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Plaufcan, Melissa R. "An Examination of Social Cognitive Precursors of Lesbians’ Vocational Interests." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1310435272.
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Hasan, Nadia T. "Understanding Women's Leadership Interests and Goals Using Social Cognitive Career Theory." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1302706677.
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Major, Jason Timothy. "Cognitive abilities, personality and interests : their interrelations and impact on occupation." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9877.
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Cognitive ability, personality and interests are three distinct topics of investigation for psychology. In the past two decades, however, there have been growing appeals for research and theories that address the overlap among these domains (Ackerman & Heggestad, 1997; Armstrong, Day, McVay, & Rounds, 2008). One example of such a theory is PPIK theory (intelligence-as-process, personality, interests, and intelligence-as-knowledge) by Ackerman (1996). Integrative theories have the potential of not only increasing our theoretical understanding of the development of these individual differences, but of and improving vocational guidance through better prediction of future occupation (Armstrong, Su, & Rounds, 2011; Johnson & Bouchard, 2009). The research of this thesis was centered on examining the links among cognitive ability, personality and interests. The data came from Project TALENT (PT), a nationally-representative sample of approximately 400,000 American high school students from 1960 (Flanagan et al., 1962). A secondary topic was whether an integrated view could improve the prediction of attained occupation. This was tested with occupational data from follow-up PT surveys, conducted 11 years after high school. The first study addressed the structure of the PT intelligence tests. Three popular models of intelligence were compared through factor analysis: the Extended Fluid-Crystallized (Gf-Gc), Cattell-Horn-Carroll (CHC) and Verbal- Perceptual-Image Rotation (VPR) models. The VPR model provided the best fit to the data. The second study was an investigation of linear and nonlinear intelligence-personality associations in Project TALENT. The ten PT personality scales were related to the Big Five personality factors through content examination, consistent with previous research (Reeve, Meyer, & Bonaccio, 2006). Through literature review of studies on intelligence and the Big Five, 17 hypotheses were made about linear associations and quadratic associations of personality traits with general intelligence (g). The majority of the hypotheses were supported in all four grade samples: 53% in male samples, and 58% in female samples. The most notable finding, contrary to previous research, was that quadratic associations explained substantive variance above and beyond linear effects for Sociability, Maturity, Vigor and Leadership in males, and Sociability, Maturity and Tidiness in females. The third study examined associations between cognitive ability and interests, and their capacity to predict occupational type. Specifically, Ackerman’s PPIK theory suggests that there are two “trait complexes” that are combinations of cognitive abilities and interests (termed science/math and intellectual/cultural). Trait complexes were derived from PT data separately by latent class analysis and factor analysis. It was hypothesized that they should have validity equal to or greater than individual intelligence and interests scores in predicting attained occupation. Instead, trait complexes derived through latent class analysis predicted substantially less variance in occupation than individual scales. The factor-analytic trait complexes performed more like the scales, but one trait complex (which involved g centrally) was inconsistent with PPIK theory. Overall, the trait complexes of PPIK theory were not supported. The results of the three studies are discussed in the context of existing integrative theories, and suggestions for future research are provided.
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Quong, Terrence Edward. "School leadership and cognitive interests: the development of a leadership framework based on Habermas' theory of knowledge-constitutive interests." University of Southern Queensland, Faculty of Education, 2003. http://eprints.usq.edu.au/archive/00001488/.
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This dissertation reports on an exploration of school leadership from the perspective of how school leaders bring multiple cognitive interests to bear in their leadership practice. By analysing the discourse of practising school leaders this study has enabled insight to be gained into school leaders’ reflections-on-actions in given leadership situations. On the basis of the analysis of discourse it is concluded in this study that school based leadership, and school leadership preparation, can be enhanced when illuminated through a cognitive perspective grounded in Habermas’ theory of knowledge-constitutive interests (1971). Recommendations are given in this dissertation for the development of an approach to school leadership preparation built on a cognitive interests framework. Based in qualitative research techniques the main evidentiary material was elicited by the use of semi-structured interviews, and the collection of narratives, and was analysed with a variation of Membership Categorisation Analysis (Sacks, 1972).
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Tai, Wing-yin, and 戴詠賢. "The impact of teaching styles on students' learning styles and career interests." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B49858786.
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This research aimed to investigate whether or not intellectual styles are value-laden and if they are malleable. This aim was achieved through understanding the types of intellectual styles that teachers and students prefer each other to use in the teaching-learning process. It was further achieved by examining whether or not teaching styles affect students’ learning styles and their career interests.
This research employed a mixture of experimental and longitudinal designs as well as a combination of quantitative and qualitative procedures. It was composed of one pilot study and three main studies. The pilot study was intended to evaluate the two inventories (the Preferred Thinking Styles in Learning Inventory, PTSLI, and the Preferred Thinking Styles in Teaching Inventory, PTSTI) used in the first study. The purpose of Study One was to identify teachers’ preferences for students’ learning styles and students’ preferences for teachers’ teaching styles. A total of 226 teachers and 268 students participated in Study One. A series of data analyses revealed that the PTSLI and the PTSTI were applicable to Chinese secondary school teachers and students. The pilot study and Study One consistently revealed that teachers and students preferred each other to use Type I styles in learning and teaching, respectively. These findings also indicated that styles are value-laden.
Study Two was an experimental study to examine the impact of teaching styles on students’ learning styles and on their career interests. A total of seven teachers and 464 students participated in the control group, whereas the experimental group was composed of six teachers and 219 students. Classroom instruction was implemented in each participating teacher’s school for one semester (6 months). A pre-test and post-test were conducted before and after the classroom instruction. Students’ learning styles were measured by the Thinking Styles Inventory-Revised II in both tests. At the time of post-test, students also completed the Self-Directed Search that assessed their career interests. In a series of repeated-measures MANOVA, t-test, one-way ANOVA, and paired t-tests conducted in Study Two, changes in students’ learning styles in both the control and the experimental groups were identified. Students in the experimental group demonstrated a trend towards Type I learning styles, whereas students in the control group increased their use of Type II learning styles after the instruction period. Furthermore, teachers’ teaching styles had a direct impact on students’ development of particular types of career interests. Students in the experimental group developed a wider range of career interests than students in the control group.
Study Three was a qualitative study conducted among 16 students to explore how and why their learning styles underwent changes. Findings from Studies Two and Three supported the contention that styles are malleable. Results demonstrated that students in the control group showed more features of using Type II learning styles, whereas students in the experimental group gradually increased their use of Type I learning styles after the instruction period. Contributions and implications of the findings are discussed.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Mandy, W. P. L. "Repetitive interests, behaviours and activities in autism : their relationship to social-communication impairments, and to cognitive inflexibility." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/1446019/.
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Autism is currently conceptualised as a unitary syndrome, in which social- communication impairments are found alongside repetitive interests, behaviours and activities (RIBAs). This relies upon the validity of the assumption that social- communication impairments and RIBAs co-occur at an above chance level as a result of sharing underlying causes. In the current review it is argued that the evidence for this assumption is scarce: the very great majority of RIBA research has not been intended for or suited to its examination. In fact only three studies are fit to address directly the question of the relationship between social-communication impairment and RIBA, and these contradict each other. In consequence, further relevant evidence was sought in the behavioural and molecular genetic literature. This approach suggested that the correlation between social-communication impairments and RIBAs has been exaggerated in the current consensus about the autism syndrome, and that these aspects of autism may well share largely independent underlying causes. Some clinical and research implications are discussed.
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Ericksen, Julia A. "Women pursuing nontraditional careers: A social cognitive career theory perspective." Cleveland State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=csu1392656839.
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Hein, Barbara Pauline. "An investigation of the vocational interests of high-performing science-oriented adolescents with respect to cognitive style, attitudes, and beliefs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0027/MQ31435.pdf.
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Favero, Douglas. "Deformação sistemática da linguagem como possibilidade da emancipação da espécie humana." Universidade Federal da Paraíba, 2015. http://tede.biblioteca.ufpb.br:8080/handle/tede/8356.
