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Relevant bibliographies by topics / Information processing styles

Academic literature on the topic 'Information processing styles'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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Journal articles on the topic "Information processing styles"

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Van Wynen, Elizabeth A. "Information Processing Styles." Nurse Educator 22, no. 5 (September 1997): 44–50. http://dx.doi.org/10.1097/00006223-199709000-00015.

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Snel, F. W. J. J., and P. C. van der Sijde. "Information-Processing Styles of Paranormal Healers." Psychological Reports 74, no. 2 (April 1994): 363–66. http://dx.doi.org/10.2466/pr0.1994.74.2.363.

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49 paranormal healers working by laying-on-of-hands (direct healing) and distance healing were compared with 56 nursing staff and a control group of 73 on the information-processing styles of field-dependence and reflexivity-impulsivity. Apparently paranormal healers scored as more field-dependent than the other groups which is consistent with observations of paranormal healers when working. No differences appeared among groups on reflexivity-impulsivity.

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Divine, Deborah Reaves. "Adult Learning Styles and Effective Transfer of Information." Transportation Research Record: Journal of the Transportation Research Board 1637, no. 1 (January 1998): 9–12. http://dx.doi.org/10.3141/1637-02.

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Effective training and other technology transfer (T2) activities occur when teachers/trainers or T2 agents recognize and use training techniques that correspond to the learning styles of their learner audiences. Learning style is defined as one’s personally preferred way of processing information and experience. It crosses all content areas. It is affected by both intrinsic and extrinsic factors such as stress, world view, and environment. Each learner has the ability to utilize a variety of learning styles, and each teacher has a preferred teaching style based on his or her preferred information processing mode. Each learner learns most comfortably and fastest when his or her preferred learning style meshes with the teaching style of the teacher/trainer. Often teacher/trainers do not have the time, funds, or opportunity to determine their learners’ preferred styles. The effective teacher/trainer utilizes a variety of teaching techniques to engage and convey the most information to the most learners.

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Liefeld, John P., Marjorie Wall, and Louise A. Heslop. "Cross Cultural Comparison of Consumer Information Processing Styles." Journal of Euromarketing 8, no. 1-2 (March 27, 2000): 29–43. http://dx.doi.org/10.1300/j037v08n01_03.

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Panferov, Vladimir, Anastasia Miklyaeva, Svetlana Bezgodova, and Artem Ivanov. "Strategies for Online Information Search by University Students: the Relationship between Educational Use of the Internet and Cognitive Styles." SHS Web of Conferences 70 (2019): 01013. http://dx.doi.org/10.1051/shsconf/20197001013.

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The paper presents the results of experimental study of students’ information searching strategies on the Internet. The study was aimed to analyze the relationship between university students’ strategies of information Internet search for educational tasks and style characteristics of their cognitive activities (styles of information coding, styles of information processing and styles of cognitive regulation). The study was based on the Level model of cognitive-style characteristics (Kholodnaya, 2002). Main methods of study were experimental modelling of educational situations and testing for assessment of students’ styles of information coding, information processing and cognitive regulation. The results of experimental study allowed to identify two strategies of educational online searching (“direct online searching” and “improving online searching”) and their relationship with students’ cognitive characteristics and academic achievements: students’ strategies of educational online search are determined primarily by the characteristics of cognitive regulation. The results did not reveal a direct link between strategies educational online search and academic achievement.

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Alvandi, Ebrahim Oshni. "Emotions and Information Processing." International Journal of Synthetic Emotions 2, no. 1 (January 2011): 1–14. http://dx.doi.org/10.4018/jse.2011010101.

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An animate system standing in nature and trying to investigate its surroundings for different purposes does a type of cognitive processing. Emotions as mental states are leading human cognitive features that attract life by interactions processed in the world. This paper examines how this cognitive feature process works. By researching history and theories related to emotions and their generation, it becomes clear that information processing is discussed as a tool for their processes. Three different styles of information processing are evaluated for emotional processes. The pragmatic notion of information processing fits as a processing tool in modeling emotions and artificial emotions and explains the emotional process.

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Cuevas, Joshua, and Bryan L. Dawson. "A test of two alternative cognitive processing models: Learning styles and dual coding." Theory and Research in Education 16, no. 1 (September 19, 2017): 40–64. http://dx.doi.org/10.1177/1477878517731450.

