. Without ToM, children (or adults) cannot understand or infer the thoughts, feelings, or intentions of others. A lack of ToM skills is considered by some to be a core deficit in autism. ToM affects all interpersonal interactions as well as academics, daily living, following…

The influence of time management skill on the curvilinear relationship between organizational citizenship behavior and task performance.

PubMed

Rapp, Adam A; Bachrach, Daniel G; Rapp, Tammy L

2013-07-01

In this research we integrate resource allocation and social exchange perspectives to build and test theory focusing on the moderating role of time management skill in the nonmonotonic relationship between organizational citizenship behavior (OCB) and task performance. Results from matching survey data collected from 212 employees and 41 supervisors and from task performance metrics collected several months later indicate that the curvilinear association between OCB and task performance is significantly moderated by employees' time management skill. Implications for theory and practice are discussed. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Intrusive and Non-Intrusive Instruction in Dynamic Skill Training.

DTIC Science & Technology

1981-10-01

less sensitive to the processing load imposed by the dynaic task together with instructional feedback processing than were the decison - making and...betwee computer based instruction of knowledge systems and computer based instruction of dynamic skills. There is reason to expect that the findings of...knowledge 3Ytm and computer based instruction of dynlamic skill.. There is reason to expect that the findings of research on knowledge system

Teaching and the life history of cultural transmission in Fijian villages.

PubMed

Kline, Michelle A; Boyd, Robert; Henrich, Joseph

2013-12-01

Much existing literature in anthropology suggests that teaching is rare in non-Western societies, and that cultural transmission is mostly vertical (parent-to-offspring). However, applications of evolutionary theory to humans predict both teaching and non-vertical transmission of culturally learned skills, behaviors, and knowledge should be common cross-culturally. Here, we review this body of theory to derive predictions about when teaching and non-vertical transmission should be adaptive, and thus more likely to be observed empirically. Using three interviews conducted with rural Fijian populations, we find that parents are more likely to teach than are other kin types, high-skill and highly valued domains are more likely to be taught, and oblique transmission is associated with high-skill domains, which are learned later in life. Finally, we conclude that the apparent conflict between theory and empirical evidence is due to a mismatch of theoretical hypotheses and empirical claims across disciplines, and we reconcile theory with the existing literature in light of our results.

The Application of Motivational Theories to Business and Industry.

ERIC Educational Resources Information Center

Clements, Paul; Farrar, Lochia A.

This workshop, designed to use motivational theories in understanding work behaviors and to increase job satisfaction and performance, deals with cognitive theories in motivation, need theories, and the Equity Theory within the Expectancy Valence Model. Counseling technique areas of communication skills and rational thinking that facilitate the…

Functional and Conflict Theories of Educational Stratification

ERIC Educational Resources Information Center

Collins, Randall

1971-01-01

Maintains that, of the two theories considered for accounting for the increased schooling required for employment, the technical-function theory (reflects demands for greater skills due to technological change) and the conflict theory (imposition of cultural standards for selection for jobs), the latter theory is more strongly supported. (RJ)

Same Size Doesn't Fit All: Insights from Research on Listening Skills at the University of the South Pacific (USP)

ERIC Educational Resources Information Center

Chand, Rajni K.

2007-01-01

Listening skills research has tended to focus on strategy use in classrooms and on theory and practice of second language (L2) teachers. This study examined the teachers' and learners' perceptions of listening skills in non-classroom learning situations. Five (n = 5) study skills teachers and 19 former learners in a distance study skills course at…

Nonstationary time series prediction combined with slow feature analysis

NASA Astrophysics Data System (ADS)

Wang, G.; Chen, X.

2015-07-01

Almost all climate time series have some degree of nonstationarity due to external driving forces perturbing the observed system. Therefore, these external driving forces should be taken into account when constructing the climate dynamics. This paper presents a new technique of obtaining the driving forces of a time series from the slow feature analysis (SFA) approach, and then introduces them into a predictive model to predict nonstationary time series. The basic theory of the technique is to consider the driving forces as state variables and to incorporate them into the predictive model. Experiments using a modified logistic time series and winter ozone data in Arosa, Switzerland, were conducted to test the model. The results showed improved prediction skills.

A new approach for designing self-organizing systems and application to adaptive control

NASA Technical Reports Server (NTRS)

Ramamoorthy, P. A.; Zhang, Shi; Lin, Yueqing; Huang, Song

1993-01-01

There is tremendous interest in the design of intelligent machines capable of autonomous learning and skillful performance under complex environments. A major task in designing such systems is to make the system plastic and adaptive when presented with new and useful information and stable in response to irrelevant events. A great body of knowledge, based on neuro-physiological concepts, has evolved as a possible solution to this problem. Adaptive resonance theory (ART) is a classical example under this category. The system dynamics of an ART network is described by a set of differential equations with nonlinear functions. An approach for designing self-organizing networks characterized by nonlinear differential equations is proposed.

Attributional Style in Healthy Persons: Its Association with 'Theory of Mind' Skills

PubMed Central

Jeon, Im Hong; Kim, Kyung Ran; Kim, Hwan Hee; Park, Jin Young; Lee, Mikyung; Jo, Hye Hyun; Koo, Se Jun; Jeong, Yu Jin; Song, Yun Young; Kang, Jee In; Lee, Su Young; Lee, Eun

2013-01-01

Objective Attributional style, especially external personal attribution bias, was found to play a pivotal role in clinical and non-clinical paranoia. The study of the relationship of the tendency to infer/perceive hostility and blame with theory of mind skills has significant theoretical importance as it may provide additional information on how persons process social situations. The aim of this study was whether hostility perception bias and blame bias might be associated with theory of mind skills, neurocognition and emotional factors in healthy persons. Methods Total 263 participants (133 male and 130 female) were recruited. The attributional style was measured by using the Ambiguous Intentions Hostility Questionnaire (AIHQ). Participants were requested to complete a Brüne's Theory of Mind Picture Stories task, neurocognitive task including Standard Progressive Matrices (SPM) and digit span, and other emotional dysregulation trait scales including Rosenberg's self-esteem, Spielberg's trait anxiety inventory, and Novaco anger scale. Results Multiple regression analysis showed that hostility perception bias score in ambiguous situation were found to be associated with theory of mind questionnaire score and emotional dysregulation traits of Novaco anger scale. Also, composite blame bias score in ambiguous situation were found to be associated with emotional dysregulation traits of Novaco anger scale and Spielberg's trait anxiety scale. Conclusion The main finding was that the attributional style of hostility perception bias might be primarily contributed by theory of mind skills rather than neurocognitive function such as attention and working memory, and reasoning ability. The interpretations and implications would be discussed in details. PMID:23482524

Integrating life skills into a theory-based drug-use prevention program: effectiveness among junior high students in Taiwan.

PubMed

Huang, Chiu-Mieh; Chien, Li-Yin; Cheng, Chin-Feng; Guo, Jong-Long

2012-07-01

Drug use has been noted among students in Taiwan during the past decade and schools have a role in preventing or delaying students' drug use. We developed and evaluated a school-based, drug-use prevention program integrating the theory of planned behavior (TPB) and life skills for junior high school students. We recruited 441 seventh graders from randomly selected schools: N = 143 experimental groups, N = 142 conventional groups, and N = 156 control groups. The experimental group received ten 45-minute sessions of theory-based interventions. The conventional group got traditional didactic teaching and drug refusal skills. The control group received no intervention. Compared to the control group, experimental group students showed greater improvement in attitude, subjective norm, perceived behavioral control, life skills, and intention not to use drugs. Compared to the conventional group, the experimental group had significantly higher posttest scores for 4 of the 5 outcomes, including life skills (96.53 vs. 90.92, p < .001), attitude (27.43 vs. 24.40, p = .012), subjective norm (29.51 vs. 28.06, p = .002), and perceived behavioral control (18.59 vs. 16.81, p < .001). The conventional group scored significantly higher in behavioral intention than did the control group. Study results demonstrated the effectiveness of a drug-use prevention program integrating the TPB and life skills. © 2012, American School Health Association.

Modeling Second Language Change Using Skill Retention Theory

DTIC Science & Technology

2013-06-01

xiv LIST OF TABLES Table 1. ILR and ACTFL Scale Comparison (From SIL International, 1999) ................5 Table 2. Metacognitive Learning Strategy...meaningful. • Speaking and writing are productive skill and require that a linguist actively produce information to be conveyed. E. RESEARCH...before productive skills (speaking and writing ) and attrition of these skills takes place in reverse order (Hansen & Reetz-Kurashige, 1999). Hansen

Constructive Alignment and the Research Skills Development Framework: Using Theory to Practically Align Graduate Attributes, Learning Experiences, and Assessment Tasks in Undergraduate Midwifery

ERIC Educational Resources Information Center

Pretorius, Lynette; Bailey, Carolyn; Miles, Maureen

2013-01-01

Midwifery educators have to provide students with stimulating curricula that teach academic and vocational content, as well as transferable skills. The Research Skills Development (RSD) framework provides a conceptual model that allows educators to explicitly scaffold the development of their students' research skills. This paper aims to…

Reading Improvement in the Secondary School.

ERIC Educational Resources Information Center

Dechant, Emerald

This book, a comprehensive statement about the reading problems of adolescent students, relates the principles of learning and learning theory to the teaching of reading. Using a linguistic orientation, the author guides the teacher through the procedure for developing word recognition skills, comprehension skills, content-area reading skills, and…

Creativity in clinical communication: from communication skills to skilled communication.

PubMed

Salmon, Peter; Young, Bridget

2011-03-01

Medical Education 2011: 45: 217-226 Objectives  The view that training in communication skills produces skilled communication is sometimes criticised by those who argue that communication is individual and intuitive. We therefore examine the validity of the concept of communication as a skill and identify alternative principles to underpin future development of this field. Methods  We critically examine research evidence about the nature of clinical communication, and draw from theory and evidence concerning education and evaluation, particularly in creative disciplines. Results  Skilled communication cannot be fully described using the concept of communication skills. Attempts to do so risk constraining and distorting pedagogical development in communication. Current education practice often masks the difficulties with the concept by introducing subjectivity into the definition and assessment of skills. As all clinical situations differ to some extent, clinical communication is inherently creative. Because it is rarely possible to attribute specific effects to specific elements of communication, communication needs to be taught and evaluated holistically. Conclusions  For communication teaching to be pedagogically and clinically valid in supporting the inherent creativity of clinical communication, it will need to draw from education theory and practice that have been developed in explicitly creative disciplines. © Blackwell Publishing Ltd 2011.

Understanding the implementation and adoption of an information technology intervention to support medicine optimisation in primary care: qualitative study using strong structuration theory.

PubMed

Jeffries, Mark; Phipps, Denham; Howard, Rachel L; Avery, Anthony; Rodgers, Sarah; Ashcroft, Darren

2017-05-10

Using strong structuration theory, we aimed to understand the adoption and implementation of an electronic clinical audit and feedback tool to support medicine optimisation for patients in primary care. This is a qualitative study informed by strong structuration theory. The analysis was thematic, using a template approach. An a priori set of thematic codes, based on strong structuration theory, was developed from the literature and applied to the transcripts. The coding template was then modified through successive readings of the data. Clinical commissioning group in the south of England. Four focus groups and five semi-structured interviews were conducted with 18 participants purposively sampled from a range of stakeholder groups (general practitioners, pharmacists, patients and commissioners). Using the system could lead to improved medication safety, but use was determined by broad institutional contexts; by the perceptions, dispositions and skills of users; and by the structures embedded within the technology. These included perceptions of the system as new and requiring technical competence and skill; the adoption of the system for information gathering; and interactions and relationships that involved individual, shared or collective use. The dynamics between these external, internal and technological structures affected the adoption and implementation of the system. Successful implementation of information technology interventions for medicine optimisation will depend on a combination of the infrastructure within primary care, social structures embedded in the technology and the conventions, norms and dispositions of those utilising it. Future interventions, using electronic audit and feedback tools to improve medication safety, should consider the complexity of the social and organisational contexts and how internal and external structures can affect the use of the technology in order to support effective implementation. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Challenging gender stereotypes: Theory of mind and peer group dynamics.

PubMed

Mulvey, Kelly Lynn; Rizzo, Michael T; Killen, Melanie

2016-11-01

To investigate the social cognitive skills related to challenging gender stereotypes, children (N = 61, 3-6 years) evaluated a peer who challenged gender stereotypic norms held by the peer's group. Participants with false belief theory of mind (FB ToM) competence were more likely than participants who did not have FB ToM to expect a peer to challenge the group's stereotypes and propose that the group engage in a non-stereotypic activity. Further, participants with FB ToM rated challenging the peer group more positively. Participants without FB ToM did not differentiate between their own and the group's evaluation of challenges to the group's stereotypic norms, but those with ToM competence asserted that they would be more supportive of challenging the group norm than would the peer group. Results reveal the importance of social-cognitive competencies for recognizing the legitimacy of challenging stereotypes, and for understanding one's own and other group perspectives. © 2015 John Wiley & Sons Ltd.

Challenging Gender Stereotypes: Theory of Mind and Peer Group Dynamics

PubMed Central

Mulvey, Kelly Lynn; Rizzo, Michael T.; Killen, Melanie

2016-01-01

To investigate the social cognitive skills related to challenging gender stereotypes, children (N = 61, 3-6 years) evaluated a peer who challenged gender stereotypic norms held by the peer’s group. Participants with false belief theory of mind (FB ToM) competence were more likely than participants who did not have FB ToM to expect a peer to challenge the group’s stereotypes and propose that the group engage in a non-stereotypic activity. Further, participants with FB ToM rated challenging the peer group more positively. Participants without FB ToM did not differentiate between their own and the group’s evaluation of challenges to the group’s stereotypic norms, but those with ToM competence asserted that they would be more supportive of challenging the group norm than would the peer group. Results reveal the importance of social-cognitive competencies for recognizing the legitimacy of challenging stereotypes, and for understanding one’s own and other group perspectives. PMID:26395753

In the Rearview Mirror: Social Skill Development in Deaf Youth, 1990-2015.

PubMed

Cawthon, Stephanie W; Fink, Bentley; Schoffstall, Sarah; Wendel, Erica

2018-01-01

Social skills are a vehicle by which individuals negotiate important relationships. The present article presents historical data on how social skills in deaf students were conceptualized and studied empirically during the period 1990-2015. Using a structured literature review approach, the researchers coded 266 articles for theoretical frameworks used and constructs studied. The vast majority of articles did not explicitly align with a specific theoretical framework. Of the 37 that did, most focused on socioemotional and cognitive frameworks, while a minority drew from frameworks focusing on attitudes, developmental theories, or ecological systems theory. In addition, 315 social-skill constructs were coded across the data set; the majority focused on socioemotional functioning. Trends in findings across the past quarter century and implications for research and practice are examined.

Theory of Mind training in children with autism: a randomized controlled trial.

PubMed

Begeer, Sander; Gevers, Carolien; Clifford, Pamela; Verhoeve, Manja; Kat, Kirstin; Hoddenbach, Elske; Boer, Frits

2011-08-01

Many children with Autism Spectrum Disorders (ASD) participate in social skills or Theory of Mind (ToM) treatments. However, few studies have shown evidence for their effectiveness. The current study used a randomized controlled design to test the effectiveness of a 16-week ToM treatment in 8-13 year old children with ASD and normal IQs (n = 40). The results showed that, compared to controls, the treated children with ASD improved in their conceptual ToM skills, but their elementary understanding, self reported empathic skills or parent reported social behaviour did not improve. Despite the effects on conceptual understanding, the current study does not indicate strong evidence for the effectiveness of a ToM treatment on the daily life mindreading skills.

High skill in low-frequency climate response through fluctuation dissipation theorems despite structural instability.

PubMed

Majda, Andrew J; Abramov, Rafail; Gershgorin, Boris

2010-01-12

Climate change science focuses on predicting the coarse-grained, planetary-scale, longtime changes in the climate system due to either changes in external forcing or internal variability, such as the impact of increased carbon dioxide. The predictions of climate change science are carried out through comprehensive, computational atmospheric, and oceanic simulation models, which necessarily parameterize physical features such as clouds, sea ice cover, etc. Recently, it has been suggested that there is irreducible imprecision in such climate models that manifests itself as structural instability in climate statistics and which can significantly hamper the skill of computer models for climate change. A systematic approach to deal with this irreducible imprecision is advocated through algorithms based on the Fluctuation Dissipation Theorem (FDT). There are important practical and computational advantages for climate change science when a skillful FDT algorithm is established. The FDT response operator can be utilized directly for multiple climate change scenarios, multiple changes in forcing, and other parameters, such as damping and inverse modelling directly without the need of running the complex climate model in each individual case. The high skill of FDT in predicting climate change, despite structural instability, is developed in an unambiguous fashion using mathematical theory as guidelines in three different test models: a generic class of analytical models mimicking the dynamical core of the computer climate models, reduced stochastic models for low-frequency variability, and models with a significant new type of irreducible imprecision involving many fast, unstable modes.

Assessment of Higher Order Thinking Skills. Current Perspectives on Cognition, Learning and Instruction

ERIC Educational Resources Information Center

Schraw, Gregory, Ed.; Robinson, Daniel H., Ed.

2011-01-01

This volume examines the assessment of higher order thinking skills from the perspectives of applied cognitive psychology and measurement theory. The volume considers a variety of higher order thinking skills, including problem solving, critical thinking, argumentation, decision making, creativity, metacognition, and self-regulation. Fourteen…

Life Skills Literacy: An Intervention Model to Alleviate Family Poverty

ERIC Educational Resources Information Center

Johnson, Lee N.; Carswell, Andrew T.; Palmer, Lance; Sweaney, Annie L.; Mullis, Rebecca M.; Leonas, Karen K.; Moss, Joan Koonce; Mauldin, Teresa

2005-01-01

Life Skills Literacy (LSL) is a multidisciplinary intervention model that helps families living with limited resources (including poverty) achieve sustainable well-being. This model, based on ecological theory and a readiness for change framework, prepares people to learn from the program and teaches necessary life skills. The LSL project…

Flight Simulation for the Study of Skill Transfer.

ERIC Educational Resources Information Center

Lintern, Gavan

1992-01-01

Discusses skill transfer as a human performance issue based on experiences with computerized flight simulators. Highlights include the issue of similarity; simulation and the design of training devices; an information theory of transfer; invariants for flight control; and experiments involving the transfer of flight skills. (21 references) (LRW)

Integrating Knowledge, Skills and Attitudes: Conceptualising Learning Processes towards Vocational Competence

ERIC Educational Resources Information Center

Baartman, Liesbeth K. J.; de Bruijn, Elly

2011-01-01

Current research focuses on competence development and complex professional tasks. However, "learning processes" towards the integration of knowledge, skills and attitudes largely remain a black box. This article conceptualises three integration processes, in analogy to theories on transfer. Knowledge, skills and attitudes are defined, reconciling…

Segmenting Dynamic Human Action via Statistical Structure

ERIC Educational Resources Information Center

Baldwin, Dare; Andersson, Annika; Saffran, Jenny; Meyer, Meredith

2008-01-01

Human social, cognitive, and linguistic functioning depends on skills for rapidly processing action. Identifying distinct acts within the dynamic motion flow is one basic component of action processing; for example, skill at segmenting action is foundational to action categorization, verb learning, and comprehension of novel action sequences. Yet…

The Effectiveness of Theory of Mind Training On the Social Skills of Children with High Functioning Autism Spectrum Disorders.

PubMed

Adibsereshki, Narges; Nesayan, Abbas; Asadi Gandomani, Roghayeh; Karimlou, Masood

2015-01-01

Children with Autism Spectrum Disorders (ASD) tend to have problems in establishing and maintaining their social relationships. Some professionals believe this social impairment is the result of deficit in Theory of Mind (ToM). This study was conducted to explore the effectiveness of ToM training on such children. A quasi-experimental method, pre- test, post-test with control group was used. The sample included of 12 girls and 12 boys with High Functioning Autism Spectrum Disorders (HFASD). Two instruments were used as follows: the Theory of Mind test and the social skills questionnaire (1). The samples were randomly placed in the experimental and control groups. The experimental groups had 15 sessions of ToM training and the control groups had just regular school program. The data were analyzed by Kolmogorov-Smirnov, independent t- and twoway- variance tests. The scores for social skills in the experimental group were significantly more than the control group. ToM training might improve the social skills of children with autism spectrum disorders.

Investing in Our Young People. NBER Working Paper No. 16201

ERIC Educational Resources Information Center

Cunha, Flavio; Heckman, James J.

2010-01-01

This paper reviews the recent literature on the production of skills of young persons. The literature features the multiplicity of skills that explain success in a variety of life outcomes. Noncognitive skills play a fundamental role in successful lives. The dynamics of skill formation reveal the interplay of cognitive and noncognitive skills, and…

Final-year veterinary students' perceptions of their communication competencies and a communication skills training program delivered in a primary care setting and based on Kolb's Experiential Learning Theory.

PubMed

Meehan, Michael P; Menniti, Marie F

2014-01-01

Veterinary graduates require effective communication skills training to successfully transition from university into practice. Although the literature has supported the need for veterinary student communication skills training programs, there is minimal research using learning theory to design programs and explore students' perceptions of such programs. This study investigated veterinary students' perceptions of (1) their communication skills and (2) the usefulness of a communication skills training program designed with Kolb's Experiential Learning Theory (ELT) as a framework and implemented in a primary care setting. Twenty-nine final-year veterinary students from the Ontario Veterinary College attended a 3-week communication skills training rotation. Pre- and post-training surveys explored their communication objectives, confidence in their communication skills, and the usefulness of specific communication training strategies. The results indicated that both before and after training, students were most confident in building rapport, displaying empathy, recognizing how bonded a client is with his or her pet, and listening. They were least confident in managing clients who were angry or not happy with the charges and who monopolized the appointment. Emotionally laden topics, such as breaking bad news and managing euthanasia discussions, were also identified as challenging and in need of improvement. Interactive small-group discussions and review of video-recorded authentic client appointments were most valuable for their learning and informed students' self-awareness of their non-verbal communication. These findings support the use of Kolb's ELT as a theoretical framework and of video review and reflection to guide veterinary students' learning of communication skills in a primary care setting.

Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW)

PubMed Central

Kim, Young-Suk Grace; Schatschneider, Christopher

2016-01-01

We investigated direct and indirect effects of component skills on writing (DIEW) using data from 193 children in Grade 1. In this model, working memory was hypothesized to be a foundational cognitive ability for language and cognitive skills as well as transcription skills, which, in turn, contribute to writing. Foundational oral language skills (vocabulary and grammatical knowledge) and higher-order cognitive skills (inference and theory of mind) were hypothesized to be component skills of text generation (i.e., discourse-level oral language). Results from structural equation modeling largely supported a complete mediation model among four variations of the DIEW model. Discourse-level oral language, spelling, and handwriting fluency completely mediated the relations of higher-order cognitive skills, foundational oral language, and working memory to writing. Moreover, language and cognitive skills had both direct and indirect relations to discourse-level oral language. Total effects, including direct and indirect effects, were substantial for discourse-level oral language (.46), working memory (.43), and spelling (.37), followed by vocabulary (.19), handwriting (.17), theory of mind (.12), inference (.10), and grammatical knowledge (.10). The model explained approximately 67% of variance in writing quality. These results indicate that multiple language and cognitive skills make direct and indirect contributions, and it is important to consider both direct and indirect pathways of influences when considering skills that are important to writing. PMID:28260812

Incremental learning of skill collections based on intrinsic motivation

PubMed Central

Metzen, Jan H.; Kirchner, Frank

2013-01-01

Life-long learning of reusable, versatile skills is a key prerequisite for embodied agents that act in a complex, dynamic environment and are faced with different tasks over their lifetime. We address the question of how an agent can learn useful skills efficiently during a developmental period, i.e., when no task is imposed on him and no external reward signal is provided. Learning of skills in a developmental period needs to be incremental and self-motivated. We propose a new incremental, task-independent skill discovery approach that is suited for continuous domains. Furthermore, the agent learns specific skills based on intrinsic motivation mechanisms that determine on which skills learning is focused at a given point in time. We evaluate the approach in a reinforcement learning setup in two continuous domains with complex dynamics. We show that an intrinsically motivated, skill learning agent outperforms an agent which learns task solutions from scratch. Furthermore, we compare different intrinsic motivation mechanisms and how efficiently they make use of the agent's developmental period. PMID:23898265

Dynamic Assessment of Word Learning Skills: Identifying Language Impairment in Bilingual Children

ERIC Educational Resources Information Center

Kapantzoglou, Maria; Restrepo, M. Adelaida; Thompson, Marilyn S.

2012-01-01

Purpose: Bilingual children are often diagnosed with language impairment, although they may simply have fewer opportunities to learn English than English-speaking monolingual children. This study examined whether dynamic assessment (DA) of word learning skills is an effective method for identifying bilingual children with primary language…

Theory of mind predicts severity level in autism.

PubMed

Hoogenhout, Michelle; Malcolm-Smith, Susan

2017-02-01

We investigated whether theory of mind skills can indicate autism spectrum disorder severity. In all, 62 children with autism spectrum disorder completed a developmentally sensitive theory of mind battery. We used intelligence quotient, Diagnostic and Statistical Manual of Mental Disorders (4th ed.) diagnosis and level of support needed as indicators of severity level. Using hierarchical cluster analysis, we found three distinct clusters of theory of mind ability: early-developing theory of mind (Cluster 1), false-belief reasoning (Cluster 2) and sophisticated theory of mind understanding (Cluster 3). The clusters corresponded to severe, moderate and mild autism spectrum disorder. As an indicator of level of support needed, cluster grouping predicted the type of school children attended. All Cluster 1 children attended autism-specific schools; Cluster 2 was divided between autism-specific and special needs schools and nearly all Cluster 3 children attended general special needs and mainstream schools. Assessing theory of mind skills can reliably discriminate severity levels within autism spectrum disorder.

The Dynamics of Life Skills Coaching. Life Skills Series.

ERIC Educational Resources Information Center

Curtiss, Paul R.; Warren, Phillip W.

This book is to be used in a Life Skills Coach Training course. Life skills are defined as problem-solving behaviors appropriately and responsibly used in the management of personal affairs. They apply to the following areas of responsibility: self, family, leisure, community, and job. A course aimed at training people in the life skills implies…

The Role of Motivation for Treatment Success

PubMed Central

Medalia, Alice; Saperstein, Alice

2011-01-01

Learning during skills-based psychosocial treatments for schizophrenia is influenced by the motivating properties of the treatment context and the motivational orientation of the client. Given that motivational impairment is a core feature of schizophrenia with significant functional implications, intervention strategies emphasizing extrinsic and/or intrinsic goals may be prescribed to enhance skill learning and treatment outcomes. The purpose of this article is to consider the role that motivation plays in treatment success by evaluating the relationship between motivation and learning during cognitive remediation for schizophrenia. As intrinsic motivation (IM) is most often associated with learning, we will integrate research findings which address 3 main questions: (1) is IM in schizophrenia static or dynamic, (2) is it possible to manipulate the state of being intrinsically motivated and if so do manipulations of IM affect learning? and (3) can motivation theory be translated into clinical practice? This knowledge can facilitate treatment strategies to address the low base rate of IM that is characteristic of schizophrenia and can be applied to cognitive remediation as well as other psychosocial interventions which require learning for treatment success. PMID:21860041

The role of motivation for treatment success.