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The main objective of this work is to show which is the guiding human interest of Knowledge. Habermas in his work Knowledge and Human Interest aims to analyze the prehistory of Modern Positivism in order to recover the possibility of a renewed Theory of Knowledge through the self-reflection of the Sciences discredited by positivism. The main thesis is that all knowledge has connection with an human interest that guides that knowledge at the theoretical level according to the natural sciences or at the practical level according to the cultural sciences. Habermas analyzes the connection between knowledge and human interest in order to support the claiming that the critique of knowledge is only possible as a theory of human society. The Freudian psychoanalysis is triggered by Habermas in order to justify from a theoretical point of view the connection between knowledge and human interest showing that the legitimation of individual neuroses has its connection with the social practices. What is behind the practices in the final analysis is the power that is exercised by the wrong communication, the right interpretation of wrong communication highlights the fundamental human interests of human species, namely: the interest for emancipation.
O objetivo primordial desta dissertação é mostrar qual é o interesse orientador do conhecimento. Habermas, em sua obra Conhecimento e Interesse, pôde analisar a pré-história do positivismo moderno com o objetivo de recuperar a possibilidade de uma renovada teoria do conhecimento através da autorreflexão das ciências, recusar a reflexão isto é o positivismo. A tese principal é a de que todo conhecimento tem conexão com um interesse que o orienta, seja no âmbito teórico, de acordo com as ciências da natureza, seja no âmbito prático, de acordo com as ciências culturais. Habermas pôde analisar a conexão entre conhecimento e interesse com o propósito de apoiar a afirmação de que a crítica do conhecimento só é possível como teoria da sociedade. A psicanálise freudiana é acionada, por Habermas, com o propósito de fundamentar teoricamente a conexão entre conhecimento e interesse, evidenciando que as legitimações das neuroses individuais tem sua conexão com as legitimações societárias. O que está atrás das legitimações, em última analise, é o poder que se exerce pela comunicação deformada. A adequada interpretação desta comunicação deformada evidencia o interesse fundamental da espécie humana, a saber: o interesse pela emancipação.
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Devenport, Jane M. "Use of the Power Card Strategy as an Intervention with an Elementary School Student with Asperger Syndrome: Increasing On-Task Behavior in the General Education Setting." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000496.
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Teng, Wei. "Parental reading beliefs, home literacy practices, and children's development: Examination of a parental reading beliefs model in China." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/72.
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Prior studies based on data in the United States demonstrate that parental reading beliefs are significantly influenced by demographic characteristics, and their beliefs are significant predictors of home literacy practices and children's literacy development. Based on these findings, a model of parental reading beliefs was developed and tested. This study examined whether components within this model based on prior research findings in the United States would generalize to a sample of families in China. The study employed quantitative research methods, and parental reading beliefs, home literacy practices, children's reading interests, children's literacy development and literacy development served as variables. Instruments used to measure these five variables had been used in prior studies, and were adopted, modified, and translated into Chinese. The social-economic status (SES) of the family, gender and employment status of parents were controlled throughout the study. The sample for this study consisted of 795 parents of three- to four-year-old children attending Level A preschools in Shanghai. Participants were recruited through teachers in preschools, and data were collected via an online surveytool (SurveyMonkey ® ). Multiple regression analysis was used as the main statistical method to examine the associations between parental reading beliefs, home literacy practices, children's reading interest, and children's literacy and cognitive development, while incorporating control variables. Research findings demonstrated that demographic characteristics like socioeconomic status( SES), parents' gender and employment influenced parental reading beliefs significantly (p < .001); home literacy environments, children's reading interests, children's development both in literacy and cognition were closely related with parental reading beliefs (p < .001); although both parents' beliefs influence home literacy practices, mothers' beliefs played a more significant role in creating home literacy environments; the association of parental reading beliefs with children's reading interests and between parental reading beliefs and literacy development were mediated by home literacy practices; and the associations of parental reading beliefs with children's literacy and between cognition were mediated by children's reading interest. The present study demonstrated that the many parts of the model of parental reading beliefs may be generalized to a Chinese sample.
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Muñoz, Del Campo Norma. "L'état et la culture au Chili, 1989-2008 : les enjeux et défis d'un processus de construction d'une catégorie d'intervention publique." Thesis, Paris 3, 2011. http://www.theses.fr/2011PA030051/document.
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Cette recherche porte sur le processus de constitution de la culture au Chili comme catégorie d’intervention publique entre 1989 et 2008.Ce processus s’amorce dans un contexte historique et socio-politique particulier caractérisé par la fin de la dictature annoncée par le plébiscite de 1988 et confirmée lors des élections démocratiques de 1989. La culture acquiert alors un rôle fondamental dans le développement social et politique du Chili. Son institutionnalisation cherchait en effet à ordonner un domaine d’intervention fragmenté et institutionnellement fragile et qui n’avait jusqu’alors jamais été doté d’une institution supérieure.Cette étude propose ainsi d’envisager le processus d’émergence de la culture comme un problème public pour ensuite analyser son institutionnalisation qui déboucha sur la création,en 2003, du Conseil National de la Culture et des Arts. La compréhension de ce processus et l’étude de la mise en œuvre du CNCA conduisent à mieux identifier les enjeux qui caractérisent et déterminent l’action publique culturelle dans le Chili d’après dictature. Cette recherche s’inscrit ainsi dans les débats posés par l’analyse des politiques publiques et en reprendra les principaux outils théoriques afin de mieux aborder le processus de constitution d’une catégorie d’intervention publique à travers trois axes centraux, les idées, les acteurs et les institutions, qui permettront d’articuler les approches cognitives de politiques publiques aux approches néo-institutionnalistes et d’instrumentation de l’action publique.L’analyse se développe alors autour de deux plans, l’un centré sur l’articulation entre les concepts et les valeurs et le repositionnement et le rôle des acteurs au sein d’un cadre institutionnel particulier. L’autre plan considère plus spécifiquement les enjeux de la mise en œuvre de l’institution culturelle et les tensions propres à ce processus relatives à la construction d’un idéal culturel national, à la récupération et à la recomposition d’espaces de pouvoir et à un cadre institutionnel flou et profondément marqué par les enclaves autoritaires héritées du passéThis research deals with making culture a Public Intervention Category in Chile, from1989 to 2008.The process began in a particular historical and socio-political context characterized bythe democratic transition heralded by the 1988 plebiscite and consolidated by the 1989elections. At this time culture began to gain a fundamental role in the social and politicaldevelopment in Chile. Previously denied a formal organizational structure, the newinstitution’s cultural interventions were fragmented and fragile.This dissertation analyzes the National Council on Culture and Arts (NCCA) created in2003 and its work in the context of culture emerging as a public matter. In doing this we areable to identify the different issues in cultural policymaking that arose since the end ofauthoritarian rule. This investigation is a contribution to the debates on the analysis of publicpolicy, utilizing its main theoretical tools to dissect the process of establishing a category ofpublic intervention through three central themes: ideas, actors and institutions. Hence, thiswould connect the cognitive approaches of public policy marked by neo-institutionalism andinstrumentalist policymaking focuses.The analysis approaches the issue on two levels. The first one centers on the articulationbetween concepts and values with the realignment of policy actors within a specificinstitutional framework. Secondly, we will focus on the issues that arose in theinstitutionalization of culture, and the tensions involved in this process. We will especiallystress the deadlocks generated by the construction of a national cultural ideal under aninstitutional order characterized by “authoritarian enclaves” inherited from the former rule
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Price, Shelley. "Cognitive assessment of deviant sexual interest using the emotional stroop and fMRI." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1541/.
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This thesis examines differences in information-processing of sexual material using the emotional Stroop task to determine whether it is a reliable tool to be used in the assessment of deviant sexual interest for sexual abusers. Chapter one reviews the Stroop task and provides guidance to researchers for developing Stroop studies. Chapter two provides an overview of the methodologies and reports on the development of new word stimuli to measure sexual interest specific to sexual abusers. In Chapter three, adult sexual abusers demonstrated Stroop bias towards general sexual word content and words reflecting sexual interest more specific to sexual abusers. Chapter four found that the emotional Stroop task used in this thesis was not a suitable tool for use with adolescent samples. Chapter five compared the adult and adolescent datasets and found that offender groups exhibit a general slowing effect overall and that differences in Stroop bias were evident between different age cohorts. Chapters six/seven identified areas of the brains of sexual abusers that are disinhibited when processing emotional/sexual word content during the completion of the task. The thesis concludes with a discussion of the overall findings, limitations of the research, implications of the findings, and suggestions for future research.