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This study tested two cognitive models, learning styles and dual coding, which make contradictory predictions about how learners process and retain visual and auditory information. Learning styles-based instructional practices are common in educational environments despite a questionable research base, while the use of dual coding is less ubiquitous, and thus measured examination of the two methods has implications for practical application. The study involved 204 university students who were surveyed on their preferred learning style and then presented with information that they were prompted to process via either imagery or linguistic means. The results showed there was no significant interaction effect between learning style and condition, suggesting the most basic prediction of the learning styles hypothesis should be rejected. In a regression analysis, none of the four learning styles (visual, auditory, read/write, or kinesthetic) predicted students’ retention of the material. However, there was a highly significant main effect of condition with those in the visual condition retaining twice as much information as those in the auditory condition regardless of learning style, a result that strongly supports dual coding theory. Implications of the findings would suggest that learning styles instruction is an ineffective method for teachers to employ, and that, instead, incorporating principles of dual coding would have a much greater benefit to student learning.

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Kastenmüller, Andreas, Tobias Greitemeyer, Stefanie Zehl, Andrew J. Tattersall, Helen George, Dieter Frey, and Peter Fischer. "Leadership and Information Processing." Social Psychology 45, no. 5 (May 1, 2014): 357–70. http://dx.doi.org/10.1027/1864-9335/a000177.

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There is a large body of research showing that people selectively prefer information that supports their decisions and opinions, and avoid conflicting information (selective information processing). Three studies were conducted to examine how the different leadership styles of supervisors influence subordinates’ selective information processing (i.e., the evaluation, seeking, and conveying of information). Studies 1 and 2 indicate that students in the role of subordinates who were exposed to transformational supervisors process information in a more balanced way than do those who were led by a transactional supervisor. Study 3 was carried out with professionals and showed that transformational leadership was negatively correlated with selective information seeking and conveying. This finding was mediated by the experience of positive emotions. Transactional leadership, by contrast, was not significantly associated with selective information processing. Theoretical and practical implications are discussed.

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Berzonsky, Michael, and Andrew Kinney. "Identity Processing Style and Defense Mechanisms." Polish Psychological Bulletin 39, no. 3 (January 1, 2008): 111–17. http://dx.doi.org/10.2478/v10059-008-0022-7.

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Identity Processing Style and Defense Mechanisms To investigate relationships between identity processing styles and patterns of defense mechanisms, 213 participants (Mean age = 23.01 years) completed measures of defense-mechanism clusters and styles of negotiating (or managing to avoid) identity conflicts and threats (64% of the participants were female). A self-exploratory, informational identity style was associated with defense mechanisms that control anxiety and threats via internal cognitive maneuvers. In contrast, a diffuse-avoidant identity style was found to be related to maladaptive defensive maneuvers including turning against others and turning aggression inward against oneself, which is related to depressive reactions. A foreclosing, normative identity style was associated with defenses that limit awareness of threatening ideas and information by denial, distortion, and negation. None of these relationships was qualified by age or gender. The findings are discussed in terms of a process model of identity development that emphasizes social-cognitive differences in how individuals construct, maintain, and reconstruct their self-identity.

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Tanaka, J. S., A. T. Panter, and Wayne C. Winborne. "Associations between Daydreaming Style and Information Processing Predispositions." Imagination, Cognition and Personality 6, no. 2 (October 1986): 159–66. http://dx.doi.org/10.2190/n068-n19g-959p-43uh.

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Various domains of chronic predispositions in information processing have been studied from different perspectives. For example, strict experimentally-based information processing paradigms stem from a different research tradition than daydreaming styles. This study considers the association between these domains by examining the interrelations between two-self report measures of chronic information processing. One measure is the Need for Cognition, developed in the social cognition literature to study individual differences in chronic tendencies to utilize information. The second measure, the Short Imaginal Processes Inventory, is a measure of daydreaming style. Results show that these measures are related. A single bipolar dimension measuring affective/evaluative domains in information processing underlying the common properties of both measures is identified. Extensions of this research to domains in clinical and social psychology are discussed.

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Dissertations / Theses on the topic "Information processing styles"

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Monica, Karsai R. "Distinguishing Between Rational and Experiential Information Processing Styles." Wittenberg University Honors Theses / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=wuhonors1242225328.

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Ma, Xiaodong. "Age differences in conjunction fallacies and information-processing styles." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1178153602.