PubMed

Medalia, Alice; Saperstein, Alice

2011-09-01

Learning during skills-based psychosocial treatments for schizophrenia is influenced by the motivating properties of the treatment context and the motivational orientation of the client. Given that motivational impairment is a core feature of schizophrenia with significant functional implications, intervention strategies emphasizing extrinsic and/or intrinsic goals may be prescribed to enhance skill learning and treatment outcomes. The purpose of this article is to consider the role that motivation plays in treatment success by evaluating the relationship between motivation and learning during cognitive remediation for schizophrenia. As intrinsic motivation (IM) is most often associated with learning, we will integrate research findings which address 3 main questions: (1) is IM in schizophrenia static or dynamic, (2) is it possible to manipulate the state of being intrinsically motivated and if so do manipulations of IM affect learning? and (3) can motivation theory be translated into clinical practice? This knowledge can facilitate treatment strategies to address the low base rate of IM that is characteristic of schizophrenia and can be applied to cognitive remediation as well as other psychosocial interventions which require learning for treatment success.

Structured Case Analysis: Developing Critical Thinking Skills in a Marketing Case Course

ERIC Educational Resources Information Center

Klebba, Joanne M.; Hamilton, Janet G.

2007-01-01

Structured case analysis is a hybrid pedagogy that flexibly combines diverse instructional methods with comprehensive case analysis as a mechanism to develop critical thinking skills. An incremental learning framework is proposed that allows instructors to develop and monitor content-specific theory and the corresponding critical thinking skills.…

Effects of a Training Intervention to Foster Argumentation Skills While Processing Conflicting Scientific Positions

ERIC Educational Resources Information Center

Hefter, Markus H.; Berthold, Kirsten; Renkl, Alexander; Riess, Werner; Schmid, Sebastian; Fries, Stefan

2014-01-01

Argumentation skills play a crucial role in science education and in preparing school students to act as informed citizens. While processing conflicting scientific positions regarding topics such as sustainable development in the domain of ecology, argumentation skills such as evaluating arguments or supporting theories with evidence are…

Emotional Literary: To Be a Different Kind of Smart.

ERIC Educational Resources Information Center

Bocchino, Rob

This book combines strategies and skills with theory and research to identify some of the key skills, maps, and tools that define emotional literacy. Emotional literacy is defined as having the skills to understand and manage emotions, to communicate effectively in order to become an autonomous person. The book focuses on the background and…

Exploring EFL Learners' Perceptions of Integrated Skills Approach: A Grounded Theory

ERIC Educational Resources Information Center

Tajzad, Maryam; Ostovar-Namaghi, Seyyed Ali

2014-01-01

This qualitative study aims at exploring EFL learners' perceptions of the integrated skills approach to language teaching. To this end, the researchers presented the integrated skills approach to a group of 30 participants and interviewed those who were willing to share their views and experience with the researchers. The researchers used grounded…

The Professional Linguist: Language Skills for the Real World

ERIC Educational Resources Information Center

Murata, Mary

2016-01-01

This chapter reports on a compulsory final year employability skills module for Modern Foreign Languages (MFL) undergraduates at York St John University. The "Professional Linguist" aims to equip students with a range of skills which they may need when entering the workplace, whilst underpinning it with theory which would benefit those…

Skill Acquisition: Compilation of Weak-Method Problem Solutions.

ERIC Educational Resources Information Center

Anderson, John R.

According to the ACT theory of skill acquisition, cognitive skills are encoded by a set of productions, which are organized according to a hierarchical goal structure. People solve problems in new domains by applying weak problem-solving procedures to declarative knowledge they have about this domain. From these initial problem solutions,…

Investigation of Prospective Teachers' Information and Communication Technology Integration Practices in Terms of Transformative Learning Theory

ERIC Educational Resources Information Center

Sahin Izmirli, Özden; Kabakçi Yurdakul, Isil

2014-01-01

An examination of prospective teachers' information and communication technology (ICT) integration skills development in an undergraduate program indicated that the only course available to practice these skills was the teaching practice course. However, the practice and development of these ICT integration skills in the teaching practice course…

Learning to Become a Professional Orchestral Musician: Going beyond Skill and Technique

ERIC Educational Resources Information Center

Hager, Paul; Johnsson, Mary C.

2009-01-01

Current theories of learning hold dominant assumptions about the type and scope of knowledge and skills taught in formal courses that prepare novices for professional practice at work. In performing arts educational contexts, a common emphasis continues to hone individual performance skills in order to gain technical mastery and to differentiate…

Novel Transparent Urinary Tract Simulator Improves Teaching of Urological Operation Skills at a Single Institution.

PubMed

Zhong, Xiao; Wang, Pingxian; Feng, Jiayu; Hu, Wengang; Huang, Chibing

2015-01-01

This randomized controlled study compared a novel transparent urinary tract simulator with the traditional opaque urinary tract simulator as an aid for efficiently teaching urological surgical procedures. Senior medical students were tested on their understanding of urological theory before and after lectures concerning urinary system disease. The students received operative training using the transparent urinary tract simulator (experimental group, n = 80) or the J3311 opaque plastic urinary tract simulator (control, n = 80), specifically in catheterization and retrograde double-J stent implantation. The operative training was followed by a skills test and student satisfaction survey. The test scores for theory were similar between the two groups, before and after training. Students in the experimental group performed significantly better than those in the control group on the procedural skills test, and also had significantly better self-directed learning skills, analytical skills, and greater motivation to learn. During the initial step of training, the novel transparent urinary tract simulator significantly improved the efficiency of teaching urological procedural skills compared with the traditional opaque device. © 2015 S. Karger AG, Basel.

Social Orientation: Problem Behavior and Motivations Toward Interpersonal Problem Solving Among High Risk Adolescents

PubMed Central

Kuperminc, Gabriel P.; Allen, Joseph P.

2006-01-01

A model of problematic adolescent behavior that expands current theories of social skill deficits in delinquent behavior to consider both social skills and orientation toward the use of adaptive skills was examined in an ethnically and socioeconomically diverse sample of 113 male and female adolescents. Adolescents were selected on the basis of moderate to serious risk for difficulties in social adaptation in order to focus on the population of youth most likely to be targeted by prevention efforts. Structural equation modeling was used to examine cross-sectional data using multiple informants (adolescents, peers, and parents) and multiple methods (performance test and self-report). Adolescent social orientation, as reflected in perceived problem solving effectiveness, identification with adult prosocial values, and self-efficacy expectations, exhibited a direct association to delinquent behavior and an indirect association to drug involvement mediated by demonstrated success in using problem solving skills. Results suggest that the utility of social skill theories of adolescent problem behaviors for informing preventive and remedial interventions can be enhanced by expanding them to consider adolescents’ orientation toward using the skills they may already possess. PMID:16929380

CAPABILITIES AND SKILLS*

PubMed Central

Heckman, James J.; Corbin, Chase O.

2016-01-01

This paper discusses the relevance of recent research on the economics of human development to the work of the Human Development and Capability Association. The recent economics of human development brings insights about the dynamics of skill accumulation to an otherwise static literature on capabilities. Skills embodied in agents empower people. Enhanced skills enhance opportunities and hence promote capabilities. We address measurement problems common to both the economics of human development and the capability approach. The economics of human development analyzes the dynamics of preference formation, but is silent about which preferences should be used to evaluate alternative policies. This is both a strength and a limitation of the approach. PMID:28261378

Leonardo's Tree Theory.

ERIC Educational Resources Information Center

Werner, Suzanne K.

2003-01-01

Describes a series of activities exploring Leonardo da Vinci's tree theory that are designed to strengthen 8th grade students' data collection and problem solving skills in physical science classes. (KHR)

Toward an instructionally oriented theory of example-based learning.

PubMed

Renkl, Alexander

2014-01-01

Learning from examples is a very effective means of initial cognitive skill acquisition. There is an enormous body of research on the specifics of this learning method. This article presents an instructionally oriented theory of example-based learning that integrates theoretical assumptions and findings from three research areas: learning from worked examples, observational learning, and analogical reasoning. This theory has descriptive and prescriptive elements. The descriptive subtheory deals with (a) the relevance and effectiveness of examples, (b) phases of skill acquisition, and (c) learning processes. The prescriptive subtheory proposes instructional principles that make full exploitation of the potential of example-based learning possible. Copyright © 2013 Cognitive Science Society, Inc.

The Use of Interactive Media Ispring Suite 8 Supported by Google SketchUp to Improve Students’ Geometry Skills Based on Hoffer’s Theory

NASA Astrophysics Data System (ADS)

Nurwijayanti, A.; Budiyono; Fitriana, L.

2018-04-01

The basic Geometry skills are needed by the students to solve the geometrical tasks in daily life. There are five aspects of the Geometry ability based on the Hoffer’s theory. They are visual, verbal, drawing, logical, and application. These are the abilities that the students in junior high school level need to master. The purpose of this study is to find out and describe the effectiveness of the interactive media supported by Google SketchUp to improve the students’ basic Geometry skills based on Hoffer’s theory. The subject in this research is 30 students from class 9E in Junior High School of Mojogedang 1, Karanganyar regency. This study uses a pre-test and post-test experiment and analyzed with the t-test hypothesis with the significant level of 5%. The result of this study can be seen from the diffeence average score between the pre-test and post-test, which shows a significance difference. It means that through the interactive media supported by Google SketchUp, the students’ five basic abilities are improved. Therefore, it can be concluded that the interactive media supported by Google SketchUp is potential and can be used to help the students in improving their basic Geometry skills based on Hoffer’s theory.

Argoball: A Dynamic-Rules Game for Teaching Striking-and-Fielding Game Tactics

ERIC Educational Resources Information Center

Todorovich, John R.; Fox, James P.; Ryan, Stuart; Todorovich, Sarah W.

2008-01-01

Physical educators using the teaching games for understanding (TGFU) approach employ modified game forms to teach children skills and tactics. Inspired by Danish Longball, "Argoball" is a dynamic-rules game that teachers interested in the TGFU model use to help their students develop effective skills and tactics to better participate in…

Communication skills training: describing a new conceptual model.

PubMed

Brown, Richard F; Bylund, Carma L

2008-01-01

Current research in communication in physician-patient consultations is multidisciplinary and multimethodological. As this research has progressed, a considerable body of evidence on the best practices in physician-patient communication has been amassed. This evidence provides a foundation for communication skills training (CST) at all levels of medical education. Although the CST literature has demonstrated that communication skills can be taught, one critique of this literature is that it is not always clear which skills are being taught and whether those skills are matched with those being assessed. The Memorial Sloan-Kettering Cancer Center Comskil Model for CST seeks to answer those critiques by explicitly defining the important components of a consultation, based on Goals, Plans, and Actions theories and sociolinguistic theory. Sequenced guidelines as a mechanism for teaching about particular communication challenges are adapted from these other methods. The authors propose that consultation communication can be guided by an overarching goal, which is achieved through the use of a set of predetermined strategies. Strategies are common in CST; however, strategies often contain embedded communication skills. These skills can exist across strategies, and the Comskil Model seeks to make them explicit in these contexts. Separate from the skills are process tasks and cognitive appraisals that need to be addressed in teaching. The authors also describe how assessment practices foster concordance between skills taught and those assessed through careful coding of trainees' communication encounters and direct feedback.

Understanding Leadership Theory: The Documentary of Sir Ernest Shackleton

ERIC Educational Resources Information Center

Cheramie, Robin A.

2015-01-01

Leadership theory is one of the most complex groups of theories to teach management students; nevertheless, it is the one of the most interesting and often desired topics to learn from students. Many organizations are seeking soft skills that are commonly discussed in leadership theory such as building relationships with followers, taking…

The Importance of Early Sign Language Acquisition for Deaf Readers

ERIC Educational Resources Information Center

Clark, M. Diane; Hauser, Peter C.; Miller, Paul; Kargin, Tevhide; Rathmann, Christian; Guldenoglu, Birkan; Kubus, Okan; Spurgeon, Erin; Israel, Erica

2016-01-01

Researchers have used various theories to explain deaf individuals' reading skills, including the dual route reading theory, the orthographic depth theory, and the early language access theory. This study tested 4 groups of children--hearing with dyslexia, hearing without dyslexia, deaf early signers, and deaf late signers (N = 857)--from 4…

Contributions of Dynamic Systems Theory to Cognitive Development

ERIC Educational Resources Information Center

Spencer, John P.; Austin, Andrew; Schutte, Anne R.

2012-01-01

We examine the contributions of dynamic systems theory to the field of cognitive development, focusing on modeling using dynamic neural fields. After introducing central concepts of dynamic field theory (DFT), we probe empirical predictions and findings around two examples--the DFT of infant perseverative reaching that explains Piaget's A-not-B…

Dynamic Self-Consistent Field Theories for Polymer Blends and Block Copolymers

NASA Astrophysics Data System (ADS)

Kawakatsu, Toshihiro

Understanding the behavior of the phase separated domain structures and rheological properties of multi-component polymeric systems require detailed information on the dynamics of domains and that of conformations of constituent polymer chains. Self-consistent field (SCF) theory is a useful tool to treat such a problem because the conformation entropy of polymer chains in inhomogeneous systems can be evaluated quantitatively using this theory. However, when we turn our attention to the dynamic properties in a non-equilibrium state, the basic assumption of the SCF theory, i.e. the assumption of equilibrium chain conformation, breaks down. In order to avoid such a difficulty, dynamic SCF theories were developed. In this chapter, we give a brief review of the recent developments of dynamic SCF theories, and discuss where the cutting-edge of this theory is.

General dynamical density functional theory for classical fluids.

PubMed

Goddard, Benjamin D; Nold, Andreas; Savva, Nikos; Pavliotis, Grigorios A; Kalliadasis, Serafim

2012-09-21

We study the dynamics of a colloidal fluid including inertia and hydrodynamic interactions, two effects which strongly influence the nonequilibrium properties of the system. We derive a general dynamical density functional theory which shows very good agreement with full Langevin dynamics. In suitable limits, we recover existing dynamical density functional theories and a Navier-Stokes-like equation with additional nonlocal terms.

Analysis of Student’s Skills on the Concept Dynamic Electricity

NASA Astrophysics Data System (ADS)

Safrina, I.; Maknun, J.; Hasanah, L.

2017-09-01

Physics becomes one of the science lessons in schools that guide student to apply materials in everyday life and commnicating the results natural phenomena. This study intended to figure out understanding skill and argumentation skill on the concept dynamic electricity. This study was descriptive research of senior high school students in South Tangerang. Technique of collecting data was done by test method and interview. The understanding skill refers to indicators of conceptual understanding in the cognitive process of Bloom’s Taxonomy Revision, which contains the indicators were explaining, interpreting, summarizing, comparing, classifying, and inferring. While the argumentation skill refers to Toulmin’s Argumentation Pattern (TAP) which contains the components of claim, evidence, warrant, and backing. The result showed that ability of explaining was higher and ability of comparing was lower. The component of claim was higher and backing was lower. Based on the result, it can be conclude that understanding skill and argumentation skill still less. They have been teached to student with inovation learning method.

An Implicit Theories of Personality Intervention Reduces Adolescent Aggression in Response to Victimization and Exclusion

PubMed Central

Yeager, David Scott; Trzesniewski, Kali H; Dweck, Carol S

2013-01-01

Adolescents are often resistant to interventions that reduce aggression in children. At the same time, they are developing stronger beliefs in the fixed nature of personal characteristics, particularly aggression. The present intervention addressed these beliefs. A randomized field experiment with a diverse sample of Grades 9 and 10 students (ages 14–16, n = 230) tested the impact of a 6-session intervention that taught an incremental theory (a belief in the potential for personal change). Compared to no-treatment and coping skills control groups, the incremental theory group behaved significantly less aggressively and more prosocially 1 month postintervention and exhibited fewer conduct problems 3 months postintervention. The incremental theory and the coping skills interventions also eliminated the association between peer victimization and depressive symptoms. PMID:23106262

Prioritizing Student Skill Development in the Small College Literature Survey

ERIC Educational Resources Information Center

Kalata, Kristianne

2016-01-01

This essay describes the successes and challenges of skills-based literature survey courses in the small liberal arts college setting of Westminster College (New Wilmington, PA). It considers the overall purpose of the survey in the skills-based English curriculum and then focuses on the integration of literary theory and creative writing as means…

Learning Clinical Skills during Bedside Teaching Encounters in General Practice: A Video-Observational Study with Insights from Activity Theory

ERIC Educational Resources Information Center

Ajjawi, Rola; Rees, Charlotte; Monrouxe, Lynn V.

2015-01-01

Purpose: This paper aims to explore how opportunities for learning clinical skills are negotiated within bedside teaching encounters (BTEs). Bedside teaching, within the medical workplace, is considered essential for helping students develop their clinical skills. Design/methodology/approach: An audio and/or video observational study examining…

CALL--Enhanced L2 Listening Skills--Aiming for Automatization in a Multimedia Environment

ERIC Educational Resources Information Center

Mayor, Maria Jesus Blasco

2009-01-01

Computer Assisted Language Learning (CALL) and L2 listening comprehension skill training are bound together for good. A neglected macroskill for decades, developing listening comprehension skill is now considered crucial for L2 acquisition. Thus this paper makes an attempt to offer latest information on processing theories and L2 listening…

The Gain-Loss Model: A Probabilistic Skill Multimap Model for Assessing Learning Processes

ERIC Educational Resources Information Center

Robusto, Egidio; Stefanutti, Luca; Anselmi, Pasquale

2010-01-01

Within the theoretical framework of knowledge space theory, a probabilistic skill multimap model for assessing learning processes is proposed. The learning process of a student is modeled as a function of the student's knowledge and of an educational intervention on the attainment of specific skills required to solve problems in a knowledge…

Scientific Thinking in Elementary School: Children's Social Cognition and Their Epistemological Understanding Promote Experimentation Skills

ERIC Educational Resources Information Center

Osterhaus, Christopher; Koerber, Susanne; Sodian, Beate

2017-01-01

Do social cognition and epistemological understanding promote elementary school children's experimentation skills? To investigate this question, 402 children (ages 8, 9, and 10) in 2nd, 3rd, and 4th grades were assessed for their experimentation skills, social cognition (advanced theory of mind [AToM]), epistemological understanding (understanding…

The Impact of the Digital Divide on First-Year Community College Students

ERIC Educational Resources Information Center

Mansfield, Malinda

2017-01-01

Some students do not possess the learning management system (LMS) and basic computer skills needed for success in first-year experience (FYE) courses. The purpose of this quantitative study, based on the Integrative Learning Design Framework and theory of transactional distance, was to identify what basic computer skills and LMS skills are needed…

The Effect of Tuition Reimbursement on Turnover: A Case Study Analysis. NBER Working Paper No. 12975

ERIC Educational Resources Information Center

Flaherty, Colleen N.

2007-01-01

Tuition reimbursement programs provide financial assistance for direct costs of education and are a type of general skills training program commonly offered by employers in the United States. Standard human capital theory argues that investment in firm-specific skills reduces turnover, while investment in general skills training could result in…

Development and Validation of the Cognitive-Behavioral Therapy Skills Questionnaire

ERIC Educational Resources Information Center

Jacob, Karen L.; Christopher, Michael S.; Neuhaus, Edmund C.

2011-01-01

Although several theories exist to describe why patients improve in cognitive-behavioral therapy (CBT), in only a limited number of studies has CBT skill acquisition been examined, particularly among patients with complex clinical profiles. Thus, the overarching aim of this research was to develop a tool to measure patients' use of CBT skills,…

The Development of Reasoning Skills during Compulsory 16 to 18 Mathematics Education

ERIC Educational Resources Information Center

Attridge, Nina; Doritou, Maria; Inglis, Matthew

2015-01-01

The belief that studying mathematics improves reasoning skills, known as the Theory of Formal Discipline (TFD), has been held since the time of Plato. Research evidence supports this idea, at least in the context of students who had chosen to study post-compulsory mathematics. Here we examined the development of reasoning skills in 16- to…

Improving the Social Skills of Children with HFASD: An Intervention Study

ERIC Educational Resources Information Center

Waugh, Cynthia; Peskin, Joan

2015-01-01

The present study examines the efficacy of a social skills and Theory of Mind (S.S.ToM) intervention for children with high-functioning ASD. Children were taught to identify and consider their peer's mental states, e.g., knowledge, emotions, desires, beliefs, intentions, likes and dislikes, while learning friendship-making skills and strategies,…

The fourth dimension: A motoric perspective on the anxiety–performance relationship

PubMed Central

Carson, Howie J.; Collins, Dave

2016-01-01

ABSTRACT This article focuses on raising concern that anxiety–performance relationship theory has insufficiently catered for motoric issues during, primarily, closed and self-paced skill execution (e.g., long jump and javelin throw). Following a review of current theory, we address the under-consideration of motoric issues by extending the three-dimensional model put forward by Cheng, Hardy, and Markland (2009) (‘Toward a three-dimensional conceptualization of performance anxiety: Rationale and initial measurement development, Psychology of Sport and Exercise, 10, 271–278). This fourth dimension, termed skill establishment, comprises the level and consistency of movement automaticity together with a performer's confidence in this specific process, as providing a degree of robustness against negative anxiety effects. To exemplify this motoric influence, we then offer insight regarding current theories’ misrepresentation that a self-focus of attention toward an already well-learned skill always leads to a negative performance effect. In doing so, we draw upon applied literature to distinguish between positive and negative self-foci and suggest that on what and how a performer directs their attention is crucial to the interaction with skill establishment and, therefore, performance. Finally, implications for skill acquisition research are provided. Accordingly, we suggest a positive potential flow from applied/translational to fundamental/theory-generating research in sport which can serve to freshen and usefully redirect investigation into this long-considered but still insufficiently understood concept. PMID:26692896

Test Theory Reconceived.

ERIC Educational Resources Information Center

Mislevy, Robert J.

Educational test theory consists of statistical and methodological tools to support inferences about examinees' knowledge, skills, and accomplishments. The evolution of test theory has been shaped by the nature of users' inferences which, until recently, have been framed almost exclusively in terms of trait and behavioral psychology. Progress in…

Communicative Discourse in Second Language Classrooms: From Building Skills to Becoming Skillful

ERIC Educational Resources Information Center

Suleiman, Mahmoud

2013-01-01

The dynamics of the communicative discourse is a natural process that requires an application of a wide range of skills and strategies. In particular, linguistic discourse and the interaction process have a huge impact on promoting literacy and academic skills in all students especially English language learners (ELLs). Using interactive…

Explaining the Progressively Decreasing Scores on Comprehensive Tests of Basic Skills (CTBS) of the School Children of the District of Columbia Public Schools as They Progress from Elementary School into High School.

ERIC Educational Resources Information Center

Bell, Christopher C., Jr.

This report uses motivation theory, social and cognitive development theory, and a construct, Definition of Reality (DOR), to explain why the black students of the District of Columbia Public Schools (DCPS) do less well on the Comprehensive Tests of Basic Skills as they progress from elementary school into high school. The report is divided into 8…

Dynamic Indicators of Basic Early Literacy Skills: An Effective Tool to Assess Adult Literacy Students?

ERIC Educational Resources Information Center

Binder, Katherine S.; Snyder, Melissa A.; Ardoin, Scott P.; Morris, Robin K.

2011-01-01

This study examined the reliability and validity of administering Dynamic Indicators of Basic Early Literacy Skills (DIBELS) to adult basic education (ABE) students. Ninety ABE participants were administered DIBELS measures, the Woodcock-Johnson III Broad Reading (WJ III BR) measures, and four orthographic ability tests. Since ABE students are a…

Learning How to Construct Models of Dynamic Systems: An Initial Evaluation of the Dragoon Intelligent Tutoring System

ERIC Educational Resources Information Center

VanLehn, Kurt; Wetzel, Jon; Grover, Sachin; van de Sande, Brett

2017-01-01

Constructing models of dynamic systems is an important skill in both mathematics and science instruction. However, it has proved difficult to teach. Dragoon is an intelligent tutoring system intended to quickly and effectively teach this important skill. This paper describes Dragoon and an evaluation of it. The evaluation randomly assigned…

Reading recognition of pointer meter based on pattern recognition and dynamic three-points on a line

NASA Astrophysics Data System (ADS)

Zhang, Yongqiang; Ding, Mingli; Fu, Wuyifang; Li, Yongqiang

2017-03-01

Pointer meters are frequently applied to industrial production for they are directly readable. They should be calibrated regularly to ensure the precision of the readings. Currently the method of manual calibration is most frequently adopted to accomplish the verification of the pointer meter, and professional skills and subjective judgment may lead to big measurement errors and poor reliability and low efficiency, etc. In the past decades, with the development of computer technology, the skills of machine vision and digital image processing have been applied to recognize the reading of the dial instrument. In terms of the existing recognition methods, all the parameters of dial instruments are supposed to be the same, which is not the case in practice. In this work, recognition of pointer meter reading is regarded as an issue of pattern recognition. We obtain the features of a small area around the detected point, make those features as a pattern, divide those certified images based on Gradient Pyramid Algorithm, train a classifier with the support vector machine (SVM) and complete the pattern matching of the divided mages. Then we get the reading of the pointer meter precisely under the theory of dynamic three points make a line (DTPML), which eliminates the error caused by tiny differences of the panels. Eventually, the result of the experiment proves that the proposed method in this work is superior to state-of-the-art works.

Adaptive Virtual Reality Training to Optimize Military Medical Skills Acquisition and Retention.

PubMed

Siu, Ka-Chun; Best, Bradley J; Kim, Jong Wook; Oleynikov, Dmitry; Ritter, Frank E

2016-05-01

The Department of Defense has pursued the integration of virtual reality simulation into medical training and applications to fulfill the need to train 100,000 military health care personnel annually. Medical personnel transitions, both when entering an operational area and returning to the civilian theater, are characterized by the need to rapidly reacquire skills that are essential but have decayed through disuse or infrequent use. Improved efficiency in reacquiring such skills is critical to avoid the likelihood of mistakes that may result in mortality and morbidity. We focus here on a study testing a theory of how the skills required for minimally invasive surgery for military surgeons are learned and retained. Our adaptive virtual reality surgical training system will incorporate an intelligent mechanism for tracking performance that will recognize skill deficiencies and generate an optimal adaptive training schedule. Our design is modeling skill acquisition based on a skill retention theory. The complexity of appropriate training tasks is adjusted according to the level of retention and/or surgical experience. Based on preliminary work, our system will improve the capability to interactively assess the level of skills learning and decay, optimizes skill relearning across levels of surgical experience, and positively impact skill maintenance. Our system could eventually reduce mortality and morbidity by providing trainees with the reexperience they need to help make a transition between operating theaters. This article reports some data that will support adaptive tutoring of minimally invasive surgery and similar surgical skills. Reprint & Copyright © 2016 Association of Military Surgeons of the U.S.

Ambulatory Morning Report: A Case-Based Method of Teaching EBM Through Experiential Learning.