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Schiefele, Ulrich. "The influence of topic interest, prior knowledge, and cognitive capabilities on text comprehension." Universität Potsdam, 1990. http://opus.kobv.de/ubp/volltexte/2009/3347/.
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The present study investigated the influence of topic interest on the comprehension of texts. The primary goals of the study were as follows: (1) to formulate a new definition of the concept "topic interest", (2) to control for cognitive capabilities (intelligence, short-term memory) and prior knowledge, and(3) to assess different levels of comprehension. A total of 53 male students, majoring in computer science, took part in the study. Subjects were presented with a text on "Psychology of Emotion". Prior to reading the text, they were asked to indicate their level of interest in the topic. After reading the text, subjects were given a test of comprehension involving open-ended questions. The questions were designed to represent different levels of comprehension. The results show that the effect of topic interest on text comprehension is especially pronounced when a deeper level of understanding is required. Surprisingly, prior knowledge had no effect on the level of comprehension. Verbal intelligence, on the other hand, showed a clear effect on comprehension, especially in answering questions of simple knowledge. The effects of interest and verbal intelligence could be shown to be independent of one another.
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Avelar, Cindy, and Gabriela Maria Cantu-Reyna. "WORK WITH ELDERS EXPERIENCING COGNITIVE IMPAIRMENT: EXPLORING THE INTEREST OF SOCIAL WORK STUDENTS." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/686.
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The aging population in the United States will increase drastically in the next decades. Consequently, the field of aging will need more social workers. Beyond the usual cognitive decline of this stage in life, older adults may face conditions that include cognitive impairment, such as Alzheimer’s disease and Parkinson’s disease. This research studied the extent to which personal experience and previous work exposure influences social work students’ interest in working with the elderly with cognitive impairment. This study used a cross-sectional survey design and collected the participants’ answers using a survey which was sent out through classroom visits and online via email; participants’ answers (n=133) were analyzed using a quantitative method. Results suggested that previous work exposure to an elderly with cognitive impairment has influence on the students’ current interest, while previous experience through interaction with family and friends was not an influence. Findings from this study may help promote the creation of internships or other ways of supporting social work students interested in developing a career in aging, as an increase in the number of future social workers in this field will help fulfill the needs of older adults.
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Zec, Adrianna J. "Applying Social Cognitive Theory to Interest in Geropsychology Among Clinical Psychology Doctoral Students." Xavier University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1396719375.
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Greenwood, Linda Lee. "STIMULATING INTEREST IN POLITICAL INFORMATION AND FACILITATING DEEP COMPREHENSION OF A POLITICAL TEXT FOR YOUNG VOTERS: DOES EMBODIMENT MATTER?" Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/599386.
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Media & CommunicationPh.D.
Research over the past several decades suggests there are persistent political knowledge gaps among electoral cohorts in the United States. Of particular concern to many scholars is a generational gap in political knowledge that appears to be widening. The current generation of young voters has lower levels of political knowledge than any of its cohorts of past generations despite having higher levels of formal education. Although formal education is a significant predictor of political knowledge, the strength of this relationship has declined in recent years. Since the 1950s, overall levels of formal education in the United States have significantly increased, yet there has not been a proportionate increase in overall levels of political knowledge. Some scholars attribute this decline in the relationship between formal education and political knowledge to a preceding decline in the quality of civic education in our primary and secondary schools. Quality civic education is important because it provides young people with civic knowledge—knowledge of how their system of government functions and how they can become effective participants within that system. Civic knowledge is important because it also provides a context for a deep understanding of information disseminated in the media about current political issues. Although voters can learn about political issues by encountering information in various types of media, there is a strong correlation between consumption of text-based news media and levels of political knowledge. Newspaper readership has declined, however, especially for traditional print newspapers, which is at its lowest level since 1945. Digital readership is difficult to assess, but there is some evidence that digital newspaper readership is not nearly enough to account for the decline in readership for traditional print newspapers. Civic background knowledge and interest in reading about political issues can enhance deep-level comprehension of text-based political information. Finding ways to make civic background information interesting for young voters could stimulate their interest in reading about political issues and result in increasing their levels of political knowledge. If the Millennial generation continues to be less knowledgeable than their predecessors, it could erode this cohorts’ ability to effectively represent its interests and could eventually result in a polity in which the “vox populi” is reduced to a mere whisper. This study examined text comprehension and interest within the context of an embodied cognition perspective in which the abstract symbols of language are viewed as fundamentally grounded in our bodily responses to our environment. Emerging media, such as interactive computer simulations and virtual environments, provide a way to ground unfamiliar and complex political text-based information in embodied, experiential contexts that could increase comprehension of abstract concepts. These media often evoke the perception of “being there,” in a virtual space. The sense of “being there,” or virtual spatial presence, creates a degree of spatial uncertainty that can result in an increase in arousal that stimulates interest in the information encountered in the virtual space. A within-subjects experiment was conducted to determine whether providing civic background information in a more embodied media format (i.e., an interactive desktop computer simulation) versus a less embodied format (i.e., an onscreen document) for newspaper articles about Obamacare increased interest in and comprehension of the articles. The data were analyzed with paired t-tests and repeated-measures ANOVA. Other statistical tests were also performed to determine relationships among the variables of text comprehension, virtual spatial presence, situational interest, self-reported core affect, and physiological arousal. The findings indicate that surface-level text comprehension of a newspaper article about Obamacare was significantly higher when civic background information for the article was presented in the more embodied format; however, format did not have a significant effect on deep-level comprehension. The findings also indicate that levels of virtual spatial presence and self-reported core affect were significantly higher when participants read information in the more embodied format. Although the results did not reveal a significant effect of format on situational interest in the information, there was a significant order effect of format on situational interest. This was likely the result of a novelty effect and not specifically a result of the level of embodiment the format provided. Within the more embodied format, significant positive correlations emerged between virtual spatial presence and situational interest and between virtual spatial presence and self-reported core affect (i.e., subjective feelings of arousal and enjoyment); however, a negative correlation emerged between virtual spatial presence and skin conductance level. Significant positive correlations also emerged across format conditions between situational interest and self-reported core affect and between situational interest in civic background information for a newspaper article and situational interest in the article itself. The main predictors of overall text comprehension of the newspaper articles about Obamacare were posttest civic knowledge and situational interest.
Temple University--Theses
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See, Ya Hui Michelle. "Affective and cognitive meta-bases of attitudes unique effects on information interest and persuasion /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180120486.
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Brandenburg, Cristi L. B. A. "Cognitive Ability and Vocational Interest Predictors of Case Closure for Individuals with Psychiatric Disabilities." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1346171198.
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See, Ya Hui Michelle. "Effective and cognitive meta-bases of attitudes: unique effects on information interest and persuasion." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1180120486.
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Mazer, Joseph P. "Student Interest in Teaching and Learning: Conceptualizing and Testing a Process Model of Teacher Communication, Student Emotional and Cognitive Interest, and Engagement." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1265901490.
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Buchanan, Taneisha S. "An Investigation of the Prestige Interest Dimension Using Social Cognitive Career Theory for African American Women." University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1274986974.
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Burrell, Shondricka. "TOWARDS A GEOSCIENCE PEDAGOGY: A SOCIO-COGNITIVE MODEL." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/569610.
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Teaching & LearningPh.D.