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Verney, Steven P. "Pupillary responses index : information processing efficiency across cultures /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2000. http://wwwlib.umi.com/cr/ucsd/fullcit?p9992386.

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Zakaria, Sohaimi. "Information processing strategies and styles in relation to instructional design : a grounded theory approach." Thesis, University of Sheffield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251412.

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Kutschera, Ida. "Cognitive style and decision making : implications of intuitive and analytical information processing for decision quality /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3061952.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 136-142). Also available for download via the World Wide Web; free to University of Oregon users.

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Tsai, Ray Jui-Ming. "An Investigation on the Impact of Task Characteristics and Cognitive Style on Cognitive Process in a Decision-Making Environment." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332775/.

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The purpose of this study is to investigate the relationship between task-related attributes and the elicited cognitive processes of a human decision maker. Previous findings on the feasibility of using cognitive style as a guideline for information systems research and design were inconclusive. It is vital to design a system that meets users decision behavior, but the inherent hazards of information systems design based exclusively on user cognitive styles is suspect. This study provides a basis for understanding the potential variation of cognitive processes across different task environments.

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LeBoeuf, Joseph N. G. "The effects of anchoring, cognitive style and information presentation on decision making." Thesis, Georgia Institute of Technology, 1985. http://hdl.handle.net/1853/28759.

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Wolf, Christian Marc, and chris@adaptive-learning net. "Construction of an Adaptive E-learning Environment to Address Learning Styles and an Investigation of the Effect of Media Choice." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080625.093019.

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This study attempted to combine the benefits of multimedia learning, adaptive interfaces, and learning style theory by constructing a novel e-learning environment. The environment was designed to accommodate individual learning styles while students progressed through a computer programming course. Despite the benefits of individualised instruction and a growing worldwide e-learning market, there is a paucity of guidance on how to effectively accommodate learning styles in an online environment. Several existing learning-style adaptive environments base their behaviour on an initial assessment of the learner's profile, which is then assumed to remain stable. Consequently, these environments rarely offer the learner choices between different versions of content. However, these choices could cater for flexible learning styles, promote cognitive flexibility, and increase learner control. The first research question underlying the project asked how learning styles could be accommodated in an adaptive e-learning environment. The second question asked whether a dynamically adaptive environment that provides the learner with a choice of media experiences is more beneficial than a statically adapted environment. To answer these questions, an adaptive e-learning environment named iWeaver was created and experimentally evaluated. iWeaver was based on an introductory course in Java programming and offered learning content as style-specific media experiences, assisted by additional learning tools. These experiences and tools were based on the perceptual and information processing dimension of an adapted version of the Dunn and Dunn learning styles model. An experimental evaluation of iWeaver was conducted with 63 multimedia students. The analysis investigated the effect of having a choice of multiple media experiences (compared to having just one static media experience) on learning gain, enjoyment, perceived progress, and motivation. In addition to these quantitative measurements, learners provided qualitative feedback at the end of each lesson. Data from 27 participants were sufficiently complete to be analysed. For the data analysis, participants were divided into two groups of high and low interest in programming and Java, then into two groups of high and low experience with computers and the Internet. Both group comparisons revealed statistically significant differences for the effect of choice. Having a choice of media experiences proved beneficial for learners with low experience but detrimental for learners with high experience or interest. These findings suggest that the effect of choice appears to be strongly influenced by the learner's background. It is hypothesised that encouraging a more active learner role in educational systems would expand the positive influence of choice to a wider range of learners. The study has contributed some weight to the argument that for certain groups of learners, it is more beneficial to view learning style as a flexible, rather than a stable construct. As a practical implication, it seems advisable to collect data on prior experience, interest, and the initial learning style distribution of the target audience before developing environments comparable to iWeaver. [See http://www.adaptive-learning.net/research/media.htm for media files associated with this thesis.]

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Tsvigu, Chipo. "Students' experiences, learning styles and understanding of certain calculus concepts: A case of distance learning at the Zimbabwe open University." Thesis, University of the Western Cape, 2007. http://hdl.handle.net/11394/8480.