PubMed

Luciano, Gina L; Visintainer, Paul F; Kleppel, Reva; Rothberg, Michael B

2016-02-01

Evidence-based medicine (EBM) skills are important to daily practice, but residents generally feel unskilled incorporating EBM into practice. The Kolb experiential learning theory, as applied to curricular planning, offers a unique methodology to help learners build an EBM skill set based on clinical experiences. We sought to blend the learner-centered, case-based merits of the morning report with an experientially based EBM curriculum. We describe and evaluate a patient-centered ambulatory morning report combining the User's Guides to the Medical Literature approach to EBM and experiential learning theory in the internal medicine department at Baystate Medical Center. The Kolb experiential learning theory postulates that experience transforms knowledge; within that premise we designed a curriculum to build EBM skills incorporating residents' patient encounters. By developing structured clinical questions based on recent clinical problems, residents activate prior knowledge. Residents acquire new knowledge through selection and evaluation of an article that addresses the structured clinical questions. Residents then apply and use new knowledge in future patient encounters. To assess the curriculum, we designed an 18-question EBM test, which addressed applied knowledge and EBM skills based on the User's Guides approach. Of the 66 residents who could participate in the curriculum, 61 (92%) completed the test. There was a modest improvement in EBM knowledge, primarily during the first year of training. Our experiential curriculum teaches EBM skills essential to clinical practice. The curriculum differs from traditional EBM curricula in that ours blends experiential learning with an EBM skill set; learners use new knowledge in real time.

Language, Difference, and Curriculum Theory: Beyond the Politics of Clarity.

ERIC Educational Resources Information Center

Giroux, Henry A.

1992-01-01

Discusses controversy over language, clarity, and experience in educational theory, recommending a language theory that recognizes complexity and difference. Linguistic clarity suppresses differences and multiplicity and reproduces a populist elitism that disempowers educators. People need knowledge and skills to be able to govern and shape…

Cross-cultural Comparison of Learning in Human Hunting : Implications for Life History Evolution.

PubMed

MacDonald, Katharine

2007-12-01

This paper is a cross-cultural examination of the development of hunting skills and the implications for the debate on the role of learning in the evolution of human life history patterns. While life history theory has proven to be a powerful tool for understanding the evolution of the human life course, other schools, such as cultural transmission and social learning theory, also provide theoretical insights. These disparate theories are reviewed, and alternative and exclusive predictions are identified. This study of cross-cultural regularities in how children learn hunting skills, based on the ethnographic literature on traditional hunters, complements existing empirical work and highlights future areas for investigation.

Predicting population dynamics from the properties of individuals: a cross-level test of dynamic energy budget theory.

PubMed

Martin, Benjamin T; Jager, Tjalling; Nisbet, Roger M; Preuss, Thomas G; Grimm, Volker

2013-04-01

Individual-based models (IBMs) are increasingly used to link the dynamics of individuals to higher levels of biological organization. Still, many IBMs are data hungry, species specific, and time-consuming to develop and analyze. Many of these issues would be resolved by using general theories of individual dynamics as the basis for IBMs. While such theories have frequently been examined at the individual level, few cross-level tests exist that also try to predict population dynamics. Here we performed a cross-level test of dynamic energy budget (DEB) theory by parameterizing an individual-based model using individual-level data of the water flea, Daphnia magna, and comparing the emerging population dynamics to independent data from population experiments. We found that DEB theory successfully predicted population growth rates and peak densities but failed to capture the decline phase. Further assumptions on food-dependent mortality of juveniles were needed to capture the population dynamics after the initial population peak. The resulting model then predicted, without further calibration, characteristic switches between small- and large-amplitude cycles, which have been observed for Daphnia. We conclude that cross-level tests help detect gaps in current individual-level theories and ultimately will lead to theory development and the establishment of a generic basis for individual-based models and ecology.

A collaborative approach to facilitate professionals to support the breathless patient.

PubMed

Shaw, Vanessa; Davies, Alison; Ong, Bie Nio

2017-07-22

Breathlessness is a major problem for people in their last weeks of life. Breathlessness is considered to be multidimensional with physical, psychological, emotional, social and spiritual factors all playing a part. It has been recognised that specific training to health professionals is beneficial in order to improve the care for patients with breathlessness.Breathlessness courses have tended to focus on senior nurses. A new flexible and collaborative training course was designed to include a wider range of nurses and other health professionals in hospital, hospice, primary care and community settings. The aim of the 'Practical Skills to Support the Breathless Patient' programme was to make patients and carers feel better supported in their breathlessness, for health professionals to develop confidence and skills in using proven interventions, and to adopt a flexible educational design that could be adapted to different contexts. The course is learner-centred and teaching methods encourage interaction and participation via a mix of lectures and discussions with practical skills-focused, experiential workshops in smaller groups. Case study work was included to integrate learning with participants' practice environment. Evaluation is built in during the course, so adaptations can be made throughout to respond to changing learner needs. Participants reported increased confidence in terms of knowledge and applying this within everyday practice. The theory-practice dynamic worked well within each participant' specific work context in particular through the case study approach. The course developed a number of innovative approaches, such as multi-disciplinary learning groups, regular feedback loops, reflexive learning about putting theory into practice and long-term follow-up. Combining these elements increases professionals' confidence and sustains new clinical practice. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

The effect of computer-assisted learning versus conventional teaching methods on the acquisition and retention of handwashing theory and skills in pre-qualification nursing students: a randomised controlled trial.

PubMed

Bloomfield, Jacqueline; Roberts, Julia; While, Alison

2010-03-01

High quality health care demands a nursing workforce with sound clinical skills. However, the clinical competency of newly qualified nurses continues to stimulate debate about the adequacy of current methods of clinical skills education and emphasises the need for innovative teaching strategies. Despite the increasing use of e-learning within nurse education, evidence to support its use for clinical skills teaching is limited and inconclusive. This study tested whether nursing students could learn and retain the theory and skill of handwashing more effectively when taught using computer-assisted learning compared with conventional face-to-face methods. The study employed a two group randomised controlled design. The intervention group used an interactive, multimedia, self-directed computer-assisted learning module. The control group was taught by an experienced lecturer in a clinical skills room. Data were collected over a 5-month period between October 2004 and February 2005. Knowledge was tested at four time points and handwashing skills were assessed twice. Two-hundred and forty-two first year nursing students of mixed gender; age; educational background and first language studying at one British university were recruited to the study. Participant attrition increased during the study. Knowledge scores increased significantly from baseline in both groups and no significant differences were detected between the scores of the two groups. Skill performance scores were similar in both groups at the 2-week follow-up with significant differences emerging at the 8-week follow-up in favour of the intervention group, however, this finding must be interpreted with caution in light of sample size and attrition rates. The computer-assisted learning module was an effective strategy for teaching both the theory and practice of handwashing to nursing students and in this study was found to be at least as effective as conventional face-to-face teaching methods. Copyright 2009 Elsevier Ltd. All rights reserved.

Understanding rapid evolution in predator‐prey interactions using the theory of fast‐slow dynamical systems.

PubMed

Cortez, Michael H; Ellner, Stephen P

2010-11-01

The accumulation of evidence that ecologically important traits often evolve at the same time and rate as ecological dynamics (e.g., changes in species' abundances or spatial distributions) has outpaced theory describing the interplay between ecological and evolutionary processes with comparable timescales. The disparity between experiment and theory is partially due to the high dimensionality of models that include both evolutionary and ecological dynamics. Here we show how the theory of fast-slow dynamical systems can be used to reduce model dimension, and we use that body of theory to study a general predator-prey system exhibiting fast evolution in either the predator or the prey. Our approach yields graphical methods with predictive power about when new and unique dynamics (e.g., completely out-of-phase oscillations and cryptic dynamics) can arise in ecological systems exhibiting fast evolution. In addition, we derive analytical expressions for determining when such behavior arises and how evolution affects qualitative properties of the ecological dynamics. Finally, while the theory requires a separation of timescales between the ecological and evolutionary processes, our approach yields insight into systems where the rates of those processes are comparable and thus is a step toward creating a general ecoevolutionary theory.

Job Tasks and the Participation of Low-Skilled Employees in Employer-Provided Continuing Training in Germany

ERIC Educational Resources Information Center

Mohr, Sabine; Troltsch, Klaus; Gerhards, Christian

2016-01-01

This study analyses the participation of low-skilled employees in employer-provided training and examines the mechanisms that encourage the training participation of low-skilled employees. Building on theoretical considerations of human capital theory and the task-based approach, we seek to show that job tasks play an important role in explaining…

Specificity of Occupational Training and Occupational Mobility: An Empirical Study Based on Lazear's Skill-Weights Approach

ERIC Educational Resources Information Center

Geel, Regula; Mure, Johannes; Backes-Gellner, Uschi

2011-01-01

According to standard human capital theory, firm-financed training cannot be explained if the skills obtained are general in nature. Nevertheless, in German-speaking countries, firms invest heavily in apprenticeship training although the skills are assumed to be general. In our paper, we study the extent to which apprenticeship training is general…

Loss of Cognitive Skill across Delays: Constraints for Theories of Cognitive Skill Acquisition

ERIC Educational Resources Information Center

Wilkins, Nicolas J.; Rawson, Katherine A.

2010-01-01

Mastering a cognitive skill requires many practice sessions, occurring over a period of days, weeks, months, or even years. Although a large body of research describes and explains gains made within a given practice session, few studies have investigated what happens to these gains across a delay, and none have examined effects of delays on…

Acquisition of Dental Skills in Preclinical Technique Courses: Influence of Spatial and Manual Abilities

ERIC Educational Resources Information Center

Schwibbe, Anja; Kothe, Christian; Hampe, Wolfgang; Konradt, Udo

2016-01-01

Sixty years of research have not added up to a concordant evaluation of the influence of spatial and manual abilities on dental skill acquisition. We used Ackerman's theory of ability determinants of skill acquisition to explain the influence of spatial visualization and manual dexterity on the task performance of dental students in two…

ASR Technology for Children with Dyslexia: Enabling Immediate Intervention to Support Reading in Bahasa Melayu

ERIC Educational Resources Information Center

Husni, Husniza; Jamaludin, Zulikha

2009-01-01

Reading is an essential skill towards literacy development, and should be provided so that children can master the skill at their early ages. For dyslexic children, mastering the skill is a challenge. It has been widely agreed that the theory behind such difficulties in reading for dyslexic lies in the phonological-core deficits. Support has been…

Generalizability Theory Research on Developing a Scoring Rubric to Assess Primary School Students' Problem Posing Skills

ERIC Educational Resources Information Center

Cankoy, Osman; Özder, Hasan

2017-01-01

The aim of this study is to develop a scoring rubric to assess primary school students' problem posing skills. The rubric including five dimensions namely solvability, reasonability, mathematical structure, context and language was used. The raters scored the students' problem posing skills both with and without the scoring rubric to test the…

Action mechanisms for social cognition: behavioral and neural correlates of developing Theory of Mind

PubMed Central

Bowman, Lindsay C.; Thorpe, Samuel G.; Cannon, Erin N.; Fox, Nathan A.

2016-01-01

Many psychological theories posit foundational links between two fundamental constructs: (1) our ability to produce, perceive, and represent action; and (2) our ability to understand the meaning and motivation behind the action (i.e. Theory of Mind; ToM). This position is contentious, however, and long-standing competing theories of social-cognitive development debate roles for basic action-processing in ToM. Developmental research is key to investigating these hypotheses, but whether individual differences in neural and behavioral measures of motor action relate to social-cognitive development is unknown. We examined 3- to 5-year-old children’s (N = 26) EEG mu-desynchronization during production of object-directed action, and explored associations between mu-desynchronization and children’s behavioral motor skills, behavioral action-representation abilities, and behavioral ToM. For children with high (but not low) mu-desynchronization, motor skill related to action-representation abilities, and action-representation mediated relations between motor skill and ToM. Results demonstrate novel foundational links between action-processing and ToM, suggesting that basic motor action may be a key mechanism for social-cognitive development, thus shedding light on the origins and emergence of higher social cognition. PMID:27573916

Midwifery students' experiences of simulation- and skills training.

PubMed

Lendahls, Lena; Oscarsson, Marie G

2017-03-01

In Sweden, simulation- and skills training are implemented in midwifery education in order to prepare students for clinical practice. Research regarding the use of both low to high levels of fidelity in simulation in midwifery programme is limited. The aim of this study was to explore midwifery students' experiences of simulation- and skills training. Midwifery students (n=61), at advanced level, were interviewed in 13 group interviews from 2011 to 2105. A semi-structured interview guide was used, and data were analysed by content analysis. The results are presented in four main categories: develops hands on skills and communication, power of collaborative learning, highly valued learning environment and facilitates clinical practice. The majority of students felt that the simulation- and skills training were necessary to become familiar with hands on skills. Having repetitive practices in a safe and secure environment was viewed as important, and students highly valued that mistakes could be made without fear of comprising patient safety. Student's collaboration, reflections and critical thinking increased learning ability. Simulation- and skills training created links between theory and practice, and the lecturer had an important role in providing instructions and feedback. Students felt prepared and confident before their clinical practice, and simulation- and skills training increased safety for all involved, resulting in students being more confident, as patients in clinical practice became less exposed. Furthermore, mentors were satisfied with students' basic skills. Simulation- and skills training support the development of midwifery skills. It creates links between theory and practice, which facilitates students' learning ability. Training needs to include reflections and critical thinking in order to develop their learning. The lecturer has an important role in encouraging time for reflections and creating safe environment during the skills and simulation training. Copyright © 2016 Elsevier Ltd. All rights reserved.

A quantum-classical theory with nonlinear and stochastic dynamics

NASA Astrophysics Data System (ADS)

Burić, N.; Popović, D. B.; Radonjić, M.; Prvanović, S.

2014-12-01

The method of constrained dynamical systems on the quantum-classical phase space is utilized to develop a theory of quantum-classical hybrid systems. Effects of the classical degrees of freedom on the quantum part are modeled using an appropriate constraint, and the interaction also includes the effects of neglected degrees of freedom. Dynamical law of the theory is given in terms of nonlinear stochastic differential equations with Hamiltonian and gradient terms. The theory provides a successful dynamical description of the collapse during quantum measurement.

Development of a dynamic computational model of social cognitive theory.

PubMed

Riley, William T; Martin, Cesar A; Rivera, Daniel E; Hekler, Eric B; Adams, Marc A; Buman, Matthew P; Pavel, Misha; King, Abby C

2016-12-01

Social cognitive theory (SCT) is among the most influential theories of behavior change and has been used as the conceptual basis of health behavior interventions for smoking cessation, weight management, and other health behaviors. SCT and other behavior theories were developed primarily to explain differences between individuals, but explanatory theories of within-person behavioral variability are increasingly needed as new technologies allow for intensive longitudinal measures and interventions adapted from these inputs. These within-person explanatory theoretical applications can be modeled as dynamical systems. SCT constructs, such as reciprocal determinism, are inherently dynamical in nature, but SCT has not been modeled as a dynamical system. This paper describes the development of a dynamical system model of SCT using fluid analogies and control systems principles drawn from engineering. Simulations of this model were performed to assess if the model performed as predicted based on theory and empirical studies of SCT. This initial model generates precise and testable quantitative predictions for future intensive longitudinal research. Dynamic modeling approaches provide a rigorous method for advancing health behavior theory development and refinement and for guiding the development of more potent and efficient interventions.

A review of dynamic inflow and its effect on experimental correlations

NASA Technical Reports Server (NTRS)

Gaonkar, G. H.; Peters, D. A.

1985-01-01

A review is given of the relationship between experimental data and the development of modern dynamic-inflow theory. Some of the most interesting data, first presented 10 years ago at the Dynamic Specialist's Meeting, is now reviewed in light of the newer theories. These pure blade-flapping data correlate very well with analyses that include the new dynamic inflow theory, thus verifying the theory. Experimental data are also presented for damping with coupled inplane and body motions. Although inclusion of dynamic inflow is often required to correlate this coupled data, the data cannot be used to verify any particular dynamic inflow theory due to the uncertainties in modeling the inplane degree of freedom. For verification, pure flapping is required. However, the coupled data do show that inflow is often important in such computations.

Does the Dynamic Indicators of Basic Early Literacy Skills Next Assessment Take a "Simple View" of Reading?

ERIC Educational Resources Information Center

Munger, Kristen A.; LoFaro, Stephen A.; Kawryga, Erin A.; Sovocool, Elizabeth A.; Medina, Siani Y.

2014-01-01

This study involved examination of the validity evidence of the Dynamic Indicators of Basic Early Literacy Skills-Next Edition (DIBELS Next) for a sample of 85 third-and fifth-grade students, in reference to the "simple view" of reading. Tests administered included DIBELS Next, Peabody Picture Vocabulary Test-IV (PPVT-IV), Group Reading…

The Utility of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in Predicting Reading Achievement

ERIC Educational Resources Information Center

Echols, Julie M. Young

2010-01-01

Reading proficiency is the goal of many local and national reading initiatives. A key component of these initiatives is accurate and reliable reading assessment. In this high-stakes testing arena, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) has emerged as a preferred measure for identification of students at risk for reading…

Can Robots Help the Learning of Skilled Actions?

PubMed Central

Reinkensmeyer, David J.; Patton, James L.

2010-01-01

Learning to move skillfully requires that the motor system adjusts muscle commands based on ongoing performance errors, a process influenced by the dynamics of the task being practiced. Recent experiments from our laboratories show how robotic devices can temporarily alter task dynamics in ways that contribute to the motor learning experience, suggesting possible applications in rehabilitation and sports training. PMID:19098524

Theory-Based University Admissions Testing for a New Millennium

ERIC Educational Resources Information Center

Sternberg, Robert J.

2004-01-01

This article describes two projects based on Robert J. Sternberg's theory of successful intelligence and designed to provide theory-based testing for university admissions. The first, Rainbow Project, provided a supplementary test of analytical, practical, and creative skills to augment the SAT in predicting college performance. The Rainbow…

Using Gestalt Theory to Teach Document Design and Graphics.

ERIC Educational Resources Information Center

Moore, Patrick; Fitz, Chad

1993-01-01

Presents a brief overview of Gestalt theory. Discusses and illustrates six key principles of Gestalt psychology as they apply to document design and graphics. Presents exercise that students may use to improve their understanding of the principles and develop their document design skills. Distinguishes between Gestalt theory and rhetoric. (RS)

VARIABLES IN PERSONALITY THEORY AND PERSONALITY TESTING, AN INTERPRETATION.

ERIC Educational Resources Information Center

ALLEN, ROBERT M.

DESIGNED TO GIVE THE READER SOME OF THE DIFFICULTIES OF INTEGRATING PERSONALITY VARIABLES, THEORY, AND TESTING, THIS BOOK DISCUSSES THE DUAL ORIENTATION OF PSYCHOLOGY AS A SCIENTIFIC DISCIPLINE AND AS AN APPLIED SKILL. EXAMPLES OF BOTH NOMOTHETIC AND IDIOGRAPHIC THEORIES OF PERSONALITY ARE CONSIDERED. THE HISTORICAL DEVELOPMENT AND DEBATE…

Understanding Piaget's New Theory Requires Assimilation and Accommodation.

ERIC Educational Resources Information Center

Acredolo, Curt

1997-01-01

Suggests some difficulties and challenges in understanding and teaching Piaget's new theory. Outlines some differences between Piaget's new and standard theories, such as the diminished status of the emergent skills that mark the onset of concrete operational thinking and the perception of achievements in concrete operations as empirical…

Theory of Mind Predicts Severity Level in Autism

ERIC Educational Resources Information Center

Hoogenhout, Michelle; Malcolm-Smith, Susan

2017-01-01

We investigated whether theory of mind skills can indicate autism spectrum disorder severity. In all, 62 children with autism spectrum disorder completed a developmentally sensitive theory of mind battery. We used intelligence quotient, "Diagnostic and Statistical Manual of Mental Disorders" (4th ed.) diagnosis and level of support…

The development of real-time stability supports visual working memory performance: Young children's feature binding can be improved through perceptual structure.

PubMed

Simmering, Vanessa R; Wood, Chelsey M

2017-08-01

Working memory is a basic cognitive process that predicts higher-level skills. A central question in theories of working memory development is the generality of the mechanisms proposed to explain improvements in performance. Prior theories have been closely tied to particular tasks and/or age groups, limiting their generalizability. The cognitive dynamics theory of visual working memory development has been proposed to overcome this limitation. From this perspective, developmental improvements arise through the coordination of cognitive processes to meet demands of different behavioral tasks. This notion is described as real-time stability, and can be probed through experiments that assess how changing task demands impact children's performance. The current studies test this account by probing visual working memory for colors and shapes in a change detection task that compares detection of changes to new features versus swaps in color-shape binding. In Experiment 1, 3- to 4-year-old children showed impairments specific to binding swaps, as predicted by decreased real-time stability early in development; 5- to 6-year-old children showed a slight advantage on binding swaps, but 7- to 8-year-old children and adults showed no difference across trial types. Experiment 2 tested the proposed explanation of young children's binding impairment through added perceptual structure, which supported the stability and precision of feature localization in memory-a process key to detecting binding swaps. This additional structure improved young children's binding swap detection, but not new-feature detection or adults' performance. These results provide further evidence for the cognitive dynamics and real-time stability explanation of visual working memory development. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Full Spectrum Training and Development: Soldier Skills and Attributes

DTIC Science & Technology

2010-07-01

aspects of social interdependence theory , which suggests that socioemotional as well as cognitive benefits can accrue from such training (O’Donnell...sociocognitive learning theories . In the ARC, P2P training can guide cadre and student interaction while creating an active learning environment...learning theories (Costanza et al., 2009). Behavioral theory prescribes gradually approximating, or shaping, the desired response until it meets

Strategic Leader Competencies

DTIC Science & Technology

1992-05-08

competencies in line with his "visionary leadership theory ." His concept draws extensively from sound, quantitative research and social learning theory . A key...element of Sashkin’s theory identifies and distinguishes between "behavioral skills" required at the highest leadership levels and "personal... LEADERSHIP COMPETENCIES: - drawn from theory and research .... Co, sistent with broad groups of personality characteristics identified by Stogdill (1948

Leadership Behaviors at Air War College

DTIC Science & Technology

1998-04-01

study has primarily focused on three areas: traits, behaviors, and situational approaches.2 Traits Leadership trait theory addresses specific traits...behavior theory has been prominent for thirty years5; however, more recently situational leadership theories have received primary attention... leadership traits, skills, or behaviors which are relevant.7 This theory is useful to this study because the situation may translate to where one’s level

Improving basic math skills through integrated dynamic representation strategies.

PubMed

González-Castro, Paloma; Cueli, Marisol; Cabeza, Lourdes; Álvarez-García, David; Rodríguez, Celestino

2014-01-01

In this paper, we analyze the effectiveness of the Integrated Dynamic Representation strategy (IDR) to develop basic math skills. The study involved 72 students, aged between 6 and 8 years. We compared the development of informal basic skills (numbers, comparison, informal calculation, and informal concepts) and formal (conventionalisms, number facts, formal calculus, and formal concepts) in an experimental group (n = 35) where we applied the IDR strategy and in a Control group (n = 37) in order to identify the impact of the procedure. The experimental group improved significantly in all variables except for number facts and formal calculus. It can therefore be concluded that IDR favors the development of the skills more closely related to applied mathematics than those related to automatic mathematics and mental arithmetic.

Transcultural Pain Management: Theory, Practice, and Nurse-Client Partnerships.

PubMed

Rosa, William E

2018-02-01

Nursing is becoming increasingly aware of its impact as a global profession. Part of this evolution is the understanding that the Western evidence-based construct may not be reliably or universally applicable to transcultural settings and clients. In a global world, no 'one size fits all' and no singular approach to pain management is appropriate; there are, quite literally, infinite variations in cross-cultural dynamics. Nurses working in the field of pain management must be able to navigate their responsibilities within the global health context. The role of the pain management nurse in the global world is to provide individualized and culturally relevant pain management for clients, which is mindful of multifactorial contributors to the pain experience, such as the physiologic, affective, cognitive, behavioral, sociocultural, and environmental, and to view adequate pain management as an international human right. Through the skillful integration of theory, practice, and the ability to build respectful and responsible nurse-client partnerships, pain management nurses can deliver contextually relevant care that promotes safety, quality, and healing. Copyright © 2017 American Society for Pain Management Nursing. Published by Elsevier Inc. All rights reserved.

Zone of Proximal Development (ZPD) as an Emergent System: A Dynamic Systems Theory Perspective.

PubMed

Karimi-Aghdam, Saeed

2017-03-01

This paper sets out to present a novel construal of one of the notions of Vygotskian cultural-historical theory viz., zone of proximal development (ZPD) drawing upon dynamic systems theory. The principal thesis maintains that ZDP is an emergent and dynamic system which is engendered by a dialectical concatenation of psychogenesic and sociogenesic facets of human development over time. It is reasoned that Vygotskian cultural-historical theory of human development, by invoking dialectical logic, has transcended Cartesian substance dualism and in turn has proffered a monistic and process-anchored ontology for emerging becoming of human consciousness. Likewise, it is contended that dynamic systems theory, having assumed fluent flux of reality with a capital R as its ontological axiom, entails a consilience of cognitive and contextual conceptual schemes to describe, explain, and optimize human development. The paper concludes by drawing some interpretive conclusions in regard to ZPD from dynamic systems theory perspective.

Identifying the processes underpinning anticipation and decision-making in a dynamic time-constrained task.

PubMed

Roca, André; Ford, Paul R; McRobert, Allistair P; Mark Williams, A

2011-08-01

A novel, representative task was used to examine skill-based differences in the perceptual and cognitive processes underlying performance on a dynamic, externally paced task. Skilled and less skilled soccer players were required to move and interact with life-size, action sequences involving 11 versus 11 soccer situations filmed from the perspective of a central defender in soccer. The ability of participants to anticipate the intentions of their opponents and to make decisions about how they should respond was measured across two separate experiments. In Experiment 1, visual search behaviors were examined using an eye-movement registration system. In Experiment 2, retrospective verbal reports of thinking were gathered from a new sample of skilled and less skilled participants. Skilled participants were more accurate than less skilled participants at anticipating the intentions of opponents and in deciding on an appropriate course of action. The skilled players employed a search strategy involving more fixations of shorter duration in a different sequential order and toward more disparate and informative locations in the display when compared with the less skilled counterparts. The skilled players generated a greater number of verbal report statements with a higher proportion of evaluation, prediction, and planning statements than the less skilled players, suggesting they employed more complex domain-specific memory representations to solve the task. Theoretical, methodological, and practical implications are discussed.

Learning to be different: Acquired skills, social learning, frequency dependence, and environmental variation can cause behaviourally mediated foraging specializations

USGS Publications Warehouse

Tinker, M.T.; Mangel, M.; Estes, J.A.

2009-01-01

Question: How does the ability to improve foraging skills by learning, and to transfer that learned knowledge, affect the development of intra-population foraging specializations? Features of the model: We use both a state-dependent life-history model implemented by stochastic dynamic programming (SDPM) and an individual-based model (IBM) to capture the dynamic nature of behavioural preferences in feeding. Variables in the SDPM include energy reserves, skill levels, energy and handling time per single prey item, metabolic rate, the rates at which skills are learned and forgotten, the effect of skills on handling time, and the relationship between energy reserves and fitness. Additional variables in the IBM include the probability of successful weaning, the logistic dynamics of the prey species with stochastic recruitment, the intensity of top-down control of prey by predators, the mean and variance in skill levels of new recruits, and the extent to which learned Information can be transmitted via matrilineal social learning. Key range of variables: We explore the effects of approaching the time horizon in the SDPM, changing the extent to which skills can improve with experience, increasing the rates of learning or forgetting of skills, changing whether the learning curve is constant, accelerating (T-shaped) or decelerating ('r'-shaped), changing both mean and maximum possible energy reserves, changing metabolic costs of foraging, and changing the rate of encounter with prey. Conclusions: The model results show that the following factors increase the degree of prey specialization observed in a predator population: (1) Experience handling a prey type can substantially improve foraging skills for that prey. (2) There is limited ability to retain complex learned skills for multiple prey types. (3) The learning curve for acquiring new foraging skills is accelerating, or J-shaped. (4) The metabolic costs of foraging are high relative to available energy reserves. (5) Offspring can learn foraging skills from their mothers (matrilineal social learning). (6) Food abundance is limited, such that average individual energy reserves are low Additionally, the following factors increase the likelihood of alternative specializations co-occurring in a predator population: (1) The predator exerts effective top-down control of prey abundance, resulting in frequency-dependent dynamics. (2) There is stochastic Variation in prey population dynamics, but this Variation is neither too extreme in magnitude nor too 'slow' with respect to the time required for an individual forager to learn new foraging skills. For a given predator population, we deduce that the degree of specialization will be highest for those prey types requiring complex capture or handling skills, while prey species that are both profitable and easy to capture and handle will be included in the diet of all individuals. Frequency-dependent benefits of selecting alternative prey types, combined with the ability of foragers to improve their foraging skills by learning, and transmit learned skills to offspring, can result in behaviourally mediated foraging specialization, and also lead to the co-existence of alternative specializations. The extent of such specialization is predicted to be a variable trait, increasing in locations or years when intra-specific competition is high relative to inter-specific competition. ?? 2009 M. Tim Tinker.