ABSTRACT Students attending schools in poor and historically marginalized communities lack access to curricula that combines both relevant science content and investigative practices—components the National Research Council (2012) has identified as necessary for effective learning. This lack of curricular access is also problematic in that it: (1) undermines student interest and value of the discipline; (2) fails to educate students about science issues relevant to their lived experience; and (3) hinders student preparation to convert science content into actionable knowledge (Basu & Barton, 2007; Buxton, 2010; Brkich, 2014). I have designed a pedagogical model for geoscience learning as an attempt to address this educational opportunity gap. Geoscience as a content area is particularly important because students attending schools in poor and historically marginalized communities are more likely to be exposed to poor indoor and outdoor air quality (Pastor, Morello-Frosch & Sadd, 2006), have access to poor quality drinking water (Balazs, Morello-Frosch, Hubbard, & Ray, 2011; Balazs & Ray, 2014), and attend schools located near or on brown fields (areas of high exposure to environmental hazards) (Pastor, Sadd & Morello-Frosch, 2004). Given an overall concern for environmental justice (Pais, Crowder & Downey, 2014) and more specific concerns about recent cases of water quality in Flint, Michigan (BBC, 2016) and the greater Philadelphia area (Milman & Glenza, 2016; Rumpler & Schlegel, 2017), the topic of water quality has curricular relevance and potential to engage students in learning geoscience. Based on the pedagogical model, I designed both a water-quality themed transformative learning experience (intervention), and a comparison experience focused on exploration of geoscience careers. Each experience consisted of activities totaling 220 minutes of instruction that can be completed within 5-6 traditional class periods. I applied a mixed methods approach to examine the student generated data from both experiences. First, I used quantitative analyses to test the efficacy of the model with respect to pre to post and delayed post instructional shifts in interest; self-efficacy; and perceived value, perceived relevance, and application of Earth science content. Secondly, I examined between group comparisons on each measure. Results of repeated measures ANOVA indicated statistically significant and meaningful shifts in knowledge for those students in the intervention group, F(1, 159) = 7.34 p = .007 η2 = .044 (small effect size). Though the analysis did not detect statistically significant gains in interest, results revealed statistically significant and meaningful shifts in perceived value, perceived relevance, and application of Earth science content over time by grade for both the intervention and comparison groups, F(2, 155) =7.13 p = .001 η2 = 0.84 (large effect size; Tabachnick & Fidell, 2013). I confirmed these results using structural equation modeling (SEM) and path analysis. I also applied SEM and path analysis to the student generated data in order to test the theoretical soundness of the model. Interest, Transformative Experience (or TE, is operationalized as perceived value, perceived relevance, and application of Earth science content), and pre-instruction knowledge were all identified as significant pathways contributing to post-instruction knowledge. Output statistics confirmed that the model is both viable and trustworthy and indicated that it explained 34.4% of the variance. Lastly, iterative qualitative content analysis of student written responses during the intervention revealed elements of TE with respect to perceived value, perceived relevance and application of Earth science content confirming that the intervention was transformative. This work integrated knowledge from two disciplines—geoscience and education—to present an instructional model designed to support student interest, self-efficacy, TE, and knowledge. Results have implications for science teaching and learning, specifically that contextualizing science is an effective pedagogy. Additionally, embedding both science content and scientific practices in current socio-scientific issues, including issues of environmental injustice, supports knowledge gains, positive shifts in student perception of Earth science content as relevant, valuable, and useful for problem solving; and positive shifts in student application of science content to their lives outside of the classroom context.
Temple University--Theses
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Farris, Coreen. "Perceptual and decisional processing of diagnostic and non-diagnostic cues of women's sexual interest influence of alcohol intoxication and sexual coercion history /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3319899.
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Thesis (Ph.D.)--Indiana University, Dept. of Phychological and Brain Sciences, 2008.Title from PDF t.p. (viewed on May 13, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: B, page: 5021. Advisers: Richard J. Viken; Teresa A. Treat.
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Barouni, Foued. "Using spatiotemporal patterns to qualitatively represent and manage dynamic situations of interest : a cognitive and integrative approach." Doctoral thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/27291.
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Les situations spatio-temporelles dynamiques sont des situations qui évoluent dans l’espace et dans le temps. L’être humain peut identifier des configurations de situations dans son environnement et les utilise pour prendre des décisions. Ces configurations de situations peuvent aussi être appelées « situations d’intérêt » ou encore « patrons spatio-temporels ». En informatique, les situations sont obtenues par des systèmes d’acquisition de données souvent présents dans diverses industries grâce aux récents développements technologiques et qui génèrent des bases de données de plus en plus volumineuses. On relève un problème important dans la littérature lié au fait que les formalismes de représentation utilisés sont souvent incapables de représenter des phénomènes spatiotemporels dynamiques et complexes qui reflètent la réalité. De plus, ils ne prennent pas en considération l’appréhension cognitive (modèle mental) que l’humain peut avoir de son environnement. Ces facteurs rendent difficile la mise en œuvre de tels modèles par des agents logiciels. Dans cette thèse, nous proposons un nouveau modèle de représentation des situations d’intérêt s’appuyant sur la notion des patrons spatiotemporels. Notre approche utilise les graphes conceptuels pour offrir un aspect qualitatif au modèle de représentation. Le modèle se base sur les notions d’événement et d’état pour représenter des phénomènes spatiotemporels dynamiques. Il intègre la notion de contexte pour permettre aux agents logiciels de raisonner avec les instances de patrons détectés. Nous proposons aussi un outil de génération automatisée des relations qualitatives de proximité spatiale en utilisant un classificateur flou. Finalement, nous proposons une plateforme de gestion des patrons spatiotemporels pour faciliter l’intégration de notre modèle dans des applications industrielles réelles. Ainsi, les contributions principales de notre travail sont : Un formalisme de représentation qualitative des situations spatiotemporelles dynamiques en utilisant des graphes conceptuels. ; Une approche cognitive pour la définition des patrons spatio-temporels basée sur l’intégration de l’information contextuelle. ; Un outil de génération automatique des relations spatiales qualitatives de proximité basé sur les classificateurs neuronaux flous. ; Une plateforme de gestion et de détection des patrons spatiotemporels basée sur l’extension d’un moteur de traitement des événements complexes (Complex Event Processing).Dynamic spatiotemporal situations are situations that evolve in space and time. They are part of humans’ daily life. One can be interested in a configuration of situations occurred in the environment and can use it to make decisions. In the literature, such configurations are referred to as “situations of interests” or “spatiotemporal patterns”. In Computer Science, dynamic situations are generated by large scale data acquisition systems which are deployed everywhere thanks to recent technological advances. Spatiotemporal pattern representation is a research subject which gained a lot of attraction from two main research areas. In spatiotemporal analysis, various works extended query languages to represent patterns and to query them from voluminous databases. In Artificial Intelligence, predicate-based models represent spatiotemporal patterns and detect their instances using rule-based mechanisms. Both approaches suffer several shortcomings. For example, they do not allow for representing dynamic and complex spatiotemporal phenomena due to their limited expressiveness. Furthermore, they do not take into account the human’s mental model of the environment in their representation formalisms. This limits the potential of building agent-based solutions to reason about these patterns. In this thesis, we propose a novel approach to represent situations of interest using the concept of spatiotemporal patterns. We use Conceptual Graphs to offer a qualitative representation model of these patterns. Our model is based on the concepts of spatiotemporal events and states to represent dynamic spatiotemporal phenomena. It also incorporates contextual information in order to facilitate building the knowledge base of software agents. Besides, we propose an intelligent proximity tool based on a neuro-fuzzy classifier to support qualitative spatial relations in the pattern model. Finally, we propose a framework to manage spatiotemporal patterns in order to facilitate the integration of our pattern representation model to existing applications in the industry. The main contributions of this thesis are as follows: A qualitative approach to model dynamic spatiotemporal situations of interest using Conceptual Graphs. ; A cognitive approach to represent spatiotemporal patterns by integrating contextual information. ; An automated tool to generate qualitative spatial proximity relations based on a neuro-fuzzy classifier. ; A platform for detection and management of spatiotemporal patterns using an extension of a Complex Event Processing engine.
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ROGELET, PASCAL. "Troubles cognitifs et maladie de parkinson idiopathique : interet de l'evaluation neuropsychologique dans son diagnostic precoce, resultats preliminaires." Lille 2, 1992. http://www.theses.fr/1992LIL2M286.
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Eyzaguirre, Alberca Eduardo Bismark, and Roman Claudia Carolina Placencia. "Modelo de implementación de tecnología cognitiva sobre intereses de consumo para el sector bancario en Cloud Computing." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2018. http://hdl.handle.net/10757/623030.