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Philosophiae Doctor - PhD
This study attempts to understand how distance education practices influence the learning of calculus. Understanding student learning in a distance education environment is an important factor to consider in improving the learning experiences of those students who for one reason or the other opt not to study in conventional institutions of higher education. On one hand, understanding student learning may illuminate the influences that the learning environment has on student learning and on the other hand, it may inform on how learning experiences can be improved. The aim of this study is to acquire a deeper understanding of the diverse manner in which distance students learn calculus. Specific focus is also placed on how the distance education context of the Zimbabwe Open University (ZOU) influences student learning. The study describes a group of students' experiences of learning calculus in the ZOU distance education environment. The study also describes the students' learning styles and relates these to their mathematical understanding of certain calculus concepts. The specific content topics of "limit of function" and "derivative of function" are used to view achievement and performance, thereby indicating the distance students' mathematical understanding. The information processing learning theory is used as the theoretical framework for this study. The constructs of learning styles and mathematical understanding are used to illuminate the student's learning processes. The study used the Felder-Silverman learning styles model and Hiebert and Carpenter's notion of mathematical understanding to expound these constructs. The distance education environment of the B.Sc. Mathematics and Statistics (BSMS) programme at the ZOU provided the context of the study and an interpretive case study approach was adopted. A group of students registered in a first year first semester calculus course were studied. Data were collected from students based in four ZOU regional centres; namely Harare, Mashonaland Central, Mashonaland West, and Masvingo. These regional centres were conveniently selected for the study on the basis of proximity and accessibility. A total sample of twenty six students was involved and data for the in-depth part of the study emanated from five students who were purposively selected to participate in interviews. The interviewees were selected on the basis of their performance in a written calculus test. Data for this study were collected through use of learning journals, learning styles preference questionnaires, calculus tests and interviews. The data on students' learning experiences were predominantly qualitative in nature though supported by some quantitative data. The data on learning styles and mathematical understanding were also qualitatively analysed and presented case by case for the five interviewees. The study established that in a distance education system, the type of learning environment has the potential to influence students' learning, both positively and negatively, of which the main contributing factor is the learning support system. The study found that the learning support system provided by the institution and distance educators can have an impact on student learning. With reference to the calculus course in the BSMS programme, the study identified specific aspects where the environment facilitated or deterred learning. The study also revealed that students have varied learning style preferences, and that the learning environment has the potential to impact on students' learning styles. Since learning styles occupy a central place when it comes to improving distance learning materials, the study further explored the relationship between the constructs of learning styles and mathematical understanding. The study revealed that students' learning styles can influence the students' mathematical understanding. Improving students' learning in a distance education environment rests mainly on improving the learning materials and the support systems. A carefully designed and well supported instructional distance learning package can facilitate learning. Implications of the findings point towards the improvement of the distance teaching processes through the improvement of learning materials and the learning support systems for the BSMS distance education programme.

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Féréol, Philippe. "Pédagogie du numérique en anglais L2 dans l'enseignement secondaire professionnel : reconstruire, remotiver, remédier." Thesis, Bordeaux 3, 2016. http://www.theses.fr/2016BOR30018/document.