Improving Aural Skills within the Curriculum: A Literature Review

ERIC Educational Resources Information Center

Barlow, Sarah

2016-01-01

Success in music theory studies appears to be simply a matter of learning the rules and applying them. This is not the case with aural skills, which include labelling a scale played on piano, or writing a rhythm heard on a drum. Student success in aural tasks is not always consistent, and the student skill seems to fade over time if there is no…

Role of the Pair Correlation Function in the Dynamical Transition Predicted by Mode Coupling Theory

NASA Astrophysics Data System (ADS)

Nandi, Manoj Kumar; Banerjee, Atreyee; Dasgupta, Chandan; Bhattacharyya, Sarika Maitra

2017-12-01

In a recent study, we have found that for a large number of systems the configurational entropy at the pair level Sc 2, which is primarily determined by the pair correlation function, vanishes at the dynamical transition temperature Tc. Thus, it appears that the information of the transition temperature is embedded in the structure of the liquid. In order to investigate this, we describe the dynamics of the system at the mean field level and, using the concepts of the dynamical density functional theory, show that the dynamical transition temperature depends only on the pair correlation function. Thus, this theory is similar in spirit to the microscopic mode coupling theory (MCT). However, unlike microscopic MCT, which predicts a very high transition temperature, the present theory predicts a transition temperature that is similar to Tc. This implies that the information of the dynamical transition temperature is embedded in the pair correlation function.

Formulating, Identifying and Estimating the Technology of Cognitive and Noncognitive Skill Formation

ERIC Educational Resources Information Center

Cunha, Flavio; Heckman, James J.

2008-01-01

This paper estimates models of the evolution of cognitive and noncognitive skills and explores the role of family environments in shaping these skills at different stages of the life cycle of the child. Central to this analysis is identification of the technology of skill formation. We estimate a dynamic factor model to solve the problem of…

Development of Reaching and Grasping Skills in Infants with Down Syndrome

ERIC Educational Resources Information Center

de Campos, Ana Carolina; Rocha, Nelci Adriana Cicuto Ferreira; Savelsbergh, Geert J. P.

2010-01-01

Reaching and grasping skills have been described to emerge from a dynamic interaction between intrinsic and extrinsic factors. The aims of the study were to investigate the effect of such intrinsic factors as age and Down syndrome on the development of reaching and grasping skills and on overall gross motor skill, and to test the influence of the…

One to One: Interpersonal Skills for Managers.

ERIC Educational Resources Information Center

Turner, Colin; Andrews, Philippa

This book explores interpersonal skills for college administrators through analysis of fictional, but typical, scenes and dialogues set at a fictional "Elmdale College". The analysis and discussion use transactional analysis, gestalt psychology, and neuro-linguistic programming theories to help the reader understand the underlying…

Infusing Counseling Skills in Test Interpretation.

ERIC Educational Resources Information Center

Rawlins, Melanie E.; And Others

1991-01-01

Presents an instructional model based on Neurolinguistic Programming that links counseling student course work in measurement and test interpretation with counseling techniques and theory. A process incorporating Neurolinguistic Programming patterns is outlined for teaching graduate students the counseling skills helpful in test interpretation.…

OECD Skills Strategy Diagnostic Report: Italy 2017

ERIC Educational Resources Information Center

OECD Publishing, 2017

2017-01-01

Skills demands are increasing and changing rapidly everywhere, as advanced economies adapt to globalisation, technological change and ageing. Yet Italy is struggling more than other advanced economies to make the transition towards a thriving and dynamic skills-based society. The Organisation for Economic Cooperation and Development (OECD) Skills…

Focus! Keys to Developing Concentration Skills in Open-Skill Sports

ERIC Educational Resources Information Center

Monsma, Eva; Perreault, Melanie; Doan, Robert

2017-01-01

Sideline shouting to "focus" and "anticipate" can be stressful and counterproductive for athletes, especially when they are novices playing in dynamic sport environments. An alternative aproach is to coach athletes to understand that focusing is a concentration skill that improves with practice. Selective attention, attentional…

Concurrent Validity and Diagnostic Accuracy of the Dynamic Indicators of Basic Early Literacy Skills and the Comprehensive Test of Phonological Processing

ERIC Educational Resources Information Center

Hintze, John M.; Ryan, Amanda L.; Stoner, Gary

2003-01-01

The purpose of this study was to (a) examine the concurrent validity of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) with the Comprehensive Test of Phonological Processing (CTOPP), and (b) explore the diagnostic accuracy of the DIBELS in predicting CTOPP performance using suggested and alternative cut-scores. Eighty-six students…

Discussion of skill improvement in marine ecosystem dynamic models based on parameter optimization and skill assessment

NASA Astrophysics Data System (ADS)

Shen, Chengcheng; Shi, Honghua; Liu, Yongzhi; Li, Fen; Ding, Dewen

2016-07-01

Marine ecosystem dynamic models (MEDMs) are important tools for the simulation and prediction of marine ecosystems. This article summarizes the methods and strategies used for the improvement and assessment of MEDM skill, and it attempts to establish a technical framework to inspire further ideas concerning MEDM skill improvement. The skill of MEDMs can be improved by parameter optimization (PO), which is an important step in model calibration. An efficient approach to solve the problem of PO constrained by MEDMs is the global treatment of both sensitivity analysis and PO. Model validation is an essential step following PO, which validates the efficiency of model calibration by analyzing and estimating the goodness-of-fit of the optimized model. Additionally, by focusing on the degree of impact of various factors on model skill, model uncertainty analysis can supply model users with a quantitative assessment of model confidence. Research on MEDMs is ongoing; however, improvement in model skill still lacks global treatments and its assessment is not integrated. Thus, the predictive performance of MEDMs is not strong and model uncertainties lack quantitative descriptions, limiting their application. Therefore, a large number of case studies concerning model skill should be performed to promote the development of a scientific and normative technical framework for the improvement of MEDM skill.

Factors Influencing Theoretical Knowledge and Practical Skill Acquisition in Student Nurses: An Empirical Experiment.

ERIC Educational Resources Information Center

Corlett, Jo; Palfreyman, J. W.; Staines, H. J.; Marr, H.

2003-01-01

The effect of the following on bridging the theory-practice gap in nursing education was examined: (1) theory taught by preceptors or nurse educators; (2) nurse educator/preceptor collaboration on content; and (3) immediate clinical placements following theory learning. Preceptors were more effective, collaboration was ineffective, and delay was…

An Alternative Approach to Identifying a Dimension in Second Language Proficiency.

ERIC Educational Resources Information Center

Griffin, Patrick E.; And Others

Current practice in language testing has not yet integrated classical test theory with assessment of language skills. In addition, language testing needs to be part of theory development. Lack of sound testing procedures can lead to problems in research design and ultimately, inappropriate theory development. The debate over dimensionality of…

Factors Affecting Training Transfer: Participants' Motivation to Transfer Training, Literature Review

ERIC Educational Resources Information Center

Alawneh, Muhammad K.

2008-01-01

This article investigates factors that motivate participants in learning and training activities to transfer skills, knowledge and attitude from the learning setting to the workplace. Based on training transfer theories hypothesized by Holton (1996), one of the major theories that affect an organization's learning is motivation to transfer theory.…

Case-Based Modeling for Learning: Socially Constructed Skill Development

ERIC Educational Resources Information Center

Lyons, Paul; Bandura, Randall P.

2018-01-01

Purpose: Grounded on components of experiential learning theory (ELT) and self-regulation of learning (SRL) theory, augmented by elements of action theory and script development, the purpose of this paper is to demonstrate the case-based modeling (CBM) instructional approach that stimulates learning in groups or teams. CBM is related to individual…

Two Theories of Design and Instructional Design.

ERIC Educational Resources Information Center

Tripp, Steven D.

This paper address three questions: (1) What is the nature of design? (2) How do skilled designers function? and (3) Can a theory of design be constructed which will allow novice and expert instructional designers to perform their tasks more efficiently and effectively? It begins by presenting two general theories of design: Simon's conception of…

Scientific Reasoning: Theory Evidence Coordination in Physics-Based and Non-Physics-Based Tasks

ERIC Educational Resources Information Center

Ibrahim, Bashirah; Ding, Lin; Mollohan, Katherine N.; Stammen, Andria

2016-01-01

Scientific reasoning is crucial to any scientific discipline. One sub-skill particularly relevant to the scientific enterprise is theory evidence coordination. This study, underpinned by Kuhn's framework for scientific reasoning, investigates how university students coordinate their self-generated theory and evidence in a physics topic (energy)…

Using Video Game Telemetry Data to Research Motor Chunking, Action Latencies, and Complex Cognitive-Motor Skill Learning.

PubMed

Thompson, Joseph J; McColeman, C M; Stepanova, Ekaterina R; Blair, Mark R

2017-04-01

Many theories of complex cognitive-motor skill learning are built on the notion that basic cognitive processes group actions into easy-to-perform sequences. The present work examines predictions derived from laboratory-based studies of motor chunking and motor preparation using data collected from the real-time strategy video game StarCraft 2. We examined 996,163 action sequences in the telemetry data of 3,317 players across seven levels of skill. As predicted, the latency to the first action (thought to be the beginning of a chunked sequence) is delayed relative to the other actions in the group. Other predictions, inspired by the memory drum theory of Henry and Rogers, received only weak support. Copyright © 2017 Cognitive Science Society, Inc.

An Application of Educational Theories and Principles of Teaching and Learning Communication Skills for General Practitioners in Oman

PubMed Central

Al-Wahaibi, Ahmed; Almahrezi, Abdulaziz

2009-01-01

This article discusses the crucial role of teaching and learning communication skills for general practitioners, based on the theory of experiential and self-directed learning. It also outlines the proposed ways and methods to teach these communication skills in this project. The patient-doctor interview or what is known as office visit in some countries and consultation in others is the cornerstone of the entire General Practice (GP) or Family Medicine. It is from this process and outcome that the reputation is gained or destroyed. The analysis of the consultation is complicated and varied but is most usefully employed to assess effecacy in terms of achieving the means that are mutually desired by patients and their carers. PMID:22334856

An implicit theories of personality intervention reduces adolescent aggression in response to victimization and exclusion.

PubMed

Yeager, David Scott; Trzesniewski, Kali H; Dweck, Carol S

2013-01-01

Adolescents are often resistant to interventions that reduce aggression in children. At the same time, they are developing stronger beliefs in the fixed nature of personal characteristics, particularly aggression. The present intervention addressed these beliefs. A randomized field experiment with a diverse sample of Grades 9 and 10 students (ages 14-16, n = 230) tested the impact of a 6-session intervention that taught an incremental theory (a belief in the potential for personal change). Compared to no-treatment and coping skills control groups, the incremental theory group behaved significantly less aggressively and more prosocially 1 month postintervention and exhibited fewer conduct problems 3 months postintervention. The incremental theory and the coping skills interventions also eliminated the association between peer victimization and depressive symptoms. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

Cognitive-behavioural theories and adherence: Application and relevance in antiretroviral therapy.

PubMed

Adefolalu, Adegoke O

2018-01-01

Adherence in chronic disease conditions is described as the extent to which a person's behaviour corresponds to the prescribed medical advice of the healthcare provider. This is not limited to medication intake only but also includes acts such as following instructions regarding dietary or fluid restrictions and taking medicines at the prescribed times and intervals. Although adherence to antiretroviral therapy (ART) is a predictor of good clinical outcome among HIV-infected persons on ART, it is a major challenge and strict adherence is not very common. This article aims to examine the application and relevance of some cognitive-behavioural theories in antiretroviral therapy adherence. After doing a thorough literature review, contemporary theories of health behaviour at the individual and interpersonal levels referred to as cognitive-behavioural theories were explored. This review highlights some aspects of the cognitive perspective of health behaviour theories as a good theoretical framework that could be used for organising thoughts about adherence and other health behaviours among patients on lifelong treatment such as ART. Key concepts of these theories stipulate that behaviour is mediated by cognition i.e. knowledge and attitude affect the person's action. In addition, cognitive-behavioural theories recognise knowledge alone as being insufficient to produce behavioural change; a person's perception, motivation, skills and social environment are all influential in the process of behavioural change. Prediction of medication adherence is complex, and health-related knowledge and beliefs alone are insufficient to achieve behaviour change, especially in chronic conditions such as HIV/AIDS. However, people can control or influence the events affecting their lives by integrating cognitive, social, and behavioural sub-skills related to beliefs of personal efficacy in performing these skills.

The Dynamics of Life Skills Coaching.

ERIC Educational Resources Information Center

Saskatchewan NewStart, Inc., Prince Albert.

This book is used throughout the life skills coach training course. The content focuses on increasing the understanding the training material and to assist in coaching life skills students. The course, based on adult training and counseling methods, involves the development of problem-solving behaviors in the management of personal affairs. The…

Development of a Health Education Program to Promote the Self-Management of Cystic Fibrosis.

ERIC Educational Resources Information Center

Bartholomew, L. Kay; And Others

1991-01-01

Social learning theory formed the basis of a program to develop self-management skills in cystic fibrosis patients. Strategies for practical learning activities for patients and their families included goal setting, reinforcement, modeling, skill training, and self-monitoring. (SK)

Teaching Group Counseling Skills: Problems and Solutions.

ERIC Educational Resources Information Center

Furr, Susan R.; Barret, Bob

2000-01-01

Discusses the challenges involved in meeting the standards established by the American Counseling Association's Council for the Accreditation of Counseling and Related Education Programs for teaching principles, theories, leadership skills, and group counseling methods for effective group practice. Presents a model involving two courses allowing…

Students' and trained nurses' perceptions of their own interpersonal skills: a report and comparison.

PubMed

Morrison, P; Burnard, P

1989-04-01

The theoretical framework known as Six Category Intervention Analysis is described. This framework has been used in the teaching of interpersonal skills in various settings but there appears to be little or no empirical work to test out the theory. In the present study, an instrument was devised for assessing student nurses' perceptions of their interpersonal skills based on the category analysis. The findings of the study are presented and a quantitative comparison is made with the results of an earlier study of trained nurses' perceptions. Marked similarities were noted between the two sets of findings. The key trend to emerge was that both groups of nurses tended to perceive themselves as being more authoritative and less facilitative in their interpersonal relationships, in terms of the category analysis. This trend and others are discussed and suggestions made for future directions in research and training in the field of interpersonal skills in nursing. Implications for the theory of six category intervention analysis are also discussed.

Evaluation of a conceptual framework for predicting navigation performance in virtual reality.

PubMed

Grübel, Jascha; Thrash, Tyler; Hölscher, Christoph; Schinazi, Victor R

2017-01-01

Previous research in spatial cognition has often relied on simple spatial tasks in static environments in order to draw inferences regarding navigation performance. These tasks are typically divided into categories (e.g., egocentric or allocentric) that reflect different two-systems theories. Unfortunately, this two-systems approach has been insufficient for reliably predicting navigation performance in virtual reality (VR). In the present experiment, participants were asked to learn and navigate towards goal locations in a virtual city and then perform eight simple spatial tasks in a separate environment. These eight tasks were organised along four orthogonal dimensions (static/dynamic, perceived/remembered, egocentric/allocentric, and distance/direction). We employed confirmatory and exploratory analyses in order to assess the relationship between navigation performance and performances on these simple tasks. We provide evidence that a dynamic task (i.e., intercepting a moving object) is capable of predicting navigation performance in a familiar virtual environment better than several categories of static tasks. These results have important implications for studies on navigation in VR that tend to over-emphasise the role of spatial memory. Given that our dynamic tasks required efficient interaction with the human interface device (HID), they were more closely aligned with the perceptuomotor processes associated with locomotion than wayfinding. In the future, researchers should consider training participants on HIDs using a dynamic task prior to conducting a navigation experiment. Performances on dynamic tasks should also be assessed in order to avoid confounding skill with an HID and spatial knowledge acquisition.

Evaluation of a conceptual framework for predicting navigation performance in virtual reality

PubMed Central

Thrash, Tyler; Hölscher, Christoph; Schinazi, Victor R.

2017-01-01

Previous research in spatial cognition has often relied on simple spatial tasks in static environments in order to draw inferences regarding navigation performance. These tasks are typically divided into categories (e.g., egocentric or allocentric) that reflect different two-systems theories. Unfortunately, this two-systems approach has been insufficient for reliably predicting navigation performance in virtual reality (VR). In the present experiment, participants were asked to learn and navigate towards goal locations in a virtual city and then perform eight simple spatial tasks in a separate environment. These eight tasks were organised along four orthogonal dimensions (static/dynamic, perceived/remembered, egocentric/allocentric, and distance/direction). We employed confirmatory and exploratory analyses in order to assess the relationship between navigation performance and performances on these simple tasks. We provide evidence that a dynamic task (i.e., intercepting a moving object) is capable of predicting navigation performance in a familiar virtual environment better than several categories of static tasks. These results have important implications for studies on navigation in VR that tend to over-emphasise the role of spatial memory. Given that our dynamic tasks required efficient interaction with the human interface device (HID), they were more closely aligned with the perceptuomotor processes associated with locomotion than wayfinding. In the future, researchers should consider training participants on HIDs using a dynamic task prior to conducting a navigation experiment. Performances on dynamic tasks should also be assessed in order to avoid confounding skill with an HID and spatial knowledge acquisition. PMID:28915266

A BCM theory of meta-plasticity for online self-reorganizing fuzzy-associative learning.

PubMed

Tan, Javan; Quek, Chai

2010-06-01

Self-organizing neurofuzzy approaches have matured in their online learning of fuzzy-associative structures under time-invariant conditions. To maximize their operative value for online reasoning, these self-sustaining mechanisms must also be able to reorganize fuzzy-associative knowledge in real-time dynamic environments. Hence, it is critical to recognize that they would require self-reorganizational skills to rebuild fluid associative structures when their existing organizations fail to respond well to changing circumstances. In this light, while Hebbian theory (Hebb, 1949) is the basic computational framework for associative learning, it is less attractive for time-variant online learning because it suffers from stability limitations that impedes unlearning. Instead, this paper adopts the Bienenstock-Cooper-Munro (BCM) theory of neurological learning via meta-plasticity principles (Bienenstock et al., 1982) that provides for both online associative and dissociative learning. For almost three decades, BCM theory has been shown to effectively brace physiological evidence of synaptic potentiation (association) and depression (dissociation) into a sound mathematical framework for computational learning. This paper proposes an interpretation of the BCM theory of meta-plasticity for an online self-reorganizing fuzzy-associative learning system to realize online-reasoning capabilities. Experimental findings are twofold: 1) the analysis using S&P-500 stock index illustrated that the self-reorganizing approach could follow the trajectory shifts in the time-variant S&P-500 index for about 60 years, and 2) the benchmark profiles showed that the fuzzy-associative approach yielded comparable results with other fuzzy-precision models with similar online objectives.

Developing Skills for Youth in the 21st Century: The Role of Elite International Baccalaureate Diploma Programme Schools in China

ERIC Educational Resources Information Center

Wright, Ewan; Lee, Moosung

2014-01-01

There is a growing body of research suggesting that schools need to respond to changing social and economic dynamics by prioritising "21st-century skills". Proponents of this view, who have been termed "the 21st century skills movement", have called for greater emphasis on cognitive and non-cognitive skills development,…

Active listening: more than just paying attention.

PubMed

Robertson, Kathryn

2005-12-01

Communication skills courses are an essential component of undergraduate and postgraduate training and effective communication skills are actively promoted by medical defence organisations as a means of decreasing litigation. This article discusses active listening, a difficult discipline for anyone to practise, and examines why this is particularly so for doctors. It draws together themes from key literature in the field of communication skills, and examines how these theories apply in general practice.

Career Guidance and Counselling: Theory and Practice for the 21st Century. Conference Report (Budapest, Hungary, March 29-31, 2000).

ERIC Educational Resources Information Center

European Training Foundation, Turin (Italy).

No longer is it possible for individuals to go through their working lives using only the skills and training they acquired during their initial schooling. Instead, they need to continually acquire new skills and re-think their career goals to meet changing job requirements and economic conditions. In order to help adults learn new skills and…

Relativistic Fluid Dynamics Far From Local Equilibrium

NASA Astrophysics Data System (ADS)

Romatschke, Paul

2018-01-01

Fluid dynamics is traditionally thought to apply only to systems near local equilibrium. In this case, the effective theory of fluid dynamics can be constructed as a gradient series. Recent applications of resurgence suggest that this gradient series diverges, but can be Borel resummed, giving rise to a hydrodynamic attractor solution which is well defined even for large gradients. Arbitrary initial data quickly approaches this attractor via nonhydrodynamic mode decay. This suggests the existence of a new theory of far-from-equilibrium fluid dynamics. In this Letter, the framework of fluid dynamics far from local equilibrium for a conformal system is introduced, and the hydrodynamic attractor solutions for resummed Baier-Romatschke-Son-Starinets-Stephanov theory, kinetic theory in the relaxation time approximation, and strongly coupled N =4 super Yang-Mills theory are identified for a system undergoing Bjorken flow.

Comprehensive Social Skills Taxonomy: Development and Application.

PubMed

Kauffman, Nancy A; Kinnealey, Moya

2015-01-01

We developed a comprehensive social skills taxonomy based on archived children's social skill goal sheets, and we applied the taxonomy to 6,897 goals of children in 6 diagnostic categories to explore patterns related to diagnosis. We used a grounded theory approach to code and analyze social skill goals and develop the taxonomy. Multivariate analysis of variance and Tukey post hoc honestly significant difference test were used to analyze differences in social skill needs among diagnostic groups. We developed a taxonomy of 7 social skill constructs or categories, descriptions, and behavioral indicators. The 7 social skill categories were reflected across 6 diagnostic groups, and differences in social skill needs among groups were identified. This comprehensive taxonomy of social skills can be useful in developing research-based individual, group, or institutional programming to improve social skills. Copyright © 2015 by the American Occupational Therapy Association, Inc.

COLLABORATIVE RESEARCH AND DEVELOPMENT (CR&D) Delivery Order 0059: Molecular Dynamics Modeling Support

DTIC Science & Technology

2008-03-01

Molecular Dynamics Simulations 5 Theory: Equilibrium Molecular Dynamics Simulations 6 Theory: Non...Equilibrium Molecular Dynamics Simulations 8 Carbon Nanotube Simulations : Approach and results from equilibrium and non-equilibrium molecular dynamics ...touched from the perspective of molecular dynamics simulations . However, ordered systems such as “Carbon Nanotubes” have been investigated in terms

Flow theory – goal orientation theory: positive experience is related to athlete’s goal orientation

PubMed Central

Stavrou, Nektarios A. M.; Psychountaki, Maria; Georgiadis, Emmanouil; Karteroliotis, Konstantinos; Zervas, Yannis

2015-01-01

The main purpose of this study was to examine the relationship between flow experience and goal orientation theory, as well as, the differences in flow experience based on the orthogonal model of goal orientation theory. Two hundred and seventy eight athletes completed the Task and Ego Orientation Sport Questionnaire based on how they usually feel. The challenge and skills ratings were completed 1 h before the competition, based on how they felt at the exact time of answering. In the following, the Flow State Scale-2 was completed up to 30 min after the competition they just participated, along with the challenge-skill ratings, based on how athletes felt during the competition. The results indicated that the athletes’ task orientation may be an important factor for attaining flow in competitive sport, feeling more skillful and estimating the upcoming competition as challenging, while low ego and low task oriented athletes lack these elements, which are important for them to get into flow. Additionally, not the level of task and ego orientation per se, but the balance between athletes’ goal orientation preferences seems important for the formation of flow experience, indicating that high task – high ego and high task – low ego athletes are experiencing the most positive mental state. PMID:26500577

Dynamic density functional theory with hydrodynamic interactions: theoretical development and application in the study of phase separation in gas-liquid systems.

PubMed

Kikkinides, E S; Monson, P A

2015-03-07

Building on recent developments in dynamic density functional theory, we have developed a version of the theory that includes hydrodynamic interactions. This is achieved by combining the continuity and momentum equations eliminating velocity fields, so the resulting model equation contains only terms related to the fluid density and its time and spatial derivatives. The new model satisfies simultaneously continuity and momentum equations under the assumptions of constant dynamic or kinematic viscosity and small velocities and/or density gradients. We present applications of the theory to spinodal decomposition of subcritical temperatures for one-dimensional and three-dimensional density perturbations for both a van der Waals fluid and for a lattice gas model in mean field theory. In the latter case, the theory provides a hydrodynamic extension to the recently studied dynamic mean field theory. We find that the theory correctly describes the transition from diffusive phase separation at short times to hydrodynamic behaviour at long times.

Dynamic density functional theory with hydrodynamic interactions: Theoretical development and application in the study of phase separation in gas-liquid systems

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kikkinides, E. S.; Monson, P. A.

Building on recent developments in dynamic density functional theory, we have developed a version of the theory that includes hydrodynamic interactions. This is achieved by combining the continuity and momentum equations eliminating velocity fields, so the resulting model equation contains only terms related to the fluid density and its time and spatial derivatives. The new model satisfies simultaneously continuity and momentum equations under the assumptions of constant dynamic or kinematic viscosity and small velocities and/or density gradients. We present applications of the theory to spinodal decomposition of subcritical temperatures for one-dimensional and three-dimensional density perturbations for both a van dermore » Waals fluid and for a lattice gas model in mean field theory. In the latter case, the theory provides a hydrodynamic extension to the recently studied dynamic mean field theory. We find that the theory correctly describes the transition from diffusive phase separation at short times to hydrodynamic behaviour at long times.« less

A Comparative Study of the Effects of Using Dynamic Geometry Software and Physical Manipulatives on the Spatial Visualisation Skills of Pre-Service Mathematics Teachers

ERIC Educational Resources Information Center

Baki, Adnan; Kosa, Temel; Guven, Bulent

2011-01-01

The study compared the effects of dynamic geometry software and physical manipulatives on the spatial visualisation skills of first-year pre-service mathematics teachers. A pre- and post-test quasi-experimental design was used. The Purdue Spatial Visualisation Test (PSVT) was used for the pre- and post-test. There were three treatment groups. The…

How patients with gout become engaged in disease management: a constructivist grounded theory study.