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Brindar un análisis del perfil de los clientes que otorgue facilidad al sector bancario al aplicar estrategias comerciales en un mercado dominado por continuos cambios del consumidor, haciendo uso de Análisis cognitivo por medio de los servicios brindados por una plataforma de servicios(PaaS).Analysis that facilitates the application of commercial strategies in a market dominated by continuous changes in consumers by using Cognitive Analysis through the services given by a Platform as a Service (PaaS).
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Böhm, Matthias [Verfasser], Jutta [Akademischer Betreuer] Mägdefrau, and Christof [Akademischer Betreuer] Wecker. "The influence of situational interest on the appropriate use of cognitive learning strategies / Matthias Böhm ; Jutta Mägdefrau, Christof Wecker." Passau : Universität Passau, 2017. http://d-nb.info/1137379669/34.
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Black, Melissa S. "The efficacy of personality and interest measures as a supplement to cognitive measures in the prediction of military training performance." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ40348.pdf.
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Ayala, Rocabado Denny Lorena. "Relación entre la “Escala Evolutiva de Evaluación de Inteligencias Múltiples (MIDAS)” y el Inventario “Control de Intereses Profesionales (CIP)”, en adolescentes de liceos de la Región Metropolitana." Tesis, Universidad de Chile, 2005. http://www.repositorio.uchile.cl/handle/2250/113323.
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PsicólogaTanto la Psicología educacional como el área de la orientación vocacional tienen entre sus objetivos el colaborar en la mejora de la calidad de la educación. En este sentido, el presente estudio pretende, a partir de sus resultados, ser un aporte para las áreas mencionadas. Para dicho efecto, se realizará un estudio de tipo descriptivo y correlacional, analizando la posible relación entre los puntajes obtenidos en la Escala Evolutiva de Evaluación de Inteligencias Múltiples y el Inventario Control de Intereses Profesionales, por alumnos de los segundos Medios diurnos de 12 Establecimientos Educacionales de la región Metropolitana, el año 2001. Los datos para esta investigación se obtuvieron de la base de datos del “Proyecto FONDEF Chile 2001 Aplicación del Paradigma de las Inteligencias Múltiples en el mejoramiento de la calidad de la Educación Media Chilena y la Orientación Vocacional” Realizado por Castillo, Pizarro, Redondo, Saavedra, Alarcón y Julia el 2001.
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Hendricks, Jillian. "The Effect of Gender and Implicit Theories of Math Ability on Math Interest and Achievement." TopSCHOLAR®, 2012. http://digitalcommons.wku.edu/theses/1147.
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The current study examined whether males and females differed in math achievement and held different beliefs regarding the malleability of math ability at the elementary level. The study also explored the relationships between students’ implicit theories of math ability, math interest, and math achievement. Potential grade level differences in math trait beliefs were also investigated. Study participants consisted of a total of 1802 students from six elementary schools that participate in the Gifted Education in Math and Science (GEMS) Project. Project GEMS is a federal grant project seeking to encourage science and math interest and achievement in children from lowincome and diverse populations. Data were analyzed by means of Pearson correlations and one-way analysis of variance. Male and female math achievement was equivalent. No gender or grade level differences were observed in implicit theories of math ability. As predicted, students who believed their math abilities were malleable earned higher math achievement scores. Several limitations of this study are discussed and recommendations for further investigation are presented. Findings from this study suggest it is important to consider the impact of domain specific beliefs on math achievement, which may have implications for early identification and supports for those students who may be vulnerable to poor achievement outcomes.
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Elinder, Mikael. "Essays on Economic Voting, Cognitive Dissonance, and Trust." Doctoral thesis, Uppsala : Department of Economics, Uppsala University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9364.
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Drobisz, Jack. "The Effects of Arousal Presented by a Pedagogical Agent on English Language Learners' Situational Interest, Cognitive Load and Reading Comprehension in Online Reading Tasks." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6695.
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This research examined how four different animated pedagogical agent implementations, which focus on perceptual and inquiry arousal conditions of attention as defined in Keller’s ARCS model of motivational design (Keller, 2009), impact English language learners' situational interest, cognitive load, and reading comprehension in online readings tasks. Animated pedagogical agents (APA) are computer characters embodied with speech, gestures, or movement (Sweller, Ayres, & Kalyuga, 2011), which according to cognitive-affective theory of learning with media (CATLM; Moreno, 2005; Moreno & Mayer, 2007), can provide a mechanism for triggering situational interest in reading materials through different arousal conditions. In this study, perceptual arousal and inquiry arousal were implemented in two different levels within four APA conditions: high perceptual arousal and high inquiry arousal condition, high perceptual and low inquiry condition, low perceptual and high inquiry condition, and low perceptual and low inquiry condition. Study outcome variables included situational interest, cognitive load, and reading comprehension. Situational interest is a psychological construct defined as a specific person-to-topic relationship, which is triggered by the instructional environment during the first stage of a 4-phase model of interest development (Hidi & Renninger, 2006; Krapp, 2002). In this study, situational interest was operationally defined as a self-reported degree of attention and an affective reaction to environmental stimuli; situational interest was measured using a 6-item, 5-point Likert-scale instrument adopted from Rotgans and Schmidt’s (2011b) experiment. Cognitive load is defined in cognitive load theory as a mental effort in working memory, part of which may contribute to formation of mental schemas in long-vi term memory structures (Sweller et al., 1998, p. 259). In this study, three types of cognitive load were examined, including extraneous cognitive load, intrinsic cognitive load, and germane cognitive load. The three types of cognitive load were operationally defined as self-reported complexity, clarity and effectiveness of the presentation, and increase in knowledge and understanding of a topic. The three types of cognitive load were measured using a 10-item, 11-point Likert-scale questionnaire, which was validated in prior studies (Leppink et al., 2013). The last outcome variable, reading comprehension, was measured using multiple-choice recall and understanding questions included with each original text passage. This study did not find any evidence of perceptual or inquiry arousal effects on situational interest, however, disordinal interaction between perceptual and inquiry arousal levels on germane cognitive load was found. Also, a main effect of inquiry arousal levels on reading comprehension was discovered.
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出口, 拓彦, Takuhiko DEGUCHI, 素之 中谷, Motoyuki NAKAYA, 孝司 遠山, and Takashi TOHYAMA. "社会的責任目標と理科学習への興味・関心と動機づけ,認知的共感性,および学級適応との関連 : 学年差に注目した検討." 名古屋大学大学院教育発達科学研究科, 2002. http://hdl.handle.net/2237/3141.
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St, Quintin Paul. "To be or not to be – factors that influence entrepreneurial intention : a Botswana study." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/26356.
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This study explores whether final year university students possess entrepreneurial intention and which factors determine such a career choice. A quantitative study of 228 fourth year undergraduate students from the University of Botswana was undertaken to investigate the relationship between entrepreneurship and entrepreneurial self-efficacy and whether this is influenced by internal and environmental factors. This study offers empirical proof that entrepreneurial interests lead to entrepreneurial intent when students posses entrepreneurial self-efficacy. Students with a creative cognitive style show strong entrepreneurial intent irrespective of the level of self-concept. It is suggested that environmental factors do not have a significant influence on the decision to pursue self-employment.Dissertation (MBA)--University of Pretoria, 2010.
Gordon Institute of Business Science (GIBS)
unrestricted
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伊藤, 崇達, and Takamichi Ito. "困難課題における動機づけの予測因について." 名古屋大学教育学部, 1996. http://hdl.handle.net/2237/3997.
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Benningfield, Savannah. "The Effects of Gender and Implicit Theories on Science Achievement and Interest in Elementary-Aged Students." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1254.
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The current study set out to determine the relationship between student gradelevel, implicit views of science ability, science achievement and science interest.Differences by grade level were also explored. The study also considered the differences in male and female implicit theories of science ability, science interest, and science achievement. Participants in the current study consisted of a total of 1910 students from six elementary schools from one south-central Kentucky district that participate in Project GEMS (Gifted Education in Math and Science). Data were analyzed by means of analysis of variance and Pearson correlations. Younger students evidenced lower scores on the implicit theories measure. No gender differences were observed in implicit theories of science ability or science interest. Females did evidence lower achievement in science than males. Implicit theories of science ability were significantly and positively correlated with science achievement. Conversely, no such relationship existed between implicit theories of science ability and interest. Limitations of the current study are discussed and possible future directions are offered. Findings from the current study underscore the importance of considering domain-specific views of ability when addressing poor science performance and when considering gender gaps in science achievement.