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Le 21ème siècle est considéré comme l’âge du numérique. Les TIC sont devenus des outils identitaires d’une génération désormais définie comme « native du numérique » (angl. digital natives). Equiper les établissements secondaires en matériels coûteux devient une nécessité pour faire face aux besoins nouveaux de la société. Les ressources numériques, qui ont complété puis évincé le manuel et ses périphériques traditionnels, demeurent un atout incontournable pour l’apprentissage d’une langue vivante étrangère, grâce à des contenus linguistiques et culturels le plus souvent authentiques, qui favorisent la mise en œuvre de l’approche actionnelle du Cadre Européen Commun de Référence pour les Langues. On peut néanmoins s’interroger sur la capacité du sujet apprenant à traiter cet input directement extrait d’Internet. La plus-value pédagogique présumée, didactique et motivationnelle, qui associée à ces outils technologiques ne saurait être acceptée sans un questionnement sincère sur les capacités cognitives effectives des apprenants ainsi que sur la réalité de leur engagement. L’accordage entre le sujet apprenant, les méthodes et méthodologies d’enseignement-apprentissage des langues, ainsi que les dispositifs numériques doivent être explorés. Il est nécessaire aujourd’hui de se situer dans un paradigme cognitiviste ou encore connexioniste en envisageant une construction de l’information et l’exposition des apprenants à un environnement stimulant et riche. En effet, en dépit de l’attractivité, de la non-linéarité et de l’interactivité de l’hypermédia, il convient de vérifier que l’apprenant possède bien les ressources cognitives nécessaires pour traiter efficacement l’information issue de l’hypertexte. Car l’enjeu du traitement de l’information ne se situe pas simplement au niveau de l’extraction d’input mais bien de la construction sémantique au sein de la mémoire de travail. Notre réflexion théorique fait donc entrer en dialogue des disciplines telles que la linguistique, la psycholinguistique, la didactique, les sciences cognitives. Elle fait également un état des lieux des différents outils numériques, afin de vérifier la compatibilité entre l’enseignement-apprentissage des langues étrangères et la technologie. Notre posture d’enseignant de terrain nous amène à considérer le numérique comme un facteur de motivation engageant fortement les usagers dans l’apprentissage de la langue étrangère. Cela d’autant plus que le public participant à notre étude est généralement peu motivé pour l’apprentissage des langues étrangères. La mise à disposition à des fins pédagogiques de tablettes tactiles, assimilables à des consoles de jeu, est-elle susceptible de les impliquer davantage et de modifier leur représentation de la langue cible? Pour répondre à cette question, nous menons deux expérimentations. Dans un premier temps, nous réalisons un pré-test permettant d’élaborer des hypothèses sur l’engagement cognitif des apprenants dans un environnement numérique. Nous observons l’usage réel et situé de tablettes numériques censées susciter la motivation par leur caractère ludique. Nous examinons également la posture des apprenants et leur capacité à exploiter l’information. A ce stade, la démarche conserve un caractère intuitif et les pratiques observées ne sont pas strictement encadrées. C’est pourquoi, dans un deuxième temps, nous procédons à une expérimentation plus structurée, en meilleure adéquation avec les critères de la recherche-action en langues vivantes étrangères. Nous en détaillons et en analysons les résultats
The 21st century is commonly known as the “digital age”. Information technology has become a defining component of a new generation of learners, the so-called “digital natives”. Massive investment in digital learning equipment for schools has become a priority to meet the rising demands of society. Digital technologies, initially intended to supplement traditional course book instruction are fast replacing printed books altogether. Instant access to (mostly) authentic language material is a definite asset for developing linguistic skills and implementing the action-based approach prescribed by the Common European Framework of Reference for Languages. However, learner ability does not necessarily match all requirements for processing input from the Internet. Educators who believe in the added value of information technology in language pedagogy should therefore consider more carefully the actual cognitive capacities and cognitive engagement shown by learners when exposed to rich stimulus. For digital devices to become efficient pedagogical tools in language pedagogy, learner ability, teaching strategies, and technological implements must be mutually adjusted and integrated within a consistent framework. Although hypermedia is attractive, non-linear and interactive, it is essential to verify that learners do possess the skills and efficiency to process the information obtained from hypertext documents. Information processing is indeed a major challenge since it involves not only searching and retrieving relevant pieces of information, but requires some cognitive processing—a semantic construction within working memory. The perspective adopted here is thus multidisciplinary, with multiple references to linguistics, education, psycholinguistics, and cognitive science. Also needed are an overview of the various digital devices available and an assessment of their true relevance to language pedagogy. As a professional EFL teacher working in a vocational school, I consider digital technologies to be precious in motivating and engaging learners. The secondary school students involved in the current research study usually show little concern for language learning in the first place. The practical issue can thus be framed as “How can the use of tablets engage them as learners and favourably alter their conceptions of the second language?” To answer this question, a pre-test is set up to form preliminary hypotheses on degrees of cognitive engagement in the language classroom whenever digital devices are put to pedagogical use. The concrete, situated use of tablets is observed, their playful nature and expected contribution to motivation assessed. Learning attitudes and the ability to process information are subject to close scrutiny. At this preliminary stage, methods remain largely intuitive, and the activities or learning processes not strictly characterized. A more structured experiment setup must thus be created, based on more established criteria of action-research, the details and results of which are analysed in this dissertation

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Books on the topic "Information processing styles"

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Thinking styles. Cambridge, U.K: Cambridge University Press, 1997.

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Sternberg, Robert J. Thinking styles. Cambridge: Cambridge University Press, 1997.

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Thinking styles. Cambridge, U.K: Cambridge University Press, 1999.

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E-governance: Styles of political judgement in the information age polity. Basingstoke, Hampshire: Palgrave Macmillan, 2004.