PubMed

Howren, Alyssa; Cox, Susan M; Shojania, Kam; Rai, Sharan K; Choi, Hyon K; De Vera, Mary A

2018-06-01

Prior qualitative research on gout has focused primarily on barriers to disease management. Our objective was to use patients' perspectives to construct an explanatory framework to understand how patients become engaged in the management of their gout. We recruited a sample of individuals with gout who were participating in a proof-of-concept study of an eHealth-supported collaborative care model for gout involving rheumatology, pharmacy, and dietetics. Semistructured interviews were used. We analyzed transcripts using principles of constructivist grounded theory involving initial coding, focused coding and categorizing, and theoretical coding. Twelve participants with gout (ten males, two females; mean age, 66.5 ± 13.3 years) were interviewed. The analysis resulted in the construction of three themes as well as a framework describing the dynamically linked themes on (1) processing the diagnosis and management of gout, (2) supporting management of gout, and (3) interfering with management of gout. In this framework, patients with gout transition between each theme in the process of becoming engaged in the management of their gout and may represent potential opportunities for healthcare intervention. Findings derived from this study show that becoming engaged in gout management is a dynamic process whereby patients with gout experience factors that interfere with gout management, process their disease and its management, and develop the practical and perceptual skills necessary to manage their gout. By understanding this process, healthcare providers can identify points to adapt care delivery and thereby improve health outcomes.

Developing Literacy for the Workplace.

ERIC Educational Resources Information Center

Keeley, Meg

This paper presents a case and some ideas for integrating basic skills development with occupational training. Explaining why traditional instructional methods do not work in the workplace, the paper summarizes learning theories that support work force literacy programs. It explains how to identify the skills needed in the workplace, provides…

Technology and the Four Skills

ERIC Educational Resources Information Center

Blake, Robert

2016-01-01

Most L2 instructors implement their curriculum with an eye to improving the four skills: speaking, listening, reading, and writing. Absent in this vision of language are notions of pragmatic, sociolinguistic, and multicultural competencies. Although current linguistic theories posit a more complex, interactive, and integrated model of language,…

A First-Year Course That Teaches Research Skills

ERIC Educational Resources Information Center

Czarneski, Debra

2013-01-01

In the Fall semester of 2009, I taught a first-year course that focused on skills required to successfully complete undergraduate research. This paper will discuss the Simpson College first-year course requirements, my course goals, the graph theory topics covered, student feedback, and instructor reflection.

Manipulation of Cognitive Load Variables and Impact on Auscultation Test Performance

ERIC Educational Resources Information Center

Chen, Ruth; Grierson, Lawrence; Norman, Geoffrey

2015-01-01

Health profession educators have identified auscultation skill as a learning need for health professional students. This article explores the application of cognitive load theory (CLT) to designing cardiac and respiratory auscultation skill instruction for senior-level undergraduate nursing students. Three experiments assessed student auscultation…

Quantifying Emotional Intelligence: The Relationship between Thinking Patterns and Emotional Skills

ERIC Educational Resources Information Center

Cox, Judith E.; Nelson, Darwin B.

2008-01-01

This article explores the relationship between thinking patterns and emotional skills identified by 2 research-derived measures of emotional intelligence that reflect integrative and positive theories of human behavior. Findings suggest implications for planning educational and counseling interventions to facilitate positive growth and future…

Developmental Trends of Visual Feedback Control and Learning in Children's Copying and Tracking Skills.

ERIC Educational Resources Information Center

Sovik, Nils

1980-01-01

A description is given of an experiment investigating the applicability of a cybernetic theory in teaching children psychomotor skills. Results showed a learning effect in copying for younger subjects, in tracing for older subjects, and in tracking for all subjects. (GK)

Teaching Independent Student Behaviors to Behaviorally Disordered Youth.

ERIC Educational Resources Information Center

Brown, Virginia L.

The chapter outlines an approach to teaching behavior-disordered students to follow the largely unwritten rules of being "good students." A section on research and theory addresses attributions and perceptions, dependence, study skills, and social skills training. Assessment philosophy and procedures are reviewed, including the collection of…

Handbook of Career Planning for Students with Special Needs. Second Edition.

ERIC Educational Resources Information Center

Harrington, Thomas F., Ed.

This book discusses career planning strategies for students with special needs. It addresses the 13 competencies identified by the National Occupational Information Coordinating Committee (NOICC) as basic to effective performance by career development practitioners: career development theory, decision-making skills, consultation skills,…

Application of control theory to dynamic systems simulation

NASA Technical Reports Server (NTRS)

Auslander, D. M.; Spear, R. C.; Young, G. E.

1982-01-01

The application of control theory is applied to dynamic systems simulation. Theory and methodology applicable to controlled ecological life support systems are considered. Spatial effects on system stability, design of control systems with uncertain parameters, and an interactive computing language (PARASOL-II) designed for dynamic system simulation, report quality graphics, data acquisition, and simple real time control are discussed.

Role of the Pair Correlation Function in the Dynamical Transition Predicted by Mode Coupling Theory.

PubMed

Nandi, Manoj Kumar; Banerjee, Atreyee; Dasgupta, Chandan; Bhattacharyya, Sarika Maitra

2017-12-29

In a recent study, we have found that for a large number of systems the configurational entropy at the pair level S_{c2}, which is primarily determined by the pair correlation function, vanishes at the dynamical transition temperature T_{c}. Thus, it appears that the information of the transition temperature is embedded in the structure of the liquid. In order to investigate this, we describe the dynamics of the system at the mean field level and, using the concepts of the dynamical density functional theory, show that the dynamical transition temperature depends only on the pair correlation function. Thus, this theory is similar in spirit to the microscopic mode coupling theory (MCT). However, unlike microscopic MCT, which predicts a very high transition temperature, the present theory predicts a transition temperature that is similar to T_{c}. This implies that the information of the dynamical transition temperature is embedded in the pair correlation function.

Brief Report: Preliminary Evaluation of the Theory of Mind Inventory and Its Relationship to Measures of Social Skills

ERIC Educational Resources Information Center

Lerner, Matthew D.; Hutchins, Tiffany L.; Prelock, Patricia A.

2011-01-01

This study presents updated information on a parent-report measure of Theory of Mind (ToM), formerly called the Perception of Children's Theory of Mind Measure (Hutchins et al., "J Autism Dev Disord" 38:143-155, 2008), renamed the Theory of Mind Inventory (ToMI), for use with parents of children with autism spectrum disorder (ASD). This study…

Using Active-Learning Pedagogy to Develop Essay-Writing Skills in Introductory Political Theory Tutorials

ERIC Educational Resources Information Center

Murphy, Michael P. A.

2017-01-01

Building on prior research into active learning pedagogy in political science, I discuss the development of a new active learning strategy called the "thesis-building carousel," designed for use in political theory tutorials. This use of active learning pedagogy in a graduate student-led political theory tutorial represents the overlap…

Does Sensitivity to Criticism Mediate the Relationship between Theory of Mind and Academic Achievement?

ERIC Educational Resources Information Center

Lecce, Serena; Caputi, Marcella; Hughes, Claire

2011-01-01

This study adds to the growing research on school outcomes associated with individual differences in preschoolers' theory of mind skills by considering whether "costs" of theory of mind (e.g., sensitivity to criticism) actually help to foster children's academic achievement. A group of 60 Italian children was tested during the last year…

Weak Central Coherence and Its Relations to Theory of Mind and Anxiety in Autism

ERIC Educational Resources Information Center

Burnette, Courtney P.; Mundy, Peter C.; Meyer, Jessica A.; Sutton, Steven K.; Vaughan, Amy E.; Charak, David

2005-01-01

Recent theory and research suggests that weak central coherence, a specific perceptual-cognitive style, underlies the central disturbance in autism. This study sought to provide a test of the weak central coherence hypothesis. In addition, this study explored the relations between the weak central coherence hypothesis, theory of mind skills, and…

A Study of Flow Theory in the Foreign Language Classroom

ERIC Educational Resources Information Center

Egbert, Joy

2004-01-01

This article focuses on the relationship between flow experiences and language learning. Flow Theory suggests that flow experiences (characterized by a balance between challenge and skills and by a person's interest, control, and focused attention during a task) can lead to optimal learning. This theory has not yet been tested in the area of…

Nonadiabatic Dynamics in Single-Electron Tunneling Devices with Time-Dependent Density-Functional Theory

NASA Astrophysics Data System (ADS)

Dittmann, Niklas; Splettstoesser, Janine; Helbig, Nicole

2018-04-01

We simulate the dynamics of a single-electron source, modeled as a quantum dot with on-site Coulomb interaction and tunnel coupling to an adjacent lead in time-dependent density-functional theory. Based on this system, we develop a time-nonlocal exchange-correlation potential by exploiting analogies with quantum-transport theory. The time nonlocality manifests itself in a dynamical potential step. We explicitly link the time evolution of the dynamical step to physical relaxation timescales of the electron dynamics. Finally, we discuss prospects for simulations of larger mesoscopic systems.

Nonadiabatic Dynamics in Single-Electron Tunneling Devices with Time-Dependent Density-Functional Theory.

PubMed

Dittmann, Niklas; Splettstoesser, Janine; Helbig, Nicole

2018-04-13

We simulate the dynamics of a single-electron source, modeled as a quantum dot with on-site Coulomb interaction and tunnel coupling to an adjacent lead in time-dependent density-functional theory. Based on this system, we develop a time-nonlocal exchange-correlation potential by exploiting analogies with quantum-transport theory. The time nonlocality manifests itself in a dynamical potential step. We explicitly link the time evolution of the dynamical step to physical relaxation timescales of the electron dynamics. Finally, we discuss prospects for simulations of larger mesoscopic systems.

Dynamics of polymers: A mean-field theory

DOE Office of Scientific and Technical Information (OSTI.GOV)

Fredrickson, Glenn H.; Materials Research Laboratory, University of California, Santa Barbara, California 93106; Department of Materials, University of California, Santa Barbara, California 93106

2014-02-28

We derive a general mean-field theory of inhomogeneous polymer dynamics; a theory whose form has been speculated and widely applied, but not heretofore derived. Our approach involves a functional integral representation of a Martin-Siggia-Rose (MSR) type description of the exact many-chain dynamics. A saddle point approximation to the generating functional, involving conditions where the MSR action is stationary with respect to a collective density field ρ and a conjugate MSR response field ϕ, produces the desired dynamical mean-field theory. Besides clarifying the proper structure of mean-field theory out of equilibrium, our results have implications for numerical studies of polymer dynamicsmore » involving hybrid particle-field simulation techniques such as the single-chain in mean-field method.« less

Gauge theory for finite-dimensional dynamical systems.

PubMed

Gurfil, Pini

2007-06-01

Gauge theory is a well-established concept in quantum physics, electrodynamics, and cosmology. This concept has recently proliferated into new areas, such as mechanics and astrodynamics. In this paper, we discuss a few applications of gauge theory in finite-dimensional dynamical systems. We focus on the concept of rescriptive gauge symmetry, which is, in essence, rescaling of an independent variable. We show that a simple gauge transformation of multiple harmonic oscillators driven by chaotic processes can render an apparently "disordered" flow into a regular dynamical process, and that there exists a strong connection between gauge transformations and reduction theory of ordinary differential equations. Throughout the discussion, we demonstrate the main ideas by considering examples from diverse fields, including quantum mechanics, chemistry, rigid-body dynamics, and information theory.

Perceiving patterns of play in dynamic sport tasks: investigating the essential information underlying skilled performance.

PubMed

Willams, A Mark; Hodges, Nicola J; North, Jamie S; Barton, Gabor

2006-01-01

The perceptual-cognitive information used to support pattern-recognition skill in soccer was examined. In experiment 1, skilled players were quicker and more accurate than less-skilled players at recognising familiar and unfamiliar soccer action sequences presented on film. In experiment 2, these action sequences were converted into point-light displays, with superficial display features removed and the positions of players and the relational information between them made more salient. Skilled players were more accurate than less-skilled players in recognising sequences presented in point-light form, implying that each pattern of play can be defined by the unique relations between players. In experiment 3, various offensive and defensive players were occluded for the duration of each trial in an attempt to identify the most important sources of information underpinning successful performance. A decrease in response accuracy was observed under occluded compared with non-occluded conditions and the expertise effect was no longer observed. The relational information between certain key players, team-mates and their defensive counterparts may provide the essential information for effective pattern-recognition skill in soccer. Structural feature analysis, temporal phase relations, and knowledge-based information are effectively integrated to facilitate pattern recognition in dynamic sport tasks.

Does the way we read others' mind change over the lifespan? Insights from a massive web poll of cognitive skills from childhood to late adulthood.

PubMed

Klindt, David; Devaine, Marie; Daunizeau, Jean

2017-01-01

Mentalizing or Theory of Mind (ToM), i.e., the ability to recognize what people think or feel, is a crucial component of human social intelligence. It has been recently proposed that ToM can be decomposed into automatic and controlled neurocognitive components, where only the latter engage executive functions (e.g., working memory, inhibitory control and task switching). Critical here is the notion that such dual processes are expected to follow different developmental dynamics. In this work, we provide novel experimental evidence for this notion. We report data gathered from about thirty thousand participants of a massive web poll of people's cognitive skills, which included ToM and executive functions. We show that although the maturation of executive functions occurs in synchrony (around 20 years of age), this is not the case for different mentalizing competences, which either mature before (for elementary ToM constituents) or after (for higher-level ToM). In addition, we show that inter-individual differences in executive functions predict variability in higher-level ToM skills from the onset of adulthood onwards, i.e., after the complete maturation of executive functions. Taken together, these results indicate that the relative contribution of ToM's controlled component significantly changes with age. In particular, this implies that, over the lifespan, people may rely upon distinct cognitive architectures when reading others' minds. Copyright © 2016 Elsevier Ltd. All rights reserved.

Higher-Order Thinking Development through Adaptive Problem-Based Learning

ERIC Educational Resources Information Center

Raiyn, Jamal; Tilchin, Oleg

2015-01-01

In this paper we propose an approach to organizing Adaptive Problem-Based Learning (PBL) leading to the development of Higher-Order Thinking (HOT) skills and collaborative skills in students. Adaptability of PBL is expressed by changes in fixed instructor assessments caused by the dynamics of developing HOT skills needed for problem solving,…

Reading-Related Causal Attributions for Success and Failure: Dynamic Links with Reading Skill

ERIC Educational Resources Information Center

Frijters, Jan C.; Tsujimoto, Kimberley C.; Boada, Richard; Gottwald, Stephanie; Hill, Dina; Jacobson, Lisa A.; Lovett, Maureen W.; Mahone, E. Mark; Willcutt, Erik G.; Wolf, Maryanne; Bosson-Heenan, Joan; Gruen, Jeffrey R.

2018-01-01

The present study investigated the relation among reading skills and attributions, naming speed, and phonological awareness across a wide range of reading skill. Participants were 1,105 school-age children and youths from two understudied populations: African Americans and Hispanic Americans. Individual assessments of children ranging in age from…

Dynamics of Effective Study. Bulletin 1825.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge.

This study skills curriculum addresses the problem of a lack of study skills demonstrated by students in grades 7-10. It focuses on 11 essential knowledge acquisition skills: (1) motivation and ice-breakers; (2) outlining and mapping; (3) time management; (4) PQ5R (Preview, Question, Read, Record, Recite, Review, and Reflect); (5) notetaking; (6)…

The Development and Validation of a Novice Nurse Decision-Making Skills Education Curriculum

ERIC Educational Resources Information Center

Simmons, Joanne

2017-01-01

Novice nurses (NNs) are entering critical care environments with limited knowledge, skills, and decision-making expertise. They are expected to care for complex patients in a dynamic healthcare setting. The research question for this project examined whether NNs improve their knowledge and skills by participating in a nursing decision-making…

Fundamental Movement Skills and Fundamental Games Skills Are Complementary Pairs and Should Be Taught in Complementary Ways at All Stages of Skill Development

ERIC Educational Resources Information Center

Smith, Wayne

2016-01-01

When observing skill and determining the competency of children and youth physical education teachers often focus on the coordination dynamics within the individual in the early years and then the individual's ability to play the game as they develop. But in these game contexts the focus is often still on the individuals' actions and not the…

Phases of QCD3 from non-SUSY Seiberg duality and brane dynamics

NASA Astrophysics Data System (ADS)

Armoni, Adi; Niarchos, Vasilis

2018-05-01

We consider a nonsupersymmetric USp Yang-Mills Chern-Simons gauge theory coupled to fundamental flavors. The theory is realised in type-IIB string theory via an embedding in a Hanany-Witten brane configuration which includes an orientifold and antibranes. We argue that the theory admits a magnetic Seiberg dual. Using the magnetic dual we identify dynamics in field theory and brane physics that correspond to various phases, obtaining a better understanding of three-dimensional bosonization and dynamical breaking of flavor symmetry in USp QCD3 theory. In field theory both phases correspond to magnetic "squark" condensation. In string theory, they correspond to open string tachyon condensation and brane reconnection. We also discuss other phases where the magnetic `squark' is massive. Finally, we briefly comment on the case of unitary gauge groups.

Contributions of Dynamic Systems Theory to Cognitive Development

PubMed Central

Spencer, John P.; Austin, Andrew; Schutte, Anne R.

2015-01-01

This paper examines the contributions of dynamic systems theory to the field of cognitive development, focusing on modeling using dynamic neural fields. A brief overview highlights the contributions of dynamic systems theory and the central concepts of dynamic field theory (DFT). We then probe empirical predictions and findings generated by DFT around two examples—the DFT of infant perseverative reaching that explains the Piagetian A-not-B error, and the DFT of spatial memory that explain changes in spatial cognition in early development. A systematic review of the literature around these examples reveals that computational modeling is having an impact on empirical research in cognitive development; however, this impact does not extend to neural and clinical research. Moreover, there is a tendency for researchers to interpret models narrowly, anchoring them to specific tasks. We conclude on an optimistic note, encouraging both theoreticians and experimentalists to work toward a more theory-driven future. PMID:26052181

Deliberate acquisition of competence in physiological breech birth: A grounded theory study.

PubMed

Walker, Shawn; Scamell, Mandie; Parker, Pam

2018-06-01

Research suggests that the skill and experience of the attendant significantly affect the outcomes of vaginal breech births, yet practitioner experience levels are minimal within many contemporary maternity care systems. Due to minimal experience and cultural resistance, few practitioners offer vaginal breech birth, and many practice guidelines and training programmes recommend delivery techniques requiring supine maternal position. Fewer practitioners have skills to support physiological breech birth, involving active maternal movement and choice of birthing position, including upright postures such as kneeling, standing, squatting, or on a birth stool. How professionals learn complex skills contrary to those taught in their local practice settings is unclear. How do professionals develop competence and expertise in physiological breech birth? Nine midwives and five obstetricians with experience facilitating upright physiological breech births participated in semi-structured interviews. Data were analysed iteratively using constructivist grounded theory methods to develop an empirical theory of physiological breech skill acquisition. Among the participants in this research, the deliberate acquisition of competence in physiological breech birth included stages of affinity with physiological birth, critical awareness, intention, identity and responsibility. Expert practitioners operating across local and national boundaries guided less experienced practitioners. The results depict a specialist learning model which could be formalised in sympathetic training programmes, and evaluated. It may also be relevant to developing competence in other specialist/expert roles and innovative practices. Deliberate development of local communities of practice may support professionals to acquire elusive breech skills in a sustainable way. Copyright © 2017 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

Input-Based Approaches to Teaching Grammar: A Review of Classroom-Oriented Research.

ERIC Educational Resources Information Center

Ellis, Rod

1999-01-01

Examines the theoretical rationales (universal grammar, information-processing theories, skill-learning theories) for input-based grammar teaching and reviews classroom-oriented research (i.e., enriched-input studies, input-processing studies) that has integrated this option. (Author/VWL)

Align the Front End First.

ERIC Educational Resources Information Center

Perry, Jim

1995-01-01

Discussion of management styles and front-end analysis focuses on a review of Douglas McGregor's theories. Topics include Theories X, Y, and Z; leadership skills; motivational needs of employees; intrinsic and extrinsic rewards; and faulty implementation of instructional systems design processes. (LRW)

System Theory Aspects of Multi-Body Dynamics.

DTIC Science & Technology

1978-08-18

systems are described from a system theory point of view. Various system theory concepts and research topics which have applicability to this class of...systems are identified and briefly described. The subject of multi-body dynamics is presented in a vector space setting and is related to system theory concepts. (Author)

Moving to higher ground: The dynamic field theory and the dynamics of visual cognition

PubMed Central

Johnson, Jeffrey S.; Spencer, John P.; Schöner, Gregor

2009-01-01

In the present report, we describe a new dynamic field theory that captures the dynamics of visuo-spatial cognition. This theory grew out of the dynamic systems approach to motor control and development, and is grounded in neural principles. The initial application of dynamic field theory to issues in visuo-spatial cognition extended concepts of the motor approach to decision making in a sensori-motor context, and, more recently, to the dynamics of spatial cognition. Here we extend these concepts still further to address topics in visual cognition, including visual working memory for non-spatial object properties, the processes that underlie change detection, and the ‘binding problem’ in vision. In each case, we demonstrate that the general principles of the dynamic field approach can unify findings in the literature and generate novel predictions. We contend that the application of these concepts to visual cognition avoids the pitfalls of reductionist approaches in cognitive science, and points toward a formal integration of brains, bodies, and behavior. PMID:19173013

Adolescent mothers' self-esteem and role identity and their relationship to parenting skills knowledge.

PubMed

Hurlbut, N L; Culp, A M; Jambunathan, S; Butler, P

1997-01-01

The purpose of this study was to investigate the relationship between the adolescent mother's self-esteem and her knowledge of parenting skills. Erikson's psychosocial theory provided the basis for the general hypothesis that the adolescent mother's global self-esteem will correlate with her parenting skills knowledge. The findings reported here support the conclusion that self-esteem is a good indicator of the adolescent mother's parenting. There were significant correlations between the mother's baseline self-esteem and her knowledge about role reversal, empathy, developmental expectations, and corporal punishment. The data also supported the hypothesis that adolescent self-esteem is developmentally continuous. Using Erikson's theory, it was argued that the adolescent mother's parenting is at risk if she has not had the opportunity to achieve her role identity, which is a prerequisite for the parenting stage of generativity.

Transfer of knowledge and skills: some implications for nursing and nurse education.

PubMed

Lauder, W; Reynolds, W; Angus, N

1999-08-01

The construct of transfer has enormous importance to nursing as it begins to highlight potential problems in the transfer of knowledge and skills from the campus to the clinical area, from one part of the clinical area to another (e.g. surgical to medical), and from community to the clinical area. Thus, any adequate conceptualization of transfer must account for problems of practice-practice transfer as well as theory-practice transfer. These potential problems are the concern of educators, students and managers who have a responsibility for agency nurses and bank nurses who may find themselves in different specialities on a regular basis. Transfer has relevance to a whole raft of other issues ranging from the application of theories to nursing practice, through to the validity of claims that courses which develop intellectual skills prepare nurses for lifelong learning.

Considering Human Capital Theory in Assessment and Training: Mapping the Gap between Current Skills and the Needs of a Knowledge-Based Economy in Northeast Iowa

ERIC Educational Resources Information Center

Mihm-Herold, Wendy

2010-01-01

In light of the current economic downturn, thousands of Iowans are unemployed and this is the ideal time to build the skills of the workforce to compete in the knowledge-based economy so businesses and entrepreneurs can compete in a global economy. A tool for assessing the skills and knowledge of dislocated workers and students as well as…

Developing Coping Skills in Early Childhood: Theory and Techniques.

ERIC Educational Resources Information Center

Forquer, Sandra L.

1982-01-01

Discusses techniques that child care workers can utilize to foster the development of coping skills in young children. Emphasizes the difference between psychological immunity to stress based on problem-solving abilities and pseudo-immunity created by overprotectiveness. Holds that challenges build children's competence and self-esteem.…

Grounded in Theory: Immersing Preservice Teachers in Technology-Mediated Learning

ERIC Educational Resources Information Center

DeGennaro, Donna

2010-01-01

The integration of technology into preservice teacher education continues to be emphasized as important. The hope is that if future teachers obtain technology skills they will design meaningful technology-mediated learning experiences for their students. However, gaining technology skills alone does not ensure the ability to envision and employ…

Writing in the Senior Capstone: Theory and Practice

ERIC Educational Resources Information Center

Masiello, Lea; Skipper, Tracy L.

2013-01-01

Surveys of employers continually highlight the need for better communication skills among recent college graduates. Yet, writing instruction in higher education serves far more than a transactional purpose. Writing facilitates learning, helps students gain skills in analysis and synthesis, and supports a range of other personal and intellectual…

Hands-On Teaching in a Campus Museum: Linking Theory and Practice

ERIC Educational Resources Information Center

Stone, Denise L.

2013-01-01

Aspiring art teachers must acquire theoretical and practical knowledge spanning a number of subject areas such as studio, pedagogy, children's development, classroom management, and assessment tools as well as instructional skills. Chief among them are curriculum development, advocacy, and leadership skills. Preparing prospective art teachers is…

From Linguistic Competence to Communicative Competence.

ERIC Educational Resources Information Center

Rivers, Wilga M.

It is hypothesized that free, spontaneous interaction cannot be easily attained in language courses which are rigid and mechanical. For this reason, the author urges the development of instructional materials which facilitate a smooth and natural transition from "skill-getting" to "skill-using." Discussion of Jerome Bruner's theory of language…

Cultivating Mathematical Skills: From Drill-and-Practice to Deliberate Practice

ERIC Educational Resources Information Center

Lehtinen, Erno; Hannula-Sormunen, Minna; McMullen, Jake; Gruber, Hans

2017-01-01

Contemporary theories of expertise development highlight the crucial role of deliberate practice in the development of high level performance. Deliberate practice is practice that intentionally aims at improving one's skills and competencies. It is not a mechanical or repetitive process of making performance more fluid. Instead, it involves a…

Revisiting a Theory-Supported Approach to Teaching Cross-Cultural Management Skills

ERIC Educational Resources Information Center

Sizoo, Steve; Serrie, Hendrick; Shapero, Morris

2007-01-01

Cross-cultural skills are a major criterion for success in the global business environment. For American managers in multinational organizations, this means learning to manage cultural difference at three levels: self, interpersonal, and organizational. Since literature indicates that training programs based on cross-cultural and learning theories…

Competence-Based Knowledge Structures for Personalised Learning

ERIC Educational Resources Information Center

Heller, Jurgen; Steiner, Christina; Hockemeyer, Cord; Albert, Dietrich

2006-01-01

Competence-based extensions of Knowledge Space Theory are suggested as a formal framework for implementing key features of personalised learning in technology-enhanced learning. The approach links learning objects and assessment problems to the relevant skills that are taught or required. Various ways to derive these skills from domain ontologies…

The Confidence Model: An Alternative Approach to Alleviating Communication Apprehension.

ERIC Educational Resources Information Center

Watson, Arden K.

Recognizing that each student is different in terms of communication apprehension and needed skills, the confidence model attempts to provide instruction in anxiety reduction and skill development, combining the features of both the behavior therapy and the rhetoritherapy theories of communication apprehension. The rational emotive therapy used in…

Supporting Academic Persistence in Low-Skilled Adult Learners

ERIC Educational Resources Information Center

O'Neill, Susan; Thomson, Margareta Maria

2013-01-01

The current literature review explores the factors that contribute to academic persistence for adult learners. The aim of the study is to identify current research-based strategies aimed at supporting learner persistence, particularly for low-skilled adults. Elements of three theoretical frameworks, namely, expectancy-value theory (EVT), goal…

THE DEUTSCH MODEL--INSTITUTE FOR DEVELOPMENTAL STUDIES.