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Saillenfest, Antoine. "Modélisation cognitive de la pertinence narrative en vue de l'évaluation et de la génération de récits." Thesis, Paris, ENST, 2015. http://www.theses.fr/2015ENST0073/document.
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Une part importante de l’activité de communication humaine est dédiée au récit d’événements (fictifs ou non). Ces récits doivent être cohérents et intéressants pour être pertinents. Dans le domaine de la génération automatique de récits, la question de l’intérêt a souvent été négligée, ou traitée via l’utilisation de méthodes ad hoc, au profit de la cohérence des structures narratives produites. Nous proposons d’aborder le processus de création des récits sous l’angle de la modélisation quantitative de critères de pertinence narrative via l’application d’un modèle cognitif de l’intérêt événementiel. Nous montrerons que cet effort de modélisation peut servir de guide pour concevoir un modèle cognitivement plausible de génération de narrationsHumans devote a considerable amount of time to producing narratives. Whatever a story is used for (whether to entertain or to teach), it must be relevant. Relevant stories must be believable and interesting. The field of computational generation of narratives has explored many ways of generating narratives, especially well-formed and understandable ones. The question of what makes a story interesting has however been largely ignored or barely addressed. Only some specific aspects of narrative interest have been considered. No general theoretical framework that would serve as guidance for the generation of interesting and believable narratives has been provided. The aim of this thesis is to introduce a cognitive model of situational interest and use it to offer formal criteria to decide to what extent a story is relevant. Such criteria could guide the development of a cognitively plausible model of story generation
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Benoît, Michel. "Interet d'une epreuve de stimulation cognitive au cours d'examens par tomoscintigraphie d'emission monophotonique (spect au 99m-tc-hmpao) dans les troubles de la memoire." Nice, 1994. http://www.theses.fr/1994NICE6511.
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DUMORTIER, HELENE. "Caracterisation de la reponse autoimmune b et t dirigee contre le spliceosome. Interet cognitif et therapeutique des peptidomimetiques." Université Louis Pasteur (Strasbourg) (1971-2008), 1999. http://www.theses.fr/1999STR13113.
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L'une des caracteristiques principales des maladies autoimmunes systemiques consiste en la production d'autoanticorps (autoac) diriges contre une grande variete d'antigenes (ag) ubiquitaires telles que les particules ribonucleoproteiques u snrnps et hnrnps, impliquees dans le metabolisme des acides ribonucleiques messagers. Afin de mieux comprendre les mecanismes precis mis en jeu au cours de la reponse autoimmune dirigee contre ces particules, et plus particulierement contre certains de leurs constituants, a savoir les proteines u1c, u1a, smd1 et hnrnp a2, nous avons entrepris l'etude de cette reactivite tant d'un point de vue humoral (reponse des lymphocytes b) que cellulaire (reponse des lymphocytes t auxilliaires ou helper, th). Nous nous sommes tout d'abord interesses a differents aspects de la reponse b anti-rnps chez les malades et chez des modeles murins, et plus precisement : a la specificite fine des autoac, a la structure de l'autoag cible et aux correlations que l'on peut etablir entre cette structure et la specificite des autoac, et enfin, au role des genes du systeme hla dans la production des autoac. Par ailleurs, la participation essentielle de lymphocytes th autoreactifs a la mise en place de la reponse humorale, et de la pathologie autoimmune en general, est aujourd'hui clairement etablie mais leur specificite exacte reste meconnue. Nous nous sommes attaches a identifier les epitopes de la proteine smd1 reconnus par les lymphocytes th autoreactifs naturellement presents chez les souris lupiques mrl lpr/lpr et chez des souris non autoimmunes de meme haplotype. Outre l'interet d'ameliorer nos connaissances dans ce domaine encore inexplore, cette etude a ete envisagee dans un but final de mise au point d'une strategie d'immunomodulation specifique de la reponse t autoimmune par des pseudopeptides. L'evaluation de la faisabilite d'une telle approche dans deux systemes antigeniques modeles a constitue la premiere etape de notre projet.
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Hansen, Kristina S. Withers. "Reliability and a Measure of Sexual Interest: Examining the Temporal Stability of Scores on Affinity 2.5." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2817.
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Affinity 2.5 is a computer-based instrument designed to measure sexual interest using viewing time of images depicting fully-clothed males and females of different ages. Participants are asked to rate the sexual attractiveness of the person in the image according to a 15-point scale while their viewing time of each image is surreptitiously monitored. The validity of viewing time as a measure of sexual interest is based on social cognition theory and is established in the review of literature. The number of images comprising Affinity 2.5 represents a 42.9% increase from the previous version of the assessment, Affinity 2.0. The purpose of this study was to examine the temporal stability of scores on Affinity 2.5 for a sample of exclusively heterosexual, nonpedophilic males and females. Viewing time data from 63 males and 84 females were analyzed using a chi-square procedure. Results of this analysis indicate that 86% of responses from the male participants and 88% of responses from the female participants were consistent from time one to time two. As suspected, these percentages represent an increase in reliability over the temporal stability of the shorter Affinity 2.0.
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Van, Zijl Tania. "Psigologiese veranderlikes wat 'n rol speel by akademiese prestasie van eerstejaarstudente aan die PU vir CHO / Tania van Zijl." Thesis, Potchefstroom University for Christian Higher Education, 1999. http://hdl.handle.net/10394/10335.
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The aim of this investigation was to determine the effect of the psychological
variables on the academic performance of first year students at the University of
Potchefstroom.
The reason that research in this field is important is that it can address the
negative influence that the high failure rate of the first year students have on the
community, the economy, and the severe financial and personal strain.
Academic performance is the product of various inter-related factors. It is
however difficult to get a representative model of all these factors. This is
because academic performance, especially at university level, is an extremely
complex and multi-facetted system. These factors need to be examined in
conjunction with one another.
A clear definition of the criteria used for academic performance evaluation is
essential. A distinction is made between first year students that are successful in
their studies as opposed to those that are not. A successful first year student is
defined as a student who is credited with a pass mark in all the subjects required
for that year of study, for the course taken. An unsuccessful first year student is a
student that fails 50% or more of the subjects required for his I her course in that
year, thus forcing the student to prolong the duration of the total study period by
at least one year.
A literature survey was done, in an attempt to identify and discuss some of the
factors that influence academic performance. Various researchers' opinion on
these factors were highlighted. The variables were grouped under the following
headings: biographic, socio-economic, cognitive, personality, and academic
factors.
The following empirical tests were used: Senior Aptitude Test (SAT), the Ninteen
Field Interest Inventory (19-FII), the Personal, Home, Social and Formal
Relations Questionnaire (PHSF) and the Survey of Study Habits and Attitudes
(SSHA). The study population consisted of academically successful and
unsuccessful first year students that started their studies in 1998 at the University
of Potchefstroom. The population included diversity in terms of faculty, race and
gender. Detailed statistics were used to correlate the variables by means of
graphs for each assessment technique. Statistical variance is shown in tabular
form. Psychological differences between men and women are highlighted, as
well as differences between race groups and faculties. The empirical study
shows that there definitely are psychological factors that play a role in academic
performance. A correlation between intelligence, personality, career interests,
study habits and attitude, and the academic performance of the student is shown.