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Jonathan, Bettle, ed. Chaotic cognition: Principles and applications. Mahwah, N.J: L. Erlbaum Associates, 1996.

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Gässler, Brigitte. Psychotherapeuten als Experten: Gedächtnis und Informationsverarbeitung. Regensburg: Roderer, 1994.

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Brodman, Janice. Microcomputer adoption in developing countries, old management styles and new information systems: A case study of microcomputer adoption in Kenya and in Indonesia. College Park, MD: International Development Management Center, Division of Agricultural and Life Sciences, University of Maryland, 1985.

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H, Rowe Helga A., ed. Problem solving and intelligence. Hillsdale, N.J: Lawrence Erlbaum Associates, 1985.

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Toward excellence in secondary vocational education: Using cognitive psychology in curriculum planning. Columbus, Ohio (1960 Kenny Rd., Columbus 43210-1090): National Center for Research in Vocational Education, Ohio State University, 1985.

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Laster, Janet F. Toward excellence in secondary vocational education: Using cognitivepsychology in curriculum planning. Columbus, Ohio (1960 Kenny Rd., Columbus 43210-1090): National Center for Research in Vocational Education, Ohio State University, 1985.

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Book chapters on the topic "Information processing styles"

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Takács, Ondřej, Jana Šarmanová, and Kateřina Kostolányová. "Analysis of Learning Styles for Adaptive E-Learning." In Digital Information Processing and Communications, 368–76. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22389-1_33.

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Du Preez, Jaco, Alta Van der Merwe, and Machdel Matthee. "Understanding Enterprise Architects: Different Enterprise Architect Behavioral Styles." In Lecture Notes in Business Information Processing, 96–108. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99040-8_8.

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Samra, Rasha Abou, and Khaled Shaalan. "The Relationship Between Knowledge Sharing Climate and Conflict Resolution Styles." In Lecture Notes in Business Information Processing, 176–89. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-21009-4_14.

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Marinilli, Mauro. "Cognitive Modeling of Personalized Software Design Styles: A Case Study in E-Learning." In Advanced Information and Knowledge Processing, 110–46. London: Springer London, 2007. http://dx.doi.org/10.1007/978-1-84628-758-9_5.

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Capra, Eugenio, and Anthony I. Wasserman. "A Framework for Evaluating Managerial Styles in Open Source Projects." In IFIP – The International Federation for Information Processing, 1–14. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-09684-1_1.

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Huang, Natalius, and Herng-Yow Chen. "Design a Web-Based Assessment Tool with Multiple Presentation Styles for Language Training." In Advances in Multimedia Information Processing — PCM 2002, 985–92. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-36228-2_122.

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Voigt, Christin, Thuy Duong Oesterreich, Uwe Hoppe, and Frank Teuteberg. "Understanding E-Learning Styles in Distance Learning in Times of the Covid-19 Pandemic – Towards a Taxonomy." In Lecture Notes in Business Information Processing, 19–35. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87205-2_2.

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Kim, Minseo, and Jeounghoon Kim. "Quantitative Analysis of Artists’ Characteristic Styles through Biologically-Motivated Image Processing Techniques: Uncovering a Mentor to Johannes Vermeer." In Communications in Computer and Information Science, 258–62. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39476-8_53.

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Wang, Zihan, Neng Gao, Xin Wang, Ji Xiang, and Guanqun Liu. "STNet: A Style Transformation Network for Deep Image Steganography." In Neural Information Processing, 3–14. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-36711-4_1.

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Dai, Fengrui, Chenwei Tang, and Jiancheng Lv. "Classification of Calligraphy Style Based on Convolutional Neural Network." In Neural Information Processing, 359–70. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-04212-7_31.

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Conference papers on the topic "Information processing styles"

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Boutarfass, Sanae, and Bernard Besserer. "Convolutional Autoencoder for Discriminating Handwriting Styles." In 2019 8th European Workshop on Visual Information Processing (EUVIP). IEEE, 2019. http://dx.doi.org/10.1109/euvip47703.2019.8946200.

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Lin, Chia Ching, Iwen Huang, and Shang Hung Wu. "Effects of Dietary Infographics and Cognitive Styles on Learners Information Processing." In 2018 7th International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2018. http://dx.doi.org/10.1109/iiai-aai.2018.00077.