ERIC Educational Resources Information Center

New York Univ., NY. Inst. for Developmental Studies.

THE DEUTSCH INTERVENTION MODEL IS BASED ON THE THEORY THAT ENVIRONMENT PLAYS A MAJOR ROLE IN THE DEVELOPMENT OF COGNITIVE SKILLS AND OF FUNCTIONAL USE OF INTELLECTUAL CAPABILITIES. DISADVANTAGED CHILDREN HAVE INTELLECTUAL DEFICITS WHICH MAY BE OVERCOME BY USE OF MATCHED REMEDIAL MEASURES. LANGUAGE SKILLS AND MOTIVATION CAN BE IMPROVED BY TEACHING…

Threshold Concepts in the Development of Problem-Solving Skills

ERIC Educational Resources Information Center

Wismath, Shelly; Orr, Doug; MacKay, Bruce

2015-01-01

Problem-solving skills are often identified as a key component of 21st century education. This study collected data from students enrolled in a university-level Liberal Education science course called "Problems and Puzzles," which introduced students to the theory and practice of problem solving via puzzles. Based on classroom…

Communication Incompetencies: A Theory of Training Oral Performance Behavior.

ERIC Educational Resources Information Center

Phillips, Gerald M.

Arguing that the most effective method to help shy people develop essential social and communication skills is a modification of the way these people perform, this book proposes a system which includes skills training, cognitive restructuring, and systematic relaxation. The book's 12 chapters are as follows: (1) Understanding Communication…

Professional Skills as Cornerstones of Liberal Education: Moving Students from Theory to Action

ERIC Educational Resources Information Center

Nitkin, Mindell Reiss; White, Shelley K.; Shapiro, Mary

2016-01-01

This article presents the Simmons World Challenge curriculum, an intensive, interdisciplinary program for sophomore undergraduate students that emphasizes student-directed collaborative learning and skills development. The authors present the curricular approach and assessment outcomes, and they relate this program to goals of the AAC&U's…

A Good Story: Children with Imaginary Companions Create Richer Narratives

ERIC Educational Resources Information Center

Trionfi, Gabriel; Reese, Elaine

2009-01-01

In line with theories that children's pretend play reflects and extends their narrative skills, children with imaginary companions were predicted to have better narrative skills than children without imaginary companions. Forty-eight 5 1/2-year-old children and their mothers participated in interviews about children's imaginary companions.…

Establishing Derived Equivalence Relations of Basic Geography Skills in Children with Autism

ERIC Educational Resources Information Center

Dixon, Mark R.; Stanley, Caleb; Belisle, Jordan; Galliford, Megan E.; Alholail, Amani; Schmick, Ayla M.

2017-01-01

The present study evaluated the efficacy of a stimulus-equivalence training procedure in teaching basic geography skills to two children with autism. The procedures were taken directly from a standardized training curriculum based in stimulus equivalence theory called "Promoting the Emergence of Advanced Knowledge Equivalence Module"…

Falsification of matching theory and confirmation of an evolutionary theory of behavior dynamics in a critical experiment.

PubMed

McDowell, J J; Calvin, Olivia L; Hackett, Ryan; Klapes, Bryan

2017-07-01

Two competing predictions of matching theory and an evolutionary theory of behavior dynamics, and one additional prediction of the evolutionary theory, were tested in a critical experiment in which human participants worked on concurrent schedules for money (Dallery et al., 2005). The three predictions concerned the descriptive adequacy of matching theory equations, and of equations describing emergent equilibria of the evolutionary theory. Tests of the predictions falsified matching theory and supported the evolutionary theory. Copyright © 2017 Elsevier B.V. All rights reserved.

Prediction of the Arctic Oscillation in Boreal Winter by Dynamical Seasonal Forecasting Systems

NASA Technical Reports Server (NTRS)

Kang, Daehyun; Lee, Myong-In; Im, Jungho; Kim, Daehyun; Kim, Hye-Mi; Kang, Hyun-Suk; Schubert, Siegfried D.; Arribas, Alberto; MacLachlan, Craig

2014-01-01

This study assesses the skill of boreal winter Arctic Oscillation (AO) predictions with state-of-the-art dynamical ensemble prediction systems (EPSs): GloSea4, CFSv2, GEOS-5, CanCM3, CanCM4, and CM2.1. Long-term reforecasts with the EPSs are used to evaluate how well they represent the AO and to assess the skill of both deterministic and probabilistic forecasts of the AO. The reforecasts reproduce the observed changes in the large-scale patterns of the Northern Hemispheric surface temperature, upper level wind, and precipitation associated with the different phases of the AO. The results demonstrate that most EPSs improve upon persistence skill scores for lead times up to 2 months in boreal winter, suggesting some potential for skillful prediction of the AO and its associated climate anomalies at seasonal time scales. It is also found that the skill of AO forecasts during the recent period (1997-2010) is higher than that of the earlier period (1983-1996).

Prediction of the Arctic Oscillation in Boreal Winter by Dynamical Seasonal Forecasting Systems

NASA Technical Reports Server (NTRS)

Kang, Daehyun; Lee, Myong-In; Im, Jungho; Kim, Daehyun; Kim, Hye-Mi; Kang, Hyun-Suk; Shubert, Siegfried D.; Arriba, Albertom; MacLachlan, Craig

2013-01-01

This study assesses the prediction skill of the boreal winter Arctic Oscillation (AO) in the state-of-the-art dynamical ensemble prediction systems (EPSs): the UKMO GloSea4, the NCEP CFSv2, and the NASA GEOS-5. Long-term reforecasts made with the EPSs are used to evaluate representations of the AO, and to examine skill scores for the deterministic and probabilistic forecast of the AO index. The reforecasts reproduce the observed changes in the large-scale patterns of the Northern Hemispheric surface temperature, upper-level wind, and precipitation according to the AO phase. Results demonstrate that all EPSs have better prediction skill than the persistence prediction for lead times up to 3-month, suggesting a great potential for skillful prediction of the AO and the associated climate anomalies in seasonal time scale. It is also found that the deterministic and probabilistic forecast skill of the AO in the recent period (1997-2010) is higher than that in the earlier period (1983-1996).

Degradation of learned skills. Effectiveness of practice methods on simulated space flight skill retention

NASA Technical Reports Server (NTRS)

Sitterley, T. E.; Berge, W. A.

1972-01-01

Manual flight control and emergency procedure task skill degradation was evaluated after time intervals of from 1 to 6 months. The tasks were associated with a simulated launch through the orbit insertion flight phase of a space vehicle. The results showed that acceptable flight control performance was retained for 2 months, rapidly deteriorating thereafter by a factor of 1.7 to 3.1 depending on the performance measure used. Procedural task performance showed unacceptable degradation after only 1 month, and exceeded an order of magnitude after 4 months. The effectiveness of static rehearsal (checklists and briefings) and dynamic warmup (simulator practice) retraining methods were compared for the two tasks. Static rehearsal effectively countered procedural skill degradation, while some combination of dynamic warmup appeared necessary for flight control skill retention. It was apparent that these differences between methods were not solely a function of task type or retraining method, but were a function of the performance measures used for each task.

Rethinking Indian monsoon rainfall prediction in the context of recent global warming

NASA Astrophysics Data System (ADS)

Wang, Bin; Xiang, Baoqiang; Li, Juan; Webster, Peter J.; Rajeevan, Madhavan N.; Liu, Jian; Ha, Kyung-Ja

2015-05-01

Prediction of Indian summer monsoon rainfall (ISMR) is at the heart of tropical climate prediction. Despite enormous progress having been made in predicting ISMR since 1886, the operational forecasts during recent decades (1989-2012) have little skill. Here we show, with both dynamical and physical-empirical models, that this recent failure is largely due to the models' inability to capture new predictability sources emerging during recent global warming, that is, the development of the central-Pacific El Nino-Southern Oscillation (CP-ENSO), the rapid deepening of the Asian Low and the strengthening of North and South Pacific Highs during boreal spring. A physical-empirical model that captures these new predictors can produce an independent forecast skill of 0.51 for 1989-2012 and a 92-year retrospective forecast skill of 0.64 for 1921-2012. The recent low skills of the dynamical models are attributed to deficiencies in capturing the developing CP-ENSO and anomalous Asian Low. The results reveal a considerable gap between ISMR prediction skill and predictability.

Terminal Model Of Newtonian Dynamics

NASA Technical Reports Server (NTRS)

Zak, Michail

1994-01-01

Paper presents study of theory of Newtonian dynamics of terminal attractors and repellers, focusing on issues of reversibility vs. irreversibility and deterministic evolution vs. probabilistic or chaotic evolution of dynamic systems. Theory developed called "terminal dynamics" emphasizes difference between it and classical Newtonian dynamics. Also holds promise for explaining irreversibility, unpredictability, probabilistic behavior, and chaos in turbulent flows, in thermodynamic phenomena, and in other dynamic phenomena and systems.

Designing a Model for Entrepreneurial Intentions of Agricultural Students

ERIC Educational Resources Information Center

Najafabadi, Maryam Omidi; Zamani, Maryam; Mirdamadi, Mehdi

2016-01-01

The authors used Ajzen's theory of planned behavior and Shapero's entrepreneurial event model as well as entrepreneurial cognition theory to identify the relationship among entrepreneurial skills, self-efficacy, attitudes toward entrepreneurship, psychological traits, social norms, perceived desirability, social support, and entrepreneurial…

Development and Desire: A Postmodern Perspective.

ERIC Educational Resources Information Center

Hargreaves, Andy

Three theoretical perspectives guide this discussion of teacher development: symbolic interactionism, critical social theory, and theories of postmodernity. Drawing on these perspectives, key dimensions of teacher development can be addressed. Good teaching involves competence in technical skills, but it also involves moral purpose; emotional…

Gauge theory for finite-dimensional dynamical systems

DOE Office of Scientific and Technical Information (OSTI.GOV)

Gurfil, Pini

2007-06-15

Gauge theory is a well-established concept in quantum physics, electrodynamics, and cosmology. This concept has recently proliferated into new areas, such as mechanics and astrodynamics. In this paper, we discuss a few applications of gauge theory in finite-dimensional dynamical systems. We focus on the concept of rescriptive gauge symmetry, which is, in essence, rescaling of an independent variable. We show that a simple gauge transformation of multiple harmonic oscillators driven by chaotic processes can render an apparently ''disordered'' flow into a regular dynamical process, and that there exists a strong connection between gauge transformations and reduction theory of ordinary differentialmore » equations. Throughout the discussion, we demonstrate the main ideas by considering examples from diverse fields, including quantum mechanics, chemistry, rigid-body dynamics, and information theory.« less

Research on Key Technology in Remote Education System of Spirit Diagnosing by Eye in TCM

ERIC Educational Resources Information Center

Guo, Feng; Li, Shaozi; Dai, Ying; Zhou, Changle; Lin, Ying

2011-01-01

Spirit diagnosing is an important theory in TCM (Traditional Chinese Medicine), by which a TCM doctor can diagnose a patient's body state. But this theory is complicated and difficult to master simply learned from books. To further the theory and skill of spirit diagnosing, in this paper, the authors propose a remote education system that can…

Learning "in" or "with" Games? Quality Criteria for Digital Learning Games from the Perspectives of Learning, Emotion, and Motivation Theory

ERIC Educational Resources Information Center

Hense, Jan; Mandl, Heinz

2012-01-01

This conceptual paper aims to clarify the theoretical underpinnings of game based learning (GBL) and learning with digital learning games (DLGs). To do so, it analyses learning of game related skills and contents, which occurs constantly during playing conventional entertainment games, from three perspectives: learning theory, emotion theory, and…

Applications of Multidimensional Item Response Theory Models with Covariates to Longitudinal Test Data. Research Report. ETS RR-16-21

ERIC Educational Resources Information Center

Fu, Jianbin

2016-01-01

The multidimensional item response theory (MIRT) models with covariates proposed by Haberman and implemented in the "mirt" program provide a flexible way to analyze data based on item response theory. In this report, we discuss applications of the MIRT models with covariates to longitudinal test data to measure skill differences at the…

Unlocking the Code: Matters of Agency, Metalinguistic Skills, and Literacy Achievement for Speakers of Non-Mainstream American English

ERIC Educational Resources Information Center

Smith, Adrina O.

2017-01-01

This study examined the latent factors of dialect variation as they relate to reading achievement of second grade students. Sociocultural theory, identity theories, and critical theory used against a metaphorical backdrop of a bundle of locks were used to illustrate the complexity of language variation and its effect on reading achievement within…

Have We Forsaken Reading Theory in the Name of "Quick Fix" Interventions for Children with Reading Disability?

ERIC Educational Resources Information Center

Compton, Donald L.; Miller, Amanda C.; Elleman, Amy M.; Steacy, Laura M.

2014-01-01

Our contribution to this special issue on reading theory questions the effectiveness of the prevailing interventions intended to improve word-reading and reading comprehension skills in children with reading disability (RD). Our hypothesis is that we as a field may have inadvertently diluted reading theory in ways that compromise the power of…

The theory-practice gap and skill acquisition: an issue for nursing education.

PubMed

Scully, Natashia Josephine

2011-01-01

Matching textbook descriptions of clinical situations with the reality of practice is an ongoing problem faced by members of the nursing profession and is commonly referred to as the "theory-practice gap". This ubiquitous gap is inevitably encountered by all nurses at various times; yet it is widely agreed that it is student nurses--given their novice, rule governed status--who find themselves in the midst of the theory-practice void. This paper will discuss the nature of the theory-practice gap and skill acquisition, in relation to a personal experience of mine as an undergraduate nursing student, and its significance in relation to student anxiety levels, nurse education (specifically the roles of the classroom teacher and clinical educators), teaching methods and the responsibility of the student to become accountable for their own education. I intend to communicate how my personal situation was dealt with and evaluate that experience in relation to current nursing literature. Ultimately, this discussion will demonstrate the value of reflection underpinning the development of competency in nursing and its role in bridging the theory-practice gap.

Patterns of Word Reading Skill, Interest and Self-Concept of Ability

ERIC Educational Resources Information Center

Viljaranta, Jaana; Kiuru, Noona; Lerkkanen, Marja-Kristiina; Silinskas, Gintautas; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

2017-01-01

The majority of previous research on academic skills, self-concept of ability and interest has deployed the variable-oriented approach and focused on self-concept, or ability, or interest only. This study examined the patterns and dynamics of pattern change in Finnish children's word reading skill, self-concept of ability and interest from…

Developing Ill-Structured Problem-Solving Skills through Wilderness Education

ERIC Educational Resources Information Center

Collins, Rachel H.; Sibthorp, Jim; Gookin, John

2016-01-01

In a society that is becoming more dynamic, complex, and diverse, the ability to solve ill-structured problems (ISPs) has become an increasingly critical skill. Students who enter adult roles with the cognitive skills to address ISPs will be better able to assume roles in the emerging economies. Opportunities to develop and practice these skills…

Asymmetric Dynamic Attunement of Speech and Gestures in the Construction of Children's Understanding.

PubMed

De Jonge-Hoekstra, Lisette; Van der Steen, Steffie; Van Geert, Paul; Cox, Ralf F A

2016-01-01

As children learn they use their speech to express words and their hands to gesture. This study investigates the interplay between real-time gestures and speech as children construct cognitive understanding during a hands-on science task. 12 children (M = 6, F = 6) from Kindergarten (n = 5) and first grade (n = 7) participated in this study. Each verbal utterance and gesture during the task were coded, on a complexity scale derived from dynamic skill theory. To explore the interplay between speech and gestures, we applied a cross recurrence quantification analysis (CRQA) to the two coupled time series of the skill levels of verbalizations and gestures. The analysis focused on (1) the temporal relation between gestures and speech, (2) the relative strength and direction of the interaction between gestures and speech, (3) the relative strength and direction between gestures and speech for different levels of understanding, and (4) relations between CRQA measures and other child characteristics. The results show that older and younger children differ in the (temporal) asymmetry in the gestures-speech interaction. For younger children, the balance leans more toward gestures leading speech in time, while the balance leans more toward speech leading gestures for older children. Secondly, at the group level, speech attracts gestures in a more dynamically stable fashion than vice versa, and this asymmetry in gestures and speech extends to lower and higher understanding levels. Yet, for older children, the mutual coupling between gestures and speech is more dynamically stable regarding the higher understanding levels. Gestures and speech are more synchronized in time as children are older. A higher score on schools' language tests is related to speech attracting gestures more rigidly and more asymmetry between gestures and speech, only for the less difficult understanding levels. A higher score on math or past science tasks is related to less asymmetry between gestures and speech. The picture that emerges from our analyses suggests that the relation between gestures, speech and cognition is more complex than previously thought. We suggest that temporal differences and asymmetry in influence between gestures and speech arise from simultaneous coordination of synergies.

How can pharmacists develop patient-pharmacist communication skills? A realist review protocol.

PubMed

Kerr, Aisling; Strawbridge, Judith; Kelleher, Caroline; Mertens, Fien; Pype, Peter; Deveugele, Myriam; Pawlikowska, Teresa

2017-01-23

Good patient-pharmacist communication improves health outcomes. There is, however, room for improving pharmacists' communication skills. These develop through complex interactions during undergraduate pharmacy education, practice-based learning and continuing professional development. Research is needed to determine how best to approach teaching patient-pharmacist communication. The aim of the research is to understand how educational interventions develop patient-pharmacist interpersonal communication skills produce their effects. A realist review approach will be used to synthesise the literature to make sense of the complexities of educational interventions. Our review will iteratively progress through the various stages of clarifying scope, locating existing theories, searching for evidence, appraisal of papers, data extraction and synthesis. A scoping review revealed a number of substantive theories, which will be used to build an initial programme theory. This will be explored through available published evidence, which we will find by searching databases such as Medline, EMBASE, PsychInfo, ERIC, Scopus and Web of Science. Judgements will be made on the relevance and rigour of the retrieved literature and will be taken into consideration during analysis and synthesis. Synthesis, testing and refinement of the theories will describe and explain the links between contexts, mechanisms and outcomes of educational interventions for communication development in pharmacy. The realist review will provide an analysis of what works when, for whom, how and why, for educational interventions for interpersonal patient-pharmacist communication development. We will also explore barriers to successful communications training and acknowledge any limitations. Ultimately, we plan to provide pharmacy educators with evidence for how best to incorporate educational interventions for communications skills development into pharmacy curricula and for life-long learning opportunities for pharmacists.

Electronic health record training in undergraduate medical education: bridging theory to practice with curricula for empowering patient- and relationship-centered care in the computerized setting.

PubMed

Wald, Hedy S; George, Paul; Reis, Shmuel P; Taylor, Julie Scott

2014-03-01

While electronic health record (EHR) use is becoming state-of-the-art, deliberate teaching of health care information technology (HCIT) competencies is not keeping pace with burgeoning use. Medical students require training to become skilled users of HCIT, but formal pedagogy within undergraduate medical education (UME) is sparse. How can medical educators best meet the needs of learners while integrating EHRs into medical education and practice? How can they help learners preserve and foster effective communication skills within the computerized setting? In general, how can UME curricula be devised for skilled use of EHRs to enhance rather than hinder provision of effective, humanistic health care?Within this Perspective, the authors build on recent publications that "set the stage" for next steps: EHR curricula innovation and implementation as concrete embodiments of theoretical underpinnings. They elaborate on previous calls for maximizing benefits and minimizing risks of EHR use with sufficient focus on physician-patient communication skills and for developing core competencies within medical education. The authors describe bridging theory into practice with systematic longitudinal curriculum development for EHR training in UME at their institution, informed by Kern and colleagues' curriculum development framework, narrative medicine, and reflective practice. They consider this innovation within a broader perspective-the overarching goal of empowering undergraduate medical students' patient- and relationship-centered skills while effectively demonstrating HCIT-related skills.

Integrated Theory of Health Behavior Change

PubMed Central

RYAN, POLLY

2009-01-01

An essential characteristic of advanced practice nurses is the use of theory in practice. Clinical nurse specialists apply theory in providing or directing patient care, in their work as consultants to staff nurses, and as leaders influencing and facilitating system change. Knowledge of technology and pharmacology has far outpaced knowledge of how to facilitate health behavior change, and new theories are needed to better understand how practitioners can facilitate health behavior change. In this article, the Integrated Theory of Health Behavior Change is described, and an example of its use as foundation to intervention development is presented. The Integrated Theory of Health Behavior Change suggests that health behavior change can be enhanced by fostering knowledge and beliefs, increasing self-regulation skills and abilities, and enhancing social facilitation. Engagement in self-management behaviors is seen as the proximal outcome influencing the long-term distal outcome of improved health status. Person-centered interventions are directed to increasing knowledge and beliefs, self-regulation skills and abilities, and social facilitation. Using a theoretical framework improves clinical nurse specialist practice by focusing assessments, directing the use of best-practice interventions, and improving patient outcomes. Using theory fosters improved communication with other disciplines and enhances the management of complex clinical conditions by providing holistic, comprehensive care. PMID:19395894

Discrete Dynamical Modeling.

ERIC Educational Resources Information Center

Sandefur, James T.

1991-01-01

Discussed is the process of translating situations involving changing quantities into mathematical relationships. This process, called dynamical modeling, allows students to learn new mathematics while sharpening their algebraic skills. A description of dynamical systems, problem-solving methods, a graphical analysis, and available classroom…

The Effect of the Dynamic Skills Protocol RTI Model on Reading Achievement in an Elementary School and the Predictive Validity of Phonics Screening Measures Implemented in the Model

ERIC Educational Resources Information Center

Laben, Joyce

2012-01-01

With the implementation of RTI, educators are attempting to find models that are the best fit for their schools. The problem solving and standard protocol models are the two most common. This study of 65 students examines a new model, the dynamic skills protocol implemented in an elementary school starting in their fourth quarter of kindergarten…

Perspective: chemical dynamics simulations of non-statistical reaction dynamics

PubMed Central

Ma, Xinyou; Hase, William L.

2017-01-01

Non-statistical chemical dynamics are exemplified by disagreements with the transition state (TS), RRKM and phase space theories of chemical kinetics and dynamics. The intrinsic reaction coordinate (IRC) is often used for the former two theories, and non-statistical dynamics arising from non-IRC dynamics are often important. In this perspective, non-statistical dynamics are discussed for chemical reactions, with results primarily obtained from chemical dynamics simulations and to a lesser extent from experiment. The non-statistical dynamical properties discussed are: post-TS dynamics, including potential energy surface bifurcations, product energy partitioning in unimolecular dissociation and avoiding exit-channel potential energy minima; non-RRKM unimolecular decomposition; non-IRC dynamics; direct mechanisms for bimolecular reactions with pre- and/or post-reaction potential energy minima; non-TS theory barrier recrossings; and roaming dynamics. This article is part of the themed issue ‘Theoretical and computational studies of non-equilibrium and non-statistical dynamics in the gas phase, in the condensed phase and at interfaces’. PMID:28320906

Application of wave mechanics theory to fluid dynamics problems: Fundamentals

NASA Technical Reports Server (NTRS)

Krzywoblocki, M. Z. V.

1974-01-01

The application of the basic formalistic elements of wave mechanics theory is discussed. The theory is used to describe the physical phenomena on the microscopic level, the fluid dynamics of gases and liquids, and the analysis of physical phenomena on the macroscopic (visually observable) level. The practical advantages of relating the two fields of wave mechanics and fluid mechanics through the use of the Schroedinger equation constitute the approach to this relationship. Some of the subjects include: (1) fundamental aspects of wave mechanics theory, (2) laminarity of flow, (3) velocity potential, (4) disturbances in fluids, (5) introductory elements of the bifurcation theory, and (6) physiological aspects in fluid dynamics.

Are proactive personalities always beneficial? Political skill as a moderator.

PubMed

Sun, Shuhua; van Emmerik, Hetty I J

2015-05-01

Does proactive personality always enhance job success? The authors of this study draw on socioanalytic theory of personality and organizational political perspectives to study employees' political skill in moderating the effects of proactive personality on supervisory ratings of employee task performance, helping behaviors, and learning behaviors. Multisource data from 225 subordinates and their 75 immediate supervisors reveal that proactive personality is associated negatively with supervisory evaluations when political skill is low, and the negative relationship disappears when political skill is high. Implications and future research directions are discussed. (c) 2015 APA, all rights reserved.

One-year retention of general and sequence-specific skills in a probabilistic, serial reaction time task.

PubMed

Romano, Jennifer C; Howard, James H; Howard, Darlene V

2010-05-01

Procedural skills such as riding a bicycle and playing a musical instrument play a central role in daily life. Such skills are learned gradually and are retained throughout life. The present study investigated 1-year retention of procedural skill in a version of the widely used serial reaction time task (SRTT) in young and older motor-skill experts and older controls in two experiments. The young experts were college-age piano and action video-game players, and the older experts were piano players. Previous studies have reported sequence-specific skill retention in the SRTT as long as 2 weeks but not at 1 year. Results indicated that both young and older experts and older non-experts revealed sequence-specific skill retention after 1 year with some evidence that general motor skill was retained as well. These findings are consistent with theoretical accounts of procedural skill learning such as the procedural reinstatement theory as well as with previous studies of retention of other motor skills.

Shaping Learning through Space: The Case of Outdoor Management Training.

ERIC Educational Resources Information Center

Hall, Roger; Rowland, Caroline

This paper explores the relationship between experiential learning theory and outdoor management training, and describes a British outdoor management program grounded in adult learning theory. An introduction explores competing paradigms in management education: the managerialist perspective, which focuses on development of skills and…

A Social Learning Model of Adolescent Contraceptive Behavior.

ERIC Educational Resources Information Center

Balassone, Mary Lou

1991-01-01

Research findings and theories regarding adolescent contraceptive use are reviewed to propose an alternative framework relying on social learning theory. Environmental context, cognitive influences, and behavior execution constraints are suggested as the foundation for contraceptive behaviors. The behavioral skills teenagers need to use birth…

Teaching Melodic Dictation in Advanced Placement Music Theory

ERIC Educational Resources Information Center

Paney, Andrew S.; Buonviri, Nathan O.

2014-01-01

In this study approaches to teaching melodic dictation skills used by Advanced Placement (AP) Music Theory teachers were examined. Twelve high school teachers from four states were interviewed. Four themes emerged from the interview transcripts: cognitive frameworks, processing strategies, rhythm, and course design. Participants generally…

Konstantian Tsiolkovsky's Theories of Rocketry

NASA Technical Reports Server (NTRS)

2004-01-01

By the end of the 19th century, soldiers, sailors, and practical and not-so practical inventors, had developed a stake in rocketry. Skillful theorists, like Konstantian Tsiolkovsky in Russia, were examining the fundamental scientific theories behind rocketry. They were begirning to consider the possibility of space travel

The Interdependence of Pedagogy, Learning Theory, Morality and Metaphysics.

ERIC Educational Resources Information Center

Blunden, Ralph

1997-01-01

Explores the incompatibility between constructivist theories of learning and realist metaphysics (belief that knowledge and skills exist in mind-independent workplace practices). Shows how this results in conflict between constructivist teaching approaches and the transmission or banking mode favored by realist metaphysics. (SK)

Leadership Styles and Their Consequences.

ERIC Educational Resources Information Center

Warrick, D. D.