From the literature, and on grounds of the empirical study done, it can be shown
that psychological variables do influence the academic performance of the
student, and that there is a correlation between the variables and academic
performance.Thesis (M.A.)--Potchefstroom University for Christian Higher Education, 2000
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Santos, Suzanne de Lara dos. "Atitudes de escrita em sala de aula." Florianópolis, SC, 2001. http://repositorio.ufsc.br/xmlui/handle/123456789/82100.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/LingüísticaMade available in DSpace on 2012-10-19T11:31:15Z (GMT). No. of bitstreams: 0Bitstream added on 2014-09-25T22:10:12Z : No. of bitstreams: 1 182763.pdf: 3418310 bytes, checksum: cbee5381e575cfb77106b15c631ef35d (MD5)
A presente pesquisa analisa o desenvolvimento de atitudes de escrita em uma Quinta série do ensino fundamental, da rede pública de ensino. Este estudo verifica, primeiramente, a presença de gêneros textuais em sala de aula e na vida dos alunos, bem como os valores que eles atribuem ao ato de escrever. Em um segundo momento, a pesquisa assume as características de uma pesquisa-ação e propõe um trabalho cooperativo, conjunto, envolvendo a pesquisadora e a professora. Nesse segundo momento, o objetivo é inserir a produção de textos em sala de aula a fim de promover o desenvolvimento da habilidade de escrita dos alunos em um movimento de escrita e reescrita. O estudo visa também a enfocar o contexto de produção e a partir dos textos produzidos, analisar as suas características discursivas. O referencial teórico que fundamenta a análise é o interacionismo sócio-discursivo postulado pela equipe de Genebra: Bronckart (1999); Bronckart (2000); Bronckart & Stroumza (2000); Schneuwly (1994); Dolz & Schneuwly (1996); Dolz & Schneuwly (1997). Este estudo, ao assumir uma concepção (sócio) interacionista de linguagem e de desenvolvimento, dialoga com os postulados de Vygotsky (1996) e de Bakhtin (1995;1997). O trabalho desenvolvido, em sala de aula, em uma quinta série leva a escola a refletir sobre a importância de um trabalho de mediaçào doprofessor em classe e da intervenção nos processos de desenvolvimento dos alunos
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Brunner, Martin. "Mathematische Schülerleistung." Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät II, 2006. http://dx.doi.org/10.18452/15480.
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Im Rahmen von drei Teilstudien wurde mathematische Schülerleistung aus einer differentialpsychologischen Perspektive untersucht. Die hierfür verwendeten Daten stammten von 29.386 deutschen Neuntklässlern, die am Programme for International Student Assessment (PISA) im Jahr 2000 teilnahmen. In Studie 1 wurden ausgehend von Strukturtheorien kognitiver Fähigkeiten verschiedene Strukturmodelle mathematischer Schülerleistung konfirmatorisch geprüft. So wurde mathematische Schülerleistung in Form eines Nested-Faktormodell als additive Funktion einer mathematikspezifischen Fähigkeit (M´) und der allgemeinen kognitiven Fähigkeit (g) spezifiziert. Dieses Modell wies einen besseren Modellfit auf als das in der psychologischen Forschung dominierende Standardmodell. Für Letzteres wurde angenommen, dass Maße mathematischer Schülerleistung nur von einer generellen mathematischen Fähigkeit (M) beeinflusst werden. In Studie 2 wurden Schulformunterschiede mit konfirmatorischen Mehrgruppen-Faktormodellen untersucht. Schulformspezifische Mittelwertunterschiede in M waren im Standardmodell wesentlich stärker ausgeprägt als bei M´ im Nested-Faktormodell. Weiterhin wurde eine schulformspezifische Differenzierungshypothese für M´ untersucht. Entgegen der Erwartung konnte diese nur sehr eingeschränkt von den Daten gestützt werden. In Studie 3 wurde die Validität mathematischer Schülerleistung im Hinblick auf soziodemografische und motivationale Schülermerkmale sowie Schulnoten analysiert. Bei Verwendung des Nested-Faktormodells resultierte ein im Vergleich zum Standardmodell wesentlich differenzierteres Befundmuster. So waren Geschlechterunterschiede (zu Gunsten der Jungen) in M´ im Nested-Faktormodell deutlich stärker ausgeprägt als bei M im Standardmodell. Implikationen und Perspektiven der drei Teilstudien werden für die psychologische Forschung, die Lehr-Lernforschung, die Konzeption von Schülerleistungsstudien sowie für die pädagogische Praxis diskutiert.Three studies investigated mathematics achievement from an individual differences perspective, using data from 29,386 German ninth graders who participated in the 2000 cycle of the OECD’s Programme for International Student Assessment (PISA). In study 1, different structural models of mathematics achievement were derived from structural theories of cognitive abilities, and tested empirically using confirmatory methods. In a nested-factor model, mathematics achievement was specified to be an additive function of specific mathematical ability (M´) and general cognitive ability (g). This model provided a better fit than the standard model that predominates in psychological research, which assumes that measures of mathematical achievement are only influenced by general mathematical ability (M). In study 2, differences between types of schools were analyzed using confirmatory multigroup factor analytic models. Mean differences in M in the standard model were much stronger than in M´ in the nested-factor model. A school-type-specific differentiation hypothesis for M´ was also investigated. Contrary to predictions, the data provided only limited support for this hypothesis. Study 3 analyzed the validity of mathematics achievement with respect to sociodemographic and motivational student characteristics and school grades. The nested-factor model yielded a much more differentiated pattern of results than the standard model. For example, gender differences (in favor of boys) were much more pronounced in M´ in the nested-factor model than in M in the standard model. The implications and future perspectives of studies 1 to 3 are discussed with respect to psychological and educational research, design of large-scale achievement studies, and educational practice.
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Brooks, Dominique LaShawn. "Underrepresented minorities and social cognitive career theory: an investigation of the effectiveness of increasing math and science interest and self-efficacy in the context of a healthcare career intervention with rural Latino and White-identified middle school students." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/4583.
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Currently, there exists a cultural/racial disparity in the quality of healthcare and subsequent health outcomes (Sullivan, 2004; Arora, Schneider, Thal, & Meltzer, 2011). This has been linked to lack of ethnic minority representation within the field of healthcare (Cohen, Gabriel, & Terrell, 2002; Freeman, Ferrer, & Greiner, 2007). In response, there has been a national effort to intervene at various levels of education to address disparities in healthcare career-related knowledge and abilities. According to Social Cognitive Career Theory (SCCT), the prevalence of math and science within healthcare careers will decrease interest in this field for those lacking confidence and/or abilities in the aforementioned areas. The current manuscript describes and evaluates the impact of increasing the math and science-related content of a healthcare career intervention, Project HOPE (Health Opportunities Preparation and Exploration) (Ali, 2013), on math /science self-efficacy and interest and healthcare career interest. Results from measures presented both pre- and post-intervention were analyzed using the repeated measures design for 2 MANOVAs and 1 ANOVA. Based on these analyses, participants demonstrated a significant increase in math/science interest and self-efficacy. These results are discussed in the final section, in addition to limitations and implications for SCCT and healthcare career interventions.
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Rondina, Jane Maryam. "Aplicação de imagens funcionais por de ressonancia magnetica adquiridas mediante estimulos de memorização no estudo de pacientes com epilepsia do lobo temporal medial e controles : analise de regiões de interesse." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/309294.
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Orientador: Fernando CendesTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas
Made available in DSpace on 2018-08-11T18:31:26Z (GMT). No. of bitstreams: 1 Rondina_JaneMaryam_D.pdf: 1600669 bytes, checksum: 1ea760868c65fb9012161a1d5b9c3efa (MD5) Previous issue date: 2008
Resumo: Este trabalho teve como objetivo a aquisição, processamento e análise de imagens funcionais por ressonância magnética através da aplicação de estímulos para o estudo de processos relacionados à memória verbal e visual em controles e em pacientes com epilepsia do lobo temporal medial associada a atrofia hipocampal. As imagens foram adquiridas pela sequência EPI (Echo-planar Imaging) e o sinal BOLD (Blood-oxygenation-level-dependent) obtido foi analisado de forma multivariada. O contraste entre as condições definidas no desenho do experimento foi analisado estatisticamente através da utilização do teste t-student. Foram realizadas comparações entre diferentes abordagens de processamento das imagens. Foi realizada uma análise de regiões de interesse (ROIs) com o objetivo de explorar as condições definidas no projeto do experimento e avaliar o envolvimento de estruturas anatômicas temporais e frontais no processo de codificação de memória. Foram discutidas questões sobre a utilização de diferentes abordagens de análise individual e de grupo, sobre o planejamento do paradigma e desenho do experimento, sobre o padrão de ativação das estruturas anatômicas consideradas sob diferentes condições e sobre diferenças observadas entre os grupos de pacientes e o grupo de controles
Abstract: The purpose of this work was the acquisition, processing and analysis of functional magnetic resonance images through the application of stimuli for the study of processes related to both verbal and visual memory in both controls and patients with medial temporal lobe epilepsy associated to hippocampal atrophy. The images were acquired using the EPI (Echo-planar Imaging) protocol and the BOLD (Blood-oxygenation-level-dependent) signal was analyzed using a multivariate approach. The contrast between the conditions defined in the design was statistically analyzed using t-test. Voxelwise analysis was performed for comparison among different approaches and ROI (Region of interest) analysis was performed aiming both to explore the conditions defined in the design and to study the involvement of anatomical structures considered (both temporal and frontal) in the memorizing process. Conclusions were obtained about: the use of different analysis approaches; the planning of paradigm and design definition; the activation patterns observed in the anatomical structures considered during the different conditions; and differences observed among the patients and control groups
Doutorado
Ciencias Biomedicas
Doutor em Ciências Médicas
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Sant\'Ana, Zósia Angélica de. "Econofísica: uma proposta de atividade de física para (o)usar no ensino do conceito de juros." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/12/12136/tde-09022012-194409/.