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Zhang, Weishan, Zhichao Wang, Liang Xu, Dehai Zhao, Faming Gong, and Qinghua Lu. "An Empirical Study on Big Video Data Processing: Architectural Styles, Issues, and Challenges." In 2016 International Conference on Identification, Information and Knowledge in the Internet of Things (IIKI). IEEE, 2016. http://dx.doi.org/10.1109/iiki.2016.7.

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FATIMA ZAHRA, AMMOR, BOUZIDI DRISS, and ELOMRI AMINA. "Prediction of an assistance scenario adapted to learning styles of learners." In Second International Conference on Advances in Information Processing and Communication Technology - IPCT 2015. Institute of Research Engineers and Doctors, 2015. http://dx.doi.org/10.15224/978-1-63248-044-6-25.

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Liu, Sen, Sheng-Nan Shen, Li Hui, and Fu-Hao Cui. "Analysis of the Adhered Particle Secondary Migration on the Slider Air Bearing Surface." In ASME 2016 Conference on Information Storage and Processing Systems. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/isps2016-9623.

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An entrapped particle on the slider air bearings damages the surface of the slider or the disk. The study of particle movement on and the particle adhesion mechanism onto the slider surface is critical to reduce entrapped particle-induced damage. In this paper, we extend the previous work proposing a dynamical model of the adhesive particle redistribution and migration on the slider surface. The model predicts whether the adhered particle will remain stationary action of the aerodynamic forces. Further, particle behaviors after detachment are analyzed considering the effects of flow shear rate, particle diameter and properties. There are four particle movement styles on the slider surface. Finally, the particle migration trajectory and velocity with time on the slider surface are presented.

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Kim, Yong Se, Sungah Kim, Yun Jung Cho, and Sun Hee Park. "Adaptive Customization of User Interface Design Based on Learning Styles and Behaviors: A Case Study of a Heritage Alive Learning System." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-85185.

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The computer mediated education in the 21st century knowledge-based society calls for an intelligent learning environment which is adaptive to learner’s various needs and changing situations in a learning process. Such an intelligent learning environment can be embodied by having intelligent features such that the user interfaces are adaptive to user’s learning style. The learner model is introduced as a main component for designing adaptive features. The learner modeling makes it possible to create a highly effective learning environment by allowing the development of tutoring media, interface design, and the design of learning strategy tuned to the perception style, input, processing, and understanding of learning information. In order to come up with a more accurate and reliable learner model, the system should be able to record interactions between the learner and the learning system so that their interrelations with the leaning situations can be analyzed and reflected to the learner model. The learner model is to be updated according to the analysis in a dynamic manner to provide the adaptive learning environment tailored to each learner. In this paper, such a learning system is demonstrated through the implementation of a heritage alive learning system.

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Ives, Zachary G., and Nicholas E. Taylor. "Sideways Information Passing for Push-Style Query Processing." In 2008 IEEE 24th International Conference on Data Engineering (ICDE 2008). IEEE, 2008. http://dx.doi.org/10.1109/icde.2008.4497486.

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Askerov, Ruslan, Eric Kwon, Le Michael Song, Dylan Weber, Oliver Schaer, Faraz Dadgostari, and Stephen Adams. "Natural Language Processing for Company Financial Communication Style." In 2020 Systems and Information Engineering Design Symposium (SIEDS). IEEE, 2020. http://dx.doi.org/10.1109/sieds49339.2020.9106636.

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Juanengsih, Nengsih, Adi Rahmat, Ana Ratna Wulan, and Taufik Rahman. "Students’ Information Processing Skills for Each Learning Style on Cell Biology Lectures." In International Conference Recent Innovation. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009914306590666.

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Wei Zhang, Chen Chen, Shiyu Jiang, and Fuxue Zhang. "Signal processing technique of omnidirectional gasflow style horizontal Posture Sensor." In 2008 International Conference on Information and Automation (ICIA). IEEE, 2008. http://dx.doi.org/10.1109/icinfa.2008.4608205.

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Reports on the topic "Information processing styles"

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Cho, Siwon, and Jane E. Workman. Consumer’s use of information sources by fashion leadership and style of information processing. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-488.

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Lee, Jung Eun, Eonyou Shin, and Doris H. Kincade. The Effects of Presentation Order of Apparel Product Images on Consumers� Information Processing Style and Purchase Intentions. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8842.

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