1981-01-01

Discusses leadership style theories and offers an integration of the theories by describing typical characteristics, skills, philosophies, and consequences associated with each major style. An experiential exercise is described which portrays the major styles and the productivity and satisfaction each is likely to produce. Nine figures accompany…

When Bodies Matter: Significance of the Body in Gender Constructions in Physiotherapy Education

ERIC Educational Resources Information Center

Dahl-Michelsen, Tone; Solbraekke, Kari Nyheim

2014-01-01

This article examines which bodily performances indicate the significance of gender in the skills training of physiotherapy students. It is based on a qualitative study of first-year students' skills training in a Norwegian physiotherapy education programme. The study draws inspiration from Paechter's theory of the communities of masculinities and…

Solution Stories: A Narrative Study of How Teachers Support Children's Problem Solving

ERIC Educational Resources Information Center

Kelley, Laura

2018-01-01

Young children's self-regulation and problem-solving skills are significant predictors of school success. While early childhood educators shape the development of these skills, providing effective and timely assistance can be challenging. Drawing on complementary theories of Vygotsky, Pekrun, and Lerner, this article chronicles the instructional…

The Change Game: An Experiential Exercise Demonstrating Barriers to Change

ERIC Educational Resources Information Center

Lewis, Amy C.; Grosser, Mark

2012-01-01

Leading change is an essential skill for managers. Instructors in management education must not only teach theories on effectively leading change but also convince students of the necessity of developing their change leadership skills. Students may underestimate the difficulty of convincing others to work toward change; the authors developed the…

Personality, Social Skills, Anomie and Delinquency: A Self-Report Study of a Group of Normal Non-Delinquent Adolescents.

ERIC Educational Resources Information Center

Furnham, Adrian

1984-01-01

Over 200 'normal' adolescents were administered self-report measures of personality (extraversion, neuroticism, and psychoticism), social skills, anomie, and delinquency in order to establish which of three theories best predicted delinquency. Eysenck's personality factors, particularly psychoticism, correlated most highly with delinquency. (RH)

Political Response to New Skills: The Conforming and the Deviant

ERIC Educational Resources Information Center

Jaros, Dean

1970-01-01

Anomie theory holds that the provision of new resources and skills to an inarticulate and non-participatory population can produce two distinct responses: increased conformity or increased and more efficient use of deviant methods. Data on vocational education students suggest that there is such a differential reaction to formal training in the…

Teaching toward the Telos of Critical Thinking: Genre in Business Communication

ERIC Educational Resources Information Center

Morrison, Rebecca

2017-01-01

The implementation of genre theory in the business communication classroom could lead to the cultivation of critical thinking skills in students. The lack of a common definition of critical thinking skills across academia and the workplace creates a difficult end goal to pursue; therefore, teachers should consider explicitly teaching to the…

Individuals and Environments: Linking Ability and Skill Ratings with Interests

ERIC Educational Resources Information Center

Anthoney, Sarah Fetter; Armstrong, Patrick Ian

2010-01-01

Holland's (1997) theory of corresponding person and work environment structures was evaluated by comparing the integration of individual and occupational ratings of interests, abilities, and skills. Occupational ratings were obtained from the U.S. Department of Labor's O*NET database (U.S. Department of Labor, 2007). College students (494 women,…

Educational Game Design as Gateway for Operationalizing Computational Thinking Skills among Middle School Students

ERIC Educational Resources Information Center

Wu, Min Lun

2018-01-01

This qualitative case study reports descriptive findings of digital game-based learning involving 15 Taiwanese middle school students' use of computational thinking skills elicited through programmed activities in a game design workshop. Situated learning theory is utilized as framework to evaluate novice game designers' individual advancement in…

Quantitative Skills as a Graduate Learning Outcome: Exploring Students' Evaluative Expertise

ERIC Educational Resources Information Center

Matthews, Kelly E.; Adams, Peter; Goos, Merrilyn

2017-01-01

In the biosciences, quantitative skills are an essential graduate learning outcome. Efforts to evidence student attainment at the whole of degree programme level are rare and making sense of such data is complex. We draw on assessment theories from Sadler (evaluative expertise) and Boud (sustainable assessment) to interpret final-year bioscience…

Does Facial Expression Recognition Provide a Toehold for the Development of Emotion Understanding?

ERIC Educational Resources Information Center

Strand, Paul S.; Downs, Andrew; Barbosa-Leiker, Celestina

2016-01-01

The authors explored predictions from basic emotion theory (BET) that facial emotion expression recognition skills are insular with respect to their own development, and yet foundational to the development of emotional perspective-taking skills. Participants included 417 preschool children for whom estimates of these 2 emotion understanding…

Writing Chinese and Mathematics Achievement: A Study with Chinese-American Undergraduates.

ERIC Educational Resources Information Center

Li, Chieh; Nuttall, Ronald

2001-01-01

Indicates that writing Chinese is correlated to Chinese-American (CA) students' spatial skills and investigates whether writing Chinese would have the same relationship to mathematics skills. Suggested a strong correlation between writing Chinese and success on SAT-Math. Supports the cultural relativity theory of gender difference on SAT-Math.…

Fostering Knowledge and Skills to Teach for Diversity: "There Is Nothing so Practical as a Good Theory"

ERIC Educational Resources Information Center

Marchel, Carol A.; Green, Susan K

2014-01-01

Increased use of field-based teacher preparation offers important opportunities to develop skills with diverse learners. However, limited focus on theoretical content restricts understanding and generalization of well-proven theoretical approaches, resulting in fragmented field applications unlikely to result in broad application. Inspired by Kurt…

Promoting Learning of Instructional Design via Overlay Design Tools

ERIC Educational Resources Information Center

Carle, Andrew Jacob

2012-01-01

I begin by introducing Virtual Design Apprenticeship (VDA), a learning model--built on a solid foundation of education principles and theories--that promotes learning of design skills via overlay design tools. In VDA, when an individual needs to learn a new design skill or paradigm she is provided accessible, concrete examples that have been…

Improving Committee Membership Skills of Women and Minority Business College Students.

ERIC Educational Resources Information Center

Munoz, RoJean Madsen; Metro, Laura

Under the assumption that women and minority business college students have had little opportunity to develop the interpersonal and community membership skills required in business management, this paper reviews some of the research on socialization, group process theory, and the development of college students, and relates it to the special needs…

Phonological Skills and Learning to Read. Psychology Press & Routledge Classic Editions

ERIC Educational Resources Information Center

Goswami, Usha; Bryant, Peter

2016-01-01

In this classic edition of their ground-breaking work, Usha Goswami and Peter Bryant revisit their influential theory about how phonological skills support the development of literacy. The book describes three causal factors which can account for children's reading and spelling development: (1) pre­school phonological knowledge of rhyme and…

Venturing into the Unknown: Blogs as a Means of Advancing Leadership Skills

ERIC Educational Resources Information Center

Kodish, Slavica

2017-01-01

The author describes a theoretically eclectic exploratory assignment that helped students in a managerial communication class practice and advance a comprehensive range of leadership skills. Specifically, the author combined E. M. Eisenberg, L. H. Goodall, and A. Tretheway's (2014) model of leadership with pertinent concepts from the theory of…

Computer Skills Acquisition: A Review and Future Directions for Research.

ERIC Educational Resources Information Center

Gattiker, Urs E.

A review of past research on training employees for computer-mediated work leads to the development of theory and propositions concerning the relationship between different variables, such as: (1) individual factors; (2) task and person-computer interface; (3) characteristics of training design for the acquisition of computer skills; and (4) the…

Phrase-Final Syllable Lengthening and Intonation in Early Child Speech.

ERIC Educational Resources Information Center

Snow, David

1994-01-01

To test opposing theories about the relationship between intonation and syllable timing, these boundary features were compared in a longitudinal study of 9 children's speech development between the mean ages of 16 and 25 months. Results suggest that young children acquire the skills that control intonation earlier than they do skills of final…

Leveraging Human Assets: Interpersonal Skill Development Program

DTIC Science & Technology

2006-11-01

workforce. Washington, DC: American Psychological Association. Vroom , V . (1964). Work and motivation . New York: John Wiley. ...considering the impact of motivation on interpersonal skills. Expectancy theory ( Vroom , 1964) includes expectancy and instrumentality. Expectancy is...important for success in special operations areas such as Civil Affairs (CA) or Special Forces (SF) that work closely with indigenous populations

Maintaining the Transfer of In-Service Teachers' Training in the Workplace

ERIC Educational Resources Information Center

Cheng, Eddie W. L.

2016-01-01

Professional training and development is a major component of updating teachers' pedagogical knowledge and skills. However, transferring such knowledge and skill may not always be successful. Based on the theory of planned behaviour (TPB), the present study has developed a model specifying the factors affecting transfer maintenance intention and…

Collaborative Learning in Online Study Groups: An Evolutionary Game Theory Perspective

ERIC Educational Resources Information Center

Chiong, Raymond; Jovanovic, Jelena

2012-01-01

Educational benefits of online collaborative group work have been confirmed in numerous research studies. Most frequently cited advantages include the development of skills of critical thinking and problem solving as well as skills of self-reflection and co-construction of knowledge and meaning. However, the establishment and maintenance of active…

Knowledge and Skills Transfer between MBA and Workplace

ERIC Educational Resources Information Center

Prince, Melvin; Burns, David; Lu, Xinyi; Winsor, Robert

2015-01-01

Purpose: This paper aims to use goal-setting theory to explain the transfer of knowledge and skills between master of business administration (MBA) and the workplace. Design/methodology/approach: Data were obtained by an online survey of MBA students enrolled in at four US graduate business schools. These were a public and private institution in…

Enhancing Critical Reflection and Writing Skills in the HBSE Classroom and beyond

ERIC Educational Resources Information Center

Wiener, Diane R.

2012-01-01

Human Behavior in the Social Environment (HBSE) is an ideal location in which graduate social work students can enhance their critical reflection and writing skills while integrating social work theories with practice, research, and policy. A writing-intensive, learner-centered model using specific strategies is described via a framework of…

Temporal guidance of musicians' performance movement is an acquired skill.

PubMed

Rodger, M W M; O'Modhrain, S; Craig, C M

2013-04-01

The ancillary (non-sounding) body movements made by expert musicians during performance have been shown to indicate expressive, emotional, and structural features of the music to observers, even if the sound of the performance is absent. If such ancillary body movements are a component of skilled musical performance, then it should follow that acquiring the temporal control of such movements is a feature of musical skill acquisition. This proposition is tested using measures derived from a theory of temporal guidance of movement, "General Tau Theory" (Lee in Ecol Psychol 10:221-250, 1998; Lee et al. in Exp Brain Res 139:151-159, 2001), to compare movements made during performances of intermediate-level clarinetists before and after learning a new piece of music. Results indicate that the temporal control of ancillary body movements made by participants was stronger in performances after the music had been learned and was closer to the measures of temporal control found for an expert musician's movements. These findings provide evidence that the temporal control of musicians' ancillary body movements develops with musical learning. These results have implications for other skillful behaviors and nonverbal communication.

Dynamics with infinitely many time derivatives in Friedmann-Robertson-Walker background and rolling tachyons

NASA Astrophysics Data System (ADS)

Joukovskaya, Liudmila

2009-02-01

Dynamics with infinitely many time derivatives has place in string field theory and have been profoundly investigated there. Recently there has been considerable interest in theories with infinitely many derivatives in the cosmological context in view of new features which these theories might accommodate owing to nonlocal interaction. In present work we continue investigation of such models, as a concrete example we study the dynamics of unstable D-brane in the open string theory in the Friedmann-Robertson-Walker background. We construct numerical solutions describing dynamical interpolation between the perturbative and non-perturbative vacua. The obtained solutions have several interesting properties and might be of interest from the cosmological points of view.

Towards a Population Dynamics Theory for Evolutionary Computing: Learning from Biological Population Dynamics in Nature

NASA Astrophysics Data System (ADS)

Ma, Zhanshan (Sam)

In evolutionary computing (EC), population size is one of the critical parameters that a researcher has to deal with. Hence, it was no surprise that the pioneers of EC, such as De Jong (1975) and Holland (1975), had already studied the population sizing from the very beginning of EC. What is perhaps surprising is that more than three decades later, we still largely depend on the experience or ad-hoc trial-and-error approach to set the population size. For example, in a recent monograph, Eiben and Smith (2003) indicated: "In almost all EC applications, the population size is constant and does not change during the evolutionary search." Despite enormous research on this issue in recent years, we still lack a well accepted theory for population sizing. In this paper, I propose to develop a population dynamics theory forEC with the inspiration from the population dynamics theory of biological populations in nature. Essentially, the EC population is considered as a dynamic system over time (generations) and space (search space or fitness landscape), similar to the spatial and temporal dynamics of biological populations in nature. With this conceptual mapping, I propose to 'transplant' the biological population dynamics theory to EC via three steps: (i) experimentally test the feasibility—whether or not emulating natural population dynamics improves the EC performance; (ii) comparatively study the underlying mechanisms—why there are improvements, primarily via statistical modeling analysis; (iii) conduct theoretical analysis with theoretical models such as percolation theory and extended evolutionary game theory that are generally applicable to both EC and natural populations. This article is a summary of a series of studies we have performed to achieve the general goal [27][30]-[32]. In the following, I start with an extremely brief introduction on the theory and models of natural population dynamics (Sections 1 & 2). In Sections 4 to 6, I briefly discuss three categories of population dynamics models: deterministic modeling with Logistic chaos map as an example, stochastic modeling with spatial distribution patterns as an example, as well as survival analysis and extended evolutionary game theory (EEGT) modeling. Sample experiment results with Genetic algorithms (GA) are presented to demonstrate the applications of these models. The proposed EC population dynamics approach also makes survival selection largely unnecessary or much simplified since the individuals are naturally selected (controlled) by the mathematical models for EC population dynamics.

From novice to master surgeon: improving feedback with a descriptive approach to intraoperative assessment.

PubMed

Huang, Emily; Wyles, Susannah M; Chern, Hueylan; Kim, Edward; O'Sullivan, Patricia

2016-07-01

A developmental and descriptive approach to assessing trainee intraoperative performance was explored. Semistructured interviews with 20 surgeon educators were recorded, transcribed, deidentified, and analyzed using a grounded theory approach to identify emergent themes. Two researchers independently coded the transcripts. Emergent themes were also compared to existing theories of skill acquisition. Surgeon educators characterized intraoperative surgical performance as an integrated practice of multiple skill categories and included anticipating, planning for contingencies, monitoring progress, self-efficacy, and "working knowledge." Comments concerning progression through stages, broadly characterized as "technician," "anatomist," "anticipator," "strategist," and "executive," formed a narrative about each stage of development. The developmental trajectory with narrative, descriptive profiles of surgeons working toward mastery provide a standardized vocabulary for communicating feedback, while fostering reflection on trainee progress. Viewing surgical performance as integrated practice rather than the conglomerate of isolated skills enhances authentic assessment. Copyright © 2015 Elsevier Inc. All rights reserved.

Parent-delivered compensatory education for children at risk of educational failure: Improving the academic and self-regulatory skills of a Sure Start preschool sample.

PubMed

Ford, Ruth M; McDougall, Sine J P; Evans, Daphne

2009-11-01

Thirty preschoolers from low-income families participated in a 12-month intervention programme, funded by Sure Start, which engaged them in scaffolded educational activities delivered at home by their mothers. Immediately following the programme, the intervention group outperformed matched controls in tests of academic knowledge, receptive vocabulary, and inhibitory control, but not short-term memory or theory of mind. Teachers' ratings of children's capabilities upon school entry favoured the intervention group, especially in terms of listening, responding, writing, mathematics, and personal/social skills. Superior inhibitory control, short-term memory, and numerical skills were associated with higher ratings whereas theory of mind made a unique, negative contribution to responding. We discuss the implications of these findings for efforts to nurture the development of cognitive self-regulation and school readiness during early childhood.

The genetics of music accomplishment: evidence for gene-environment correlation and interaction.

PubMed

Hambrick, David Z; Tucker-Drob, Elliot M

2015-02-01

Theories of skilled performance that emphasize training history, such as K. Anders Ericsson and colleagues' deliberate-practice theory, have received a great deal of recent attention in both the scientific literature and the popular press. Twin studies, however, have demonstrated evidence for moderate-to-strong genetic influences on skilled performance. Focusing on musical accomplishment in a sample of over 800 pairs of twins, we found evidence for gene-environment correlation, in the form of a genetic effect on music practice. However, only about one quarter of the genetic effect on music accomplishment was explained by this genetic effect on music practice, suggesting that genetically influenced factors other than practice contribute to individual differences in music accomplishment. We also found evidence for gene-environment interaction, such that genetic effects on music accomplishment were most pronounced among those engaging in music practice, suggesting that genetic potentials for skilled performance are most fully expressed and fostered by practice.

Learning and dynamics in social systems. Comment on "Collective learning modeling based on the kinetic theory of active particles" by D. Burini et al.

NASA Astrophysics Data System (ADS)

Dolfin, Marina

2016-03-01

The interesting novelty of the paper by Burini et al. [1] is that the authors present a survey and a new approach of collective learning based on suitable development of methods of the kinetic theory [2] and theoretical tools of evolutionary game theory [3]. Methods of statistical dynamics and kinetic theory lead naturally to stochastic and collective dynamics. Indeed, the authors propose the use of games where the state of the interacting entities is delivered by probability distributions.

[Graphic images on cigarette packages not effective].

PubMed

Kok, Gerjo; Peters, Gjalt-Jorn Y; Ruiter, Robert A C

2013-01-01

The Dutch Government intends to make graphic images on cigarette packages mandatory. However, contrary to other policy measures to reduce smoking, health warnings do not work. There is no acceptable evidence in favour of graphic images and behaviour change theories suggest methods of change that improve skills, self-efficacy and social support. Thus, theory- and evidence-based policy should focus on prohibiting the tobacco industry from glamourizing packaging and make health communications on packages mandatory. As to the type of communications to be used, theory and evidence suggest that warning of the negative consequences of smoking is not an effective approach. Rather, targeting the most important determinants of the initiation of smoking and its successful cessation - such as skills, self-efficacy and subjective norm - along with the most effective behaviour change methods appears to be the most expedient strategy.

Teaching Children How to Discuss What They Read.

ERIC Educational Resources Information Center

Perez, Samuel A.; Strickland, Eric V.

1986-01-01

Explains that teachers must understand that discussion is not a simple collection of listening and speaking skills but a dynamic event that requires children to orchestrate a number of language skills. Offers suggestions for improving discussions. (FL)

An undergraduate course, and new textbook, on ``Physical Models of Living Systems''

NASA Astrophysics Data System (ADS)

Nelson, Philip

2015-03-01

I'll describe an intermediate-level course on ``Physical Models of Living Systems.'' The only prerequisite is first-year university physics and calculus. The course is a response to rapidly growing interest among undergraduates in several science and engineering departments. Students acquire several research skills that are often not addressed in traditional courses, including: basic modeling skills, probabilistic modeling skills, data analysis methods, computer programming using a general-purpose platform like MATLAB or Python, dynamical systems, particularly feedback control. These basic skills, which are relevant to nearly any field of science or engineering, are presented in the context of case studies from living systems, including: virus dynamics; bacterial genetics and evolution of drug resistance; statistical inference; superresolution microscopy; synthetic biology; naturally evolved cellular circuits. Publication of a new textbook by WH Freeman and Co. is scheduled for December 2014. Supported in part by EF-0928048 and DMR-0832802.

Aviation accidents and the theory of the situation

NASA Technical Reports Server (NTRS)

Bolman, L.

1980-01-01

Social-psychological factors effecting the performance of flight crews are examined. In particular, a crew member's perceptual-psychological constructs of the flight situation (theories of the situation) are discussed. The skills and willingness of a flight crew to be alert to possible errors in the theory become critical to their effectiveness and their ability to ensure a safe flight. Several major factors that determine the likelihood that a faulty theory will be detected and revised are identified.

A streamlined software environment for situated skills

NASA Technical Reports Server (NTRS)

Yu, Sophia T.; Slack, Marc G.; Miller, David P.

1994-01-01

This paper documents a powerful set of software tools used for developing situated skills. These situated skills form the reactive level of a three-tiered intelligent agent architecture. The architecture is designed to allow these skills to be manipulated by a task level engine which is monitoring the current situation and selecting skills necessary for the current task. The idea is to coordinate the dynamic activations and deactivations of these situated skills in order to configure the reactive layer for the task at hand. The heart of the skills environment is a data flow mechanism which pipelines the currently active skills for execution. A front end graphical interface serves as a debugging facility during skill development and testing. We are able to integrate skills developed in different languages into the skills environment. The power of the skills environment lies in the amount of time it saves for the programmer to develop code for the reactive layer of a robot.

Automated video-based assessment of surgical skills for training and evaluation in medical schools.

PubMed

Zia, Aneeq; Sharma, Yachna; Bettadapura, Vinay; Sarin, Eric L; Ploetz, Thomas; Clements, Mark A; Essa, Irfan

2016-09-01

Routine evaluation of basic surgical skills in medical schools requires considerable time and effort from supervising faculty. For each surgical trainee, a supervisor has to observe the trainees in person. Alternatively, supervisors may use training videos, which reduces some of the logistical overhead. All these approaches however are still incredibly time consuming and involve human bias. In this paper, we present an automated system for surgical skills assessment by analyzing video data of surgical activities. We compare different techniques for video-based surgical skill evaluation. We use techniques that capture the motion information at a coarser granularity using symbols or words, extract motion dynamics using textural patterns in a frame kernel matrix, and analyze fine-grained motion information using frequency analysis. We were successfully able to classify surgeons into different skill levels with high accuracy. Our results indicate that fine-grained analysis of motion dynamics via frequency analysis is most effective in capturing the skill relevant information in surgical videos. Our evaluations show that frequency features perform better than motion texture features, which in-turn perform better than symbol-/word-based features. Put succinctly, skill classification accuracy is positively correlated with motion granularity as demonstrated by our results on two challenging video datasets.

Quantum theory of laser-stimulated desorption

NASA Technical Reports Server (NTRS)

Slutsky, M. S.; George, T. F.

1978-01-01

A quantum theory of laser-stimulated desorption (LSDE) is presented and critically analyzed. It is shown how LSDE depends on laser-pulse characteristics and surface-lattice dynamics. Predictions of the theory for a Debye model of the lattice dynamics are compared to recent experimental results.

The theory of reasoned action as parallel constraint satisfaction: towards a dynamic computational model of health behavior.

PubMed

Orr, Mark G; Thrush, Roxanne; Plaut, David C

2013-01-01

The reasoned action approach, although ubiquitous in health behavior theory (e.g., Theory of Reasoned Action/Planned Behavior), does not adequately address two key dynamical aspects of health behavior: learning and the effect of immediate social context (i.e., social influence). To remedy this, we put forth a computational implementation of the Theory of Reasoned Action (TRA) using artificial-neural networks. Our model re-conceptualized behavioral intention as arising from a dynamic constraint satisfaction mechanism among a set of beliefs. In two simulations, we show that constraint satisfaction can simultaneously incorporate the effects of past experience (via learning) with the effects of immediate social context to yield behavioral intention, i.e., intention is dynamically constructed from both an individual's pre-existing belief structure and the beliefs of others in the individual's social context. In a third simulation, we illustrate the predictive ability of the model with respect to empirically derived behavioral intention. As the first known computational model of health behavior, it represents a significant advance in theory towards understanding the dynamics of health behavior. Furthermore, our approach may inform the development of population-level agent-based models of health behavior that aim to incorporate psychological theory into models of population dynamics.

The Theory of Reasoned Action as Parallel Constraint Satisfaction: Towards a Dynamic Computational Model of Health Behavior

PubMed Central

Orr, Mark G.; Thrush, Roxanne; Plaut, David C.

2013-01-01

The reasoned action approach, although ubiquitous in health behavior theory (e.g., Theory of Reasoned Action/Planned Behavior), does not adequately address two key dynamical aspects of health behavior: learning and the effect of immediate social context (i.e., social influence). To remedy this, we put forth a computational implementation of the Theory of Reasoned Action (TRA) using artificial-neural networks. Our model re-conceptualized behavioral intention as arising from a dynamic constraint satisfaction mechanism among a set of beliefs. In two simulations, we show that constraint satisfaction can simultaneously incorporate the effects of past experience (via learning) with the effects of immediate social context to yield behavioral intention, i.e., intention is dynamically constructed from both an individual’s pre-existing belief structure and the beliefs of others in the individual’s social context. In a third simulation, we illustrate the predictive ability of the model with respect to empirically derived behavioral intention. As the first known computational model of health behavior, it represents a significant advance in theory towards understanding the dynamics of health behavior. Furthermore, our approach may inform the development of population-level agent-based models of health behavior that aim to incorporate psychological theory into models of population dynamics. PMID:23671603

Early human communication helps in understanding language evolution.

PubMed

Lenti Boero, Daniela

2014-12-01

Building a theory on extant species, as Ackermann et al. do, is a useful contribution to the field of language evolution. Here, I add another living model that might be of interest: human language ontogeny in the first year of life. A better knowledge of this phase might help in understanding two more topics among the "several building blocks of a comprehensive theory of the evolution of spoken language" indicated in their conclusion by Ackermann et al., that is, the foundation of the co-evolution of linguistic motor skills with the auditory skills underlying speech perception, and the possible phylogenetic interactions of protospeech production with referential capabilities.

Improving suturing workshops using modern educational theory.

PubMed

Thomas, Ian

2012-06-01

The teaching of practical skills such as venepuncture and suturing are important for medical students and junior doctors alike. Despite its importance, little time is devoted to its teaching on the undergraduate curriculum. Instead, the responsibility of skills teaching often falls to senior health care professionals. At Aberdeen Royal Infirmary, clinicians have laid on 'after-work' skills workshops. One of the regularly run workshops is on basic suturing. Initially these sessions were run in a relatively ad-libbed and unprepared way. It was clear that these sessions were not as successful as they could be--with students failing to attain proficiency at the desired rate. It was decided to adapt the suturing workshop by adhering to current theories in modern educational practice. Using the work of Gagné and others, small changes were made to the delivery of the workshop to see if this improved student outcome. Adapting the workshops using modern educational theory had two distinct benefits: the students enjoyed the sessions far more and attained proficiency in suturing more quickly. The article demonstrates how making small changes, which are not labour intensive, can dramatically improve the impact of a teaching session. © Blackwell Publishing Ltd 2012.

Living without supersymmetry—the conformal alternative and a dynamical Higgs boson

NASA Astrophysics Data System (ADS)

Mannheim, Philip D.

2017-11-01

We show that the key results of supersymmetry can be achieved via conformal symmetry instead. We propose that the Higgs boson be a dynamical fermion-antifermion bound state rather than an elementary scalar field, so that there is then no quadratically divergent self-energy problem for it and thus no need to invoke supersymmetry to resolve the problem. To obtain such a dynamical Higgs boson we study a conformal invariant gauge theory of interacting fermions and gauge bosons. The conformal invariance of the theory is realized via scaling with anomalous dimensions in the ultraviolet, and by a dynamical symmetry breaking via fermion bilinear condensates in the infrared, a breaking in which the dynamical dimension of the composite operator \\bar{\\psi }\\psi is reduced from three to two. With this reduction in dimension we can augment the gauge theory with a four-fermion interaction made renormalizable by this reduction, and can reinterpret the theory as a renormalizable version of the Nambu-Jona-Lasinio (NJL) model, with the gauge theory sector with its now massive fermion being a mean-field theory and the four-fermion interaction being the residual interaction. It is this residual interaction and not the mean field that then generates dynamical Goldstone and Higgs states, states that, as noted by Baker and Johnson, the gauge theory sector itself does not possess. The Higgs boson is found to be a narrow resonance just above threshold, with its width potentially being a diagnostic that could distinguish a dynamical Higgs boson from an elementary one. We couple the theory to a gravity theory, conformal gravity, that is equally conformal invariant, with the interplay between conformal gravity and the four-fermion interaction taking care of the vacuum energy problem. With conformal gravity being a unitary and renormalizable quantum theory of gravity there is no need for string theory with its supersymmetric underpinnings. With the vacuum energy problem being resolved and with conformal gravity fits to phenomena such as galactic rotation curves and the accelerating universe not needing dark matter, there is no need to introduce supersymmetry for either the vacuum energy problem or to provide a potential dark matter candidate. We propose that it is conformal symmetry rather than supersymmetry that is fundamental, with the theory of nature being a locally conformal, locally gauge invariant, non-Abelian NJL theory.