Full textAbstract:
A proposta deste trabalho partiu da suposição de que os estudantes têm dificuldade de aprendizagem de conceitos abstratos. As teorias de Piaget, Dewey e Kolb foram utilizadas como referências e também trabalhos da área de ensino de Física que mostram ser praticamente consensual entre os professores que a utilização de experiências concretas em sala de aula facilita a aprendizagem de um conceito abstrato. Este trabalho se propõe a verificar a aceitação, pelos alunos do ensino médio e de cursos de Ciências Contábeis, de uma experiência de física adaptada para aula de Matemática ou Contabilidade. Ele buscará confirmar se a atividade será eficiente no seu propósito, ou seja, se facilitará a aprendizagem do conceito de juros. Para tanto, a atividade será dividida em três tarefas (1 - tarefa abstrata, 2 - tarefa abstrata, 3 - tarefa concreta), que são apresentadas em detalhes no decorrer do texto. A atividade experimental foi aplicada em sala de aula, em turmas da escola média e também de faculdades, tanto públicas quanto privadas, para que se tivesse um amplo escopo acerca do conhecimento da noção de juros por parte dos estudantes. Verificou-se que esta atividade precisa ser aperfeiçoada, mas pode ser usada como material de apoio no ensino do conceito de juros nas escolas.The proposal of this work has arisen from a supposition that students have learning difficulties of abstract concepts. Theories formulated by Piaget, Dewey and Kolb were used as references, as well as a few works from the field of Physics learning which demonstrate that it is practically consensual among teachers that the use of concrete experiences in classroom makes the learning of an abstract concept easier. This work proposes to verify how college students and high school students accept an experience in Physics adapted for Math or Accounting classes. It will try to confirm if this activity will be efficient in its purpose, that is to say, if it will make easier to learn the concept of interest. In order to do it, the activity will be divided in three tasks (1 - abstract task, 2 - abstract task, 3 - concrete task), which are presented in details along the text. The experimental activity was applied in classroom, for high school classes and also for college students, in private and public institutions, so that a wide range of students was studied in their knowledge of the interest notion. It was verified that this experimental activity needs to be improved, but it can be used as a supplementary material for teaching the concept of interest in schools.
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Haro, Jácome Oswaldo Fabián. "Relación del Examen Nacional para la Educación Superior -ENES- y la vocación docente con el rendimiento académico del alumnado de la Facultad de Filosofía, Letras y Ciencias de la Educación de la Universidad Central del Ecuador." Doctoral thesis, Universidad de Alicante, 2018. http://hdl.handle.net/10045/99780.
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El ingreso a Carrera universitaria para los bachilleres, mediante un examen nacional estandarizado, de carácter meritocrático, obligatorio y de aptitudes cognitivas, que se aplica actualmente en el Ecuador, es un fenómeno que está muy presente en el ideario social, ya que ha impactado a una gran parte de la colectividad, en razón que algún miembro del entorno familiar o social (hijo, hermano, sobrino, vecino, amigo, alumno…) ha debido cumplir este requisito legal, si acaso hubiera decidido encaminarse a una Carrera en alguna Universidad Pública y fundamentalmente porque se han modificado las normativas y mecanismos de ingreso a la educación superior ecuatoriana. Más aún, al ser el autor del estudio parte de la academia, como docente formador de formadores; se considera que es un gran propósito, investigar qué relación hay entre el Examen Nacional para la Educación Superior -ENES- instaurado en el año 2012, junto a la Vocación docente e Intereses profesionales, para pronosticar el Rendimiento académico del alumnado que cursa Carreras de Educación en la Facultad de Filosofía, Letras y Ciencias de la Educación de la Universidad Central del Ecuador, para; mediante sus conclusiones generar nuevas propuestas de mejora, tanto en el contexto de centro de estudios universitario, como en las estrategias y procedimientos del examen, que requieren aportes de la investigación para democratizarlo y atender con mayor eficacia y eficiencia a la juventud ecuatoriana.
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Tziortzi, Andri. "Quantitative dopamine imaging in humans using magnetic resonance and positron emission tomography." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:26b8b4c2-0237-4c40-8c84-9ae818a0dabf.
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Dopamine is an important neurotransmitter that is involved in several human functions such as reward, cognition, emotions and movement. Abnormalities of the neurotransmitter itself, or the dopamine receptors through which it exerts its actions, contribute to a wide range of psychiatric and neurological disorders such as Parkinson’s disease and schizophrenia. Thus far, despite the great interest and extensive research, the exact role of dopamine and the causalities of dopamine related disorders are not fully understood. Here we have developed multimodal imaging methods, to investigate the release of dopamine and the distribution of the dopamine D2-like receptor family in-vivo in healthy humans. We use the [11C]PHNO PET ligand, which enables exploration of dopamine-related parameters in striatal regions, and for the first time in extrastriatal regions, that are known to be associated with distinctive functions and disorders. Our methods involve robust approaches for the manual and automated delineation of these brain regions, in terms of structural and functional organisation, using information from structural and diffusion MRI images. These data have been combined with [11C]PHNO PET data for quantitative dopamine imaging. Our investigation has revealed the distribution and the relative density of the D3R and D2R sites of the dopamine D2-like receptor family, in healthy humans. In addition, we have demonstrated that the release of dopamine has a functional rather than a structural specificity and that the relative densities of the D3R and D2R sites do not drive this specificity. We have also shown that the dopamine D3R receptor is primarily distributed in regions that have a central role in reward and addiction. A finding that supports theories that assigns a primarily limbic role to the D3R.
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Gustafsson, Frans. "Elevers läsvanor : En kvalitativ studie av fyra fordonselevers läsvanor." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21210.
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The following study was conducted at an upper secondary school in Sweden and attempts to explore the question of what influences male pupils’ reading habits. Many quantitative international studies, including PISA, PIRLS and IEA Reading Literacy, have sought to answer this question, but only partially succeeded due to the limitations of their methods. Therefore, this study seeks to explore this question in more depth using qualitative methods, including interviews and classroom observations, but also minor tests. Two facts which the previously mentioned international studies have found is that boys and particularly immigrant boys tend to have worse reading results than their counterparts. It is therefore the aim of this study to study four male students in upper secondary school; of which two are native Swedes and the other two are unaccompanied refugee children; one from Afghanistan and the other from Morocco. The findings of this study are as follows. Firstly, necessity was found to be the single most important factor for the reading habits of these four pupils; especially the two refugees. Both refugees learnt to read under harsh circumstances in madrassas in their respective home countries. Moreover, the Moroccan pupil learnt to speak and read Spanish fluently during his seven years as a homeless child. Furthermore, in the absence of necessity, interest was found to be decisive in determining the pupils’ reading habits. In addition to this, the study theorizes that an interest in reading generally arises before the ability to read and not vice versa. However, teachers can in fact affect their pupils’ reading habits even in upper secondary school.