Leadership styles and theories.

PubMed

Giltinane, Charlotte Louise

It is useful for healthcare professionals to be able to identify the leadership styles and theories relevant to their nursing practice. Being adept in recognising these styles enables nurses to develop their skills to become better leaders, as well as improving relationships with colleagues and other leaders, who have previously been challenging to work with. This article explores different leadership styles and theories, and explains how they relate to nursing practice.

Liquid Sloshing Dynamics

NASA Astrophysics Data System (ADS)

Ibrahim, Raouf A.

2005-06-01

The problem of liquid sloshing in moving or stationary containers remains of great concern to aerospace, civil, and nuclear engineers; physicists; designers of road tankers and ship tankers; and mathematicians. Beginning with the fundamentals of liquid sloshing theory, this book takes the reader systematically from basic theory to advanced analytical and experimental results in a self-contained and coherent format. The book is divided into four sections. Part I deals with the theory of linear liquid sloshing dynamics; Part II addresses the nonlinear theory of liquid sloshing dynamics, Faraday waves, and sloshing impacts; Part III presents the problem of linear and nonlinear interaction of liquid sloshing dynamics with elastic containers and supported structures; and Part IV considers the fluid dynamics in spinning containers and microgravity sloshing. This book will be invaluable to researchers and graduate students in mechanical and aeronautical engineering, designers of liquid containers, and applied mathematicians.

Canonical transformation path to gauge theories of gravity

NASA Astrophysics Data System (ADS)

Struckmeier, J.; Muench, J.; Vasak, D.; Kirsch, J.; Hanauske, M.; Stoecker, H.

2017-06-01

In this paper, the generic part of the gauge theory of gravity is derived, based merely on the action principle and on the general principle of relativity. We apply the canonical transformation framework to formulate geometrodynamics as a gauge theory. The starting point of our paper is constituted by the general De Donder-Weyl Hamiltonian of a system of scalar and vector fields, which is supposed to be form-invariant under (global) Lorentz transformations. Following the reasoning of gauge theories, the corresponding locally form-invariant system is worked out by means of canonical transformations. The canonical transformation approach ensures by construction that the form of the action functional is maintained. We thus encounter amended Hamiltonian systems which are form-invariant under arbitrary spacetime transformations. This amended system complies with the general principle of relativity and describes both, the dynamics of the given physical system's fields and their coupling to those quantities which describe the dynamics of the spacetime geometry. In this way, it is unambiguously determined how spin-0 and spin-1 fields couple to the dynamics of spacetime. A term that describes the dynamics of the "free" gauge fields must finally be added to the amended Hamiltonian, as common to all gauge theories, to allow for a dynamic spacetime geometry. The choice of this "dynamics" Hamiltonian is outside of the scope of gauge theory as presented in this paper. It accounts for the remaining indefiniteness of any gauge theory of gravity and must be chosen "by hand" on the basis of physical reasoning. The final Hamiltonian of the gauge theory of gravity is shown to be at least quadratic in the conjugate momenta of the gauge fields—this is beyond the Einstein-Hilbert theory of general relativity.

Using Cognitive Agents to Train Negotiation Skills

PubMed Central

Stevens, Christopher A.; Daamen, Jeroen; Gaudrain, Emma; Renkema, Tom; Top, Jakob Dirk; Cnossen, Fokie; Taatgen, Niels A.

2018-01-01

Training negotiation is difficult because it is a complex, dynamic activity that involves multiple parties. It is often not clear how to create situations in which students can practice negotiation or how to measure students' progress. Some have begun to address these issues by creating artificial software agents with which students can train. These agents have the advantage that they can be “reset,” and played against multiple times. This allows students to learn from their mistakes and try different strategies. However, these agents are often based on normative theories of how negotiators should conduct themselves, not necessarily how people actually behave in negotiations. Here, we take a step toward addressing this gap by developing an agent grounded in a cognitive architecture, ACT-R. This agent contains a model of theory-of-mind, the ability of humans to reason about the mental states of others. It uses this model to try to infer the strategy of the opponent and respond accordingly. In a series of experiments, we show that this agent replicates some aspects of human performance, is plausible to human negotiators, and can lead to learning gains in a small-scale negotiation task. PMID:29535654

Using Cognitive Agents to Train Negotiation Skills.

PubMed

Stevens, Christopher A; Daamen, Jeroen; Gaudrain, Emma; Renkema, Tom; Top, Jakob Dirk; Cnossen, Fokie; Taatgen, Niels A

2018-01-01

Training negotiation is difficult because it is a complex, dynamic activity that involves multiple parties. It is often not clear how to create situations in which students can practice negotiation or how to measure students' progress. Some have begun to address these issues by creating artificial software agents with which students can train. These agents have the advantage that they can be "reset," and played against multiple times. This allows students to learn from their mistakes and try different strategies. However, these agents are often based on normative theories of how negotiators should conduct themselves, not necessarily how people actually behave in negotiations. Here, we take a step toward addressing this gap by developing an agent grounded in a cognitive architecture, ACT-R. This agent contains a model of theory-of-mind, the ability of humans to reason about the mental states of others. It uses this model to try to infer the strategy of the opponent and respond accordingly. In a series of experiments, we show that this agent replicates some aspects of human performance, is plausible to human negotiators, and can lead to learning gains in a small-scale negotiation task.

A New Twist on Studying the Development of Dynamic Spatial Transformations: Mental Paper Folding in Young Children

ERIC Educational Resources Information Center

Harris, Justin; Newcombe, Nora S.; Hirsh-Pasek, Kathy

2013-01-01

The relation of spatial skills to academic success in areas such as math and science has sparked discussion in early education around how spatial thinking skills might be included in early schooling. Planning and evaluating new curricula or interventions requires understanding these skills and having the means to assess them. Prior developmental…

Adult Basic Skills Instructor Training and Experiential Learning Theory.

ERIC Educational Resources Information Center

Marlowe, Mike; And Others

1991-01-01

Competency-based training workshops based on Kolb's experiential learning theory were held for North Carolina adult basic education teachers; 251 attended 1-day sessions and 91 a week-long summer institute. Topics included interpersonal communication, reading, numeracy, language arts, math, assessment, and program evaluation. (SK)

AP Music Theory Applied

ERIC Educational Resources Information Center

Spieker, Matthew H.

2016-01-01

Some American high schools include Advanced Placement (AP) Music Theory within their course offerings. Students who pass the AP exam can receive college credit either as a music or humanities credit. An AP class, however, offers music students more than future college credit; it ultimately improves musicianship skills and promotes deeper…

Changing Resistant Audience Attitudes Using Social Judgment Theory's "Anchor" Point Perspectives

ERIC Educational Resources Information Center

Ramos Salazar, Leslie

2017-01-01

Courses: Public Speaking, Business and Professional Communication, Persuasion, or any other skill-based oral communication course. Objectives: Students will practice the development and demonstration of persuasive arguments in this single-class social judgment theory activity to improve their ability to change resistant audience attitudes.

Learning in context: identifying gaps in research on the transfer of medical communication skills to the clinical workplace.

PubMed

van den Eertwegh, Valerie; van Dulmen, Sandra; van Dalen, Jan; Scherpbier, Albert J J A; van der Vleuten, Cees P M

2013-02-01

In order to reduce the inconsistencies of findings and the apparent low transfer of communication skills from training to medical practice, this narrative review identifies some main gaps in research on medical communication skills training and presents insights from theories on learning and transfer to broaden the view for future research. Relevant literature was identified using Pubmed, GoogleScholar, Cochrane database, and Web of Science; and analyzed using an iterative procedure. Research findings on the effectiveness of medical communication training still show inconsistencies and variability. Contemporary theories on learning based on a constructivist paradigm offer the following insights: acquisition of knowledge and skills should be viewed as an ongoing process of exchange between the learner and his environment, so called lifelong learning. This process can neither be atomized nor separated from the context in which it occurs. Four contemporary approaches are presented as examples. The following shift in focus for future research is proposed: beyond isolated single factor effectiveness studies toward constructivist, non-reductionistic studies integrating the context. Future research should investigate how constructivist approaches can be used in the medical context to increase effective learning and transition of communication skills. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Combination of synoptical-analogous and dynamical methods to increase skill score of monthly air temperature forecasts over Northern Eurasia

NASA Astrophysics Data System (ADS)

Khan, Valentina; Tscepelev, Valery; Vilfand, Roman; Kulikova, Irina; Kruglova, Ekaterina; Tischenko, Vladimir

2016-04-01

Long-range forecasts at monthly-seasonal time scale are in great demand of socio-economic sectors for exploiting climate-related risks and opportunities. At the same time, the quality of long-range forecasts is not fully responding to user application necessities. Different approaches, including combination of different prognostic models, are used in forecast centers to increase the prediction skill for specific regions and globally. In the present study, two forecasting methods are considered which are exploited in operational practice of Hydrometeorological Center of Russia. One of them is synoptical-analogous method of forecasting of surface air temperature at monthly scale. Another one is dynamical system based on the global semi-Lagrangian model SL-AV, developed in collaboration of Institute of Numerical Mathematics and Hydrometeorological Centre of Russia. The seasonal version of this model has been used to issue global and regional forecasts at monthly-seasonal time scales. This study presents results of the evaluation of surface air temperature forecasts generated with using above mentioned synoptical-statistical and dynamical models, and their combination to potentially increase skill score over Northern Eurasia. The test sample of operational forecasts is encompassing period from 2010 through 2015. The seasonal and interannual variability of skill scores of these methods has been discussed. It was noticed that the quality of all forecasts is highly dependent on the inertia of macro-circulation processes. The skill scores of forecasts are decreasing during significant alterations of synoptical fields for both dynamical and empirical schemes. Procedure of combination of forecasts from different methods, in some cases, has demonstrated its effectiveness. For this study the support has been provided by Grant of Russian Science Foundation (№14-37-00053).

Dynamical Systems Theory: Application to Pedagogy

NASA Astrophysics Data System (ADS)

Abraham, Jane L.

Theories of learning affect how cognition is viewed, and this subsequently leads to the style of pedagogical practice that is used in education. Traditionally, educators have relied on a variety of theories on which to base pedagogy. Behavioral learning theories influenced the teaching/learning process for over 50 years. In the 1960s, the information processing approach brought the mind back into the learning process. The current emphasis on constructivism integrates the views of Piaget, Vygotsky, and cognitive psychology. Additionally, recent scientific advances have allowed researchers to shift attention to biological processes in cognition. The problem is that these theories do not provide an integrated approach to understanding principles responsible for differences among students in cognitive development and learning ability. Dynamical systems theory offers a unifying theoretical framework to explain the wider context in which learning takes place and the processes involved in individual learning. This paper describes how principles of Dynamic Systems Theory can be applied to cognitive processes of students, the classroom community, motivation to learn, and the teaching/learning dynamic giving educational psychologists a framework for research and pedagogy.

Using a web-based system for the continuous distance education in cytopathology.

PubMed

Stergiou, Nikolaos; Georgoulakis, Giannis; Margari, Niki; Aninos, Dionisios; Stamataki, Melina; Stergiou, Efi; Pouliakis, Abraam; Karakitsos, Petros

2009-12-01

The evolution of information technologies and telecommunications has made the World Wide Web a low cost and easily accessible tool for the dissemination of information and knowledge. Continuous Medical Education (CME) sites dedicated in cytopathology field are rather poor, they do not succeed in following the constant changes and lack the ability of providing cytopathologists with a dynamic learning environment, adaptable to the development of cytopathology. Learning methods including skills such as decision making, reasoning and problem solving are critical in the development of such a learning environment. The objectives of this study are (1) to demonstrate on the basis of a web-based training system the successful application of traditional learning theories and methods and (2) to effectively evaluate users' perception towards the educational program, using a combination of observers, theories and methods. Trainees are given the opportunity to browse through the educational material, collaborate in synchronous and asynchronous mode, practice their skills through problems and tasks and test their knowledge using the self-evaluation tool. On the other hand, the trainers are responsible for editing learning material, attending students' progress and organizing the problem-based and task-based scenarios. The implementation of the web-based training system is based on the three-tier architecture and uses an Apache Tomcat web server and a MySQL database server. By December 2008, CytoTrainer's learning environment contains two courses in cytopathology: Gynaecological Cytology and Thyroid Cytology offering about 2000 digital images and 20 case sessions. Our evaluation method is a combination of both qualitative and quantitative approaches to explore how the various parts of the system and students' attitudes work together. Trainees approved of the course's content, methodology and learning activities. The triangulation of evaluation methods revealed that the training program is suitable for the continuous distance education in cytopathology and that it has improved the trainees' skills in diagnostic cytopathology. The web-based training system can be successfully involved in the continuous distance education in cytopathology. It provides the opportunity to access learning material from any place at any time and supports the acquisition of diagnostic knowledge.

Twenty years and going strong: A dynamic systems revolution in motor and cognitive development

PubMed Central

Spencer, John P.; Perone, Sammy; Buss, Aaron T.

2011-01-01

This article reviews the major contributions of dynamic systems theory in advancing thinking about development, the empirical insights the theory has generated, and the key challenges for the theory on the horizon. The first section discusses the emergence of dynamic systems theory in developmental science, the core concepts of the theory, and the resonance it has with other approaches that adopt a systems metatheory. The second section reviews the work of Esther Thelen and colleagues, who revolutionized how researchers think about the field of motor development. It also reviews recent extensions of this work to the domain of cognitive development. Here, the focus is on dynamic field theory, a formal, neurally grounded approach that has yielded novel insights into the embodied nature of cognition. The final section proposes that the key challenge on the horizon is to formally specify how interactions among multiple levels of analysis interact across multiple time scales to create developmental change. PMID:22125575

Nonlinear dynamical systems for theory and research in ergonomics.

PubMed

Guastello, Stephen J

2017-02-01

Nonlinear dynamical systems (NDS) theory offers new constructs, methods and explanations for phenomena that have in turn produced new paradigms of thinking within several disciplines of the behavioural sciences. This article explores the recent developments of NDS as a paradigm in ergonomics. The exposition includes its basic axioms, the primary constructs from elementary dynamics and so-called complexity theory, an overview of its methods, and growing areas of application within ergonomics. The applications considered here include: psychophysics, iconic displays, control theory, cognitive workload and fatigue, occupational accidents, resilience of systems, team coordination and synchronisation in systems. Although these applications make use of different subsets of NDS constructs, several of them share the general principles of the complex adaptive system. Practitioner Summary: Nonlinear dynamical systems theory reframes problems in ergonomics that involve complex systems as they change over time. The leading applications to date include psychophysics, control theory, cognitive workload and fatigue, biomechanics, occupational accidents, resilience of systems, team coordination and synchronisation of system components.

Statistical quasi-particle theory for open quantum systems

NASA Astrophysics Data System (ADS)

Zhang, Hou-Dao; Xu, Rui-Xue; Zheng, Xiao; Yan, YiJing

2018-04-01

This paper presents a comprehensive account on the recently developed dissipaton-equation-of-motion (DEOM) theory. This is a statistical quasi-particle theory for quantum dissipative dynamics. It accurately describes the influence of bulk environments, with a few number of quasi-particles, the dissipatons. The novel dissipaton algebra is then followed, which readily bridges the Schrödinger equation to the DEOM theory. As a fundamental theory of quantum mechanics in open systems, DEOM characterizes both the stationary and dynamic properties of system-and-bath interferences. It treats not only the quantum dissipative systems of primary interest, but also the hybrid environment dynamics that could be experimentally measurable. Examples are the linear or nonlinear Fano interferences and the Herzberg-Teller vibronic couplings in optical spectroscopies. This review covers the DEOM construction, the underlying dissipaton algebra and theorems, the physical meanings of dynamical variables, the possible identifications of dissipatons, and some recent advancements in efficient DEOM evaluations on various problems. The relations of the present theory to other nonperturbative methods are also critically presented.

Dynamic phase transitions and dynamic phase diagrams of the Blume-Emery-Griffiths model in an oscillating field: the effective-field theory based on the Glauber-type stochastic dynamics

NASA Astrophysics Data System (ADS)

Ertaş, Mehmet; Keskin, Mustafa

2015-06-01

Using the effective-field theory based on the Glauber-type stochastic dynamics (DEFT), we investigate dynamic phase transitions and dynamic phase diagrams of the Blume-Emery-Griffiths model under an oscillating magnetic field. We presented the dynamic phase diagrams in (T/J, h0/J), (D/J, T/J) and (K/J, T/J) planes, where T, h0, D, K and z are the temperature, magnetic field amplitude, crystal-field interaction, biquadratic interaction and the coordination number. The dynamic phase diagrams exhibit several ordered phases, coexistence phase regions and special critical points, as well as re-entrant behavior depending on interaction parameters. We also compare and discuss the results with the results of the same system within the mean-field theory based on the Glauber-type stochastic dynamics and find that some of the dynamic first-order phase lines and special dynamic critical points disappeared in the DEFT calculation.

Reconceptualizing Learning as a Dynamical System.

ERIC Educational Resources Information Center

Ennis, Catherine D.

1992-01-01

Dynamical systems theory can increase our understanding of the constantly evolving learning process. Current research using experimental and interpretive paradigms focuses on describing the attractors and constraints stabilizing the educational process. Dynamical systems theory focuses attention on critical junctures in the learning process as…

A descriptive study of how dentists view their profession and the doctor-patient relationship.

PubMed

Kulich, K R; Rydén, O; Bengtsson, H

1998-08-01

In this article we report on how 64 dentists working in a big city in southern Sweden view their profession. The dentists ranged in age from 30 to 70 years (as it was indicated in intervals of 10 years). Their professional experience ranged from 2 to 44 years (mean, 23 years). We collected their views on the ideal skills of a good dentist by means of a questionnaire. From this material we identified three categories: 1) interpersonal skills; 2) clinical skills; and 3) others, such as self-confidence, stress tolerance, and managerial and administrative skills. Next, they rated the relative importance of a number of listed attributes in dentistry in this order: contact with patients, communication skills, empathy, manual skills, and theory. Finally, they described a number of aspects of their profession. We conclude that the importance of interpersonal skills, as well as stress tolerance and administrative skills, is emphasized by experienced practitioners but that these skills are not focused on in the dental curriculum.

Organizational impact of evidence-informed decision making training initiatives: a case study comparison of two approaches.

PubMed

Champagne, François; Lemieux-Charles, Louise; Duranceau, Marie-France; MacKean, Gail; Reay, Trish

2014-05-02

The impact of efforts by healthcare organizations to enhance the use of evidence to improve organizational processes through training programs has seldom been assessed. We therefore endeavored to assess whether and how the training of mid- and senior-level healthcare managers could lead to organizational change. We conducted a theory-driven evaluation of the organizational impact of healthcare leaders' participation in two training programs using a logic model based on Nonaka's theory of knowledge conversion. We analyzed six case studies nested within the two programs using three embedded units of analysis (individual, group and organization). Interviews were conducted during intensive one-week data collection site visits. A total of 84 people were interviewed. We found that the impact of training could primarily be felt in trainees' immediate work environments. The conversion of attitudes was found to be easier to achieve than the conversion of skills. Our results show that, although socialization and externalization were common in all cases, a lack of combination impeded the conversion of skills. We also identified several individual, organizational and program design factors that facilitated and/or impeded the dissemination of the attitudes and skills gained by trainees to other organizational members. Our theory-driven evaluation showed that factors before, during and after training can influence the extent of skills and knowledge transfer. Our evaluation went further than previous research by revealing the influence--both positive and negative--of specific organizational factors on extending the impact of training programs.

Shape dynamics and Mach's principles: Gravity from conformal geometrodynamics

NASA Astrophysics Data System (ADS)

Gryb, Sean

2012-04-01

In this PhD thesis, we develop a new approach to classical gravity starting from Mach's principles and the idea that the local shape of spatial configurations is fundamental. This new theory, "shape dynamics", is equivalent to general relativity but differs in an important respect: shape dynamics is a theory of dynamic conformal 3-geometry, not a theory of spacetime. Equivalence is achieved by trading foliation invariance for local conformal invariance (up to a global scale). After the trading, what is left is a gauge theory invariant under 3d diffeomorphisms and conformal transformations that preserve the volume of space. The local canonical constraints are linear and the constraint algebra closes with structure constants. Shape dynamics, thus, provides a novel new starting point for quantum gravity. The procedure for the trading of symmetries was inspired by a technique called "best matching". We explain best matching and its relation to Mach's principles. The key features of best matching are illustrated through finite dimensional toy models. A general picture is then established where relational theories are treated as gauge theories on configuration space. Shape dynamics is then constructed by applying best matching to conformal geometry. We then study shape dynamics in more detail by computing its Hamiltonian and Hamilton-Jacobi functional perturbatively. This thesis is intended as a pedagogical but complete introduction to shape dynamics and the Machian ideas that led to its discovery. The reader is encouraged to start with the introduction, which gives a conceptual outline and links to the relevant sections in the text for a more rigorous exposition. When full rigor is lacking, references to the literature are given. It is hoped that this thesis may provide a starting point for anyone interested in learning about shape dynamics.

Effective model hierarchies for dynamic and static classical density functional theories

NASA Astrophysics Data System (ADS)

Majaniemi, S.; Provatas, N.; Nonomura, M.

2010-09-01

The origin and methodology of deriving effective model hierarchies are presented with applications to solidification of crystalline solids. In particular, it is discussed how the form of the equations of motion and the effective parameters on larger scales can be obtained from the more microscopic models. It will be shown that tying together the dynamic structure of the projection operator formalism with static classical density functional theories can lead to incomplete (mass) transport properties even though the linearized hydrodynamics on large scales is correctly reproduced. To facilitate a more natural way of binding together the dynamics of the macrovariables and classical density functional theory, a dynamic generalization of density functional theory based on the nonequilibrium generating functional is suggested.

Sensory and semantic activations evoked by action attributes of manipulable objects: Evidence from ERPs

PubMed Central

Lee, Chia-lin; Huang, Hsu-Wen; Federmeier, Kara D.; Buxbaum, Laurel J.

2018-01-01

“Two route” theories of object-related action processing posit different temporal activation profiles of grasp-to-move actions (rapidly evoked based on object structure) versus skilled use actions (more slowly activated based on semantic knowledge). We capitalized on the exquisite temporal resolution and multidimensionality of Event-Related Potentials (ERPs) to directly test this hypothesis. Participants viewed manipulable objects (e.g., calculator) preceded by objects sharing either “grasp”, “use”, or no action attributes (e.g., bar of soap, keyboard, earring, respectively), as well as by action-unrelated but taxonomically-related objects (e.g., abacus); participants judged whether the two objects were related. The results showed more positive responses to “grasp-to-move” primed objects than “skilled use” primed objects or unprimed objects starting in the P1 (0–150 ms) time window and continuing onto the subsequent N1 and P2 components (150–300 ms), suggesting that only “grasp-to-move”, but not “skilled use”, actions may facilitate visual attention to object attributes. Furthermore, reliably reduced N400s (300–500 ms), an index of semantic processing, were observed to taxonomically primed and “skilled use” primed objects relative to unprimed objects, suggesting that “skilled use” action attributes are a component of distributed, multimodal semantic representations of objects. Together, our findings provide evidence supporting two-route theories by demonstrating that “grasp-to-move” and “skilled use” actions impact different aspects of object processing and highlight the relationship of “skilled use” information to other aspects of semantic memory. PMID:29183777

Black hole dynamics in Einstein-Maxwell-dilaton theory

NASA Astrophysics Data System (ADS)

Hirschmann, Eric W.; Lehner, Luis; Liebling, Steven L.; Palenzuela, Carlos

2018-03-01

We consider the properties and dynamics of black holes within a family of alternative theories of gravity, namely Einstein-Maxwell-dilaton theory. We analyze the dynamical evolution of individual black holes as well as the merger of binary black hole systems. We do this for a wide range of parameter values for the family of Einstein-Maxwell-dilaton theories, investigating, in the process, the stability of these black holes. We examine radiative degrees of freedom, explore the impact of the scalar field on the dynamics of merger, and compare with other scalar-tensor theories. We argue that the dilaton can largely be discounted in understanding merging binary systems and that the end states essentially interpolate between charged and uncharged, rotating black holes. For the relatively small charge values considered here, we conclude that these black hole systems will be difficult to distinguish from their analogs within General Relativity.

Bridging Theory and Practice: Developing Lower-Level Skills in L2 Reading

ERIC Educational Resources Information Center

Kato, Shigeo

2012-01-01

Studies on L2 reading have provided extensive evidence for the significant contribution of lower-level processing skills in learning to read and the critical impact on the overall development of L2 reading of more accurate and fluent connections between three sub-lexical components: phonology, orthography and semantics. The broad consensus among…

Labour Market Intermediaries: A Corrective to the Human Capital Paradigm (Mis)matching Skills and Jobs?

ERIC Educational Resources Information Center

Dobbins, Tony; Plows, Alexandra

2017-01-01

The orthodox supply-side human capital theory (HCT) paradigm is inadequate for understanding and adjusting to labour market volatility in UK regional economies like Wales. This article explores the role of regional labour market intermediaries (LMIs) in matching supply (skills) and demand (job opportunities) in regional labour markets. Some LMIs…

The Client Company Marginally Utilises the Knowledge of Highly Skilled Temporary Staff

ERIC Educational Resources Information Center

Augustsson, Gunnar

2016-01-01

This study is based on the presumption that there is often an underuse of temporary staff in client companies (CC) with highly skilled professionals. The study combines theories of the flexible organisation and a sociocultural perspective on learning within the framework of an inter-organisational context. The data are based partly on 17…

Effects of the Decline in Social Capital on College Graduates' Soft Skills

ERIC Educational Resources Information Center

Andreas, Sarah

2018-01-01

Both businesses and recent college graduates in the United States attribute the lack of soft skills in recent college graduates to the colleges' inability to prepare students for the workforce. This article explores the literature on social capital, human capital and social learning theory, offering an alternative hypothesis for why recent…

Teaching to Diversity: Teaching and Learning in the Multi-Ethnic Classroom.

ERIC Educational Resources Information Center

Meyers, Mary

This book introduces the latest theories about second language acquisition along with tested approaches and practices for use in elementary schools. It is designed for all educators (not only English as a Second Language teachers) who wish to adapt their repertoire of skills to help all students with literacy skills. The 10 chapters are: (1)…

Starting Early with Study Skills: A Week-By-Week Guide for Elementary Students.

ERIC Educational Resources Information Center

Irvin, Judith L.; Rose, Elaine O.

On the premise that even young students can learn to study effectively, this book provides a framework and activities for the systematic teaching of study skills during the elementary grades. The book is consistent with current research and theory about learning and remembering; concepts such as schema and metacognition pervade the suggested…