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Dissertations / Theses on the topic 'Judgement of learning'
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Igarashi, H. "The development of professional judgement capacity through activity led learning." Thesis, Coventry University, 2015. http://curve.coventry.ac.uk/open/items/9245a038-ced4-4574-9c6e-02f69f802816/1.
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The unique contribution to knowledge of this research is the study of the development of judgement capacity in apprentice and undergraduate engineering learners in Activity Led Learning (ALL) environments. Four case studies of engineering students investigated the learners' experiences of making judgements in various engineering undergraduate and apprenticeship programmes. A phenomenological research methodology was used to infer the learner's judgements from the learners' dialogues and actions that were observed during the learning activity. The findings of the study indicate that the experience and incidence of the learners' exertion of judgement is dependent upon the construct of the ALL environment to provide a problem space with potential for disjuncture, and the intentionality of the learners. The learners did not solve problems by a linear progression but repeatedly re-activated experiences and knowledge, exercising judgements until the states of disjuncture were satisfied leading to the conclusion of the problem. Heuristic judgements that may result in decision making errors tended to dominate the problem spaces though their incidence did not appear to be influenced by the technical or socio-technical demands of the project problem spaces. This thesis concludes that in ALL environments, projects of sufficient length and complexity similar to realistic professional practice, may enable students to acquire the practice of better judgement through disjuncture and by re-activating learning experiences and importing analogies into new problem spaces. However, to acquire skills and knowledge to improve judgement capacity, requires specific and purposeful interventions within ALL that enable the learner to know when heuristic judgements are reliable or otherwise unreliable, and acquiring reasoning strategies to compensate for the effects. It is proposed that in such interventions the learner learns to record their own judgements as they are exerted and to reflect critically on those judgements and their consequences. It also requires that any ALL project that aims to promote judgement capacity has in place assessment instruments that specifically consider the learner effort in the self-development of judgement.
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Thorpe, Vicki. "A study of teachers’ understanding of learning, judgement of learning, and use of data." Thesis, Australian Catholic University, 2016. https://acuresearchbank.acu.edu.au/download/5dca3ec7bf435e5b255b9f6ab0414c2173095a1b90c793699109d58c9613011b/13334354/201602_Thesis_FINAL_Vicki_Thorpe_11_Feb_2016__2_.pdf.
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The impetus for this study was a concern for the way in which teachers understand learning, how they judge learning, and their use of learning data to improve student learning and teacher practice. This concern stems from anecdotal evidence that suggests that judgement of student learning is understood by many teachers to be assessment of specific learning content, and the use of data viewed as evidence to indicate student performance against curriculum standards...
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Jakobson, Britt. "Learning Science Through Aesthetic Experience in Elementary School : Aesthetic Judgement, Metaphor and Art." Doctoral thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8160.
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This thesis considers the role of aesthetic meaning-making in elementary school science learning. Children’s aesthetic experiences are traced through their use of aesthetic judgements, spontaneous metaphors and art activities. The thesis is based on four empirical studies: the first two examining children’s language use, i.e. the role of aesthetic judgements and the significance of spontaneous metaphors while learning science and the latter two dealing with how art activities mediate what elementary school children learn in science and what a variety of art activities with different purposes afford elementary school children to learn in science. The theoretical stance emanates from pragmatist theories and includes Dewey’s definition of an aesthetic experience, Wittgenstein’s later work on language-games, and socio-cultural perspectives. The analytic approach used is a practical epistemology analysis developed by Wickman and Östman. The empirical data consists of audio- and video recordings of elementary school children’s (aged 6–10 years) discussions in pairs or small groups during science lessons and photographs of children’s pictures, sculptures and poems from a total of 14 different elementary school classes. The main findings of the empirical studies show how aesthetic meaning-making is continuous with elementary school children’s scientific learning. The thesis shows how elementary school children’s aesthetic experiences are related to whole activities and are crucial for the direction that learning takes. Aesthetic experience is important in terms of how and what elementary school children learn aesthetically and normatively in science class, which has consequences for cognitive learning, the possibility of participating in science class and learning the genre of science. Moreover, it can be seen how children’s prior experiences are recurrently reconstructed and transformed through imaginative processes.
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Jakobson, Britt. "Learning science through aesthetic experience in elemantary school : aesthetic judgement, metaphor and art /." Linköping : Stockholm : Swedish National Graduate School in Science and Technology Education (FONTD), Linköping University ; Department of Education in Mathematics and Science, Stockholm University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8160.
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Shaddock, Ann, and n/a. "Factors affecting metamemory judgements." University of Canberra. Schools & Community, 1995. http://erl.canberra.edu.au./public/adt-AUC20050712.102157.
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Contemporary theories of learning suggest that successful learners are active in the
learning process and that they tend to use a number of metacognitive processes to
monitor learning and remembering. Drawing on the theoretical framework of Nelson
and Narens (1992), the current study examined the effect of certain variables on
metamemory processes and on students' ability to recall and recognise learned
material.
The present study explored the effect of four independent variables on five dependent variables.
The independent variables were:
1. degree of learning (responses given until 2 or 8 times correct),
2. judgment of learning (JOL) timing (given immediately after learning session or 24
hours later),
3. retention interval between study and test (2 or 6 weeks), and
4. type of material studied (sentences, in or out of context).
The dependent variables were:
1. judgement of learning (JOL),
2. confidence rating,
3. feeling of knowing (FOK),
4. recall, and
5. recognition..
As ancillary analyses, the study explored, firstly, whether gender differences had an
effect on meta-level and object-level memory, and secondly, whether students who
recalled more also made more accurate metamemory judgements.
The effects of the independent variables on recall and recognition were consistent
with those found by previous studies. The most interesting new finding of the present study was that students who made JOLs after twenty four hours were more likely to
take into account the effect of the interval between learning and testing. Students who
made immediate JOLs did not allow for the effect of the time interval on retention. A
further new finding was that gender appeared to have had an influence on JOLs.
The findings about the effects of timing of JOLs and of gender effects on JOL have
implications for metacognitive theory and will stimulate further research.
The practical significance of this research, particularly the implications for study skills
training for all students, was that educators cannot presume that students will correctly
predict what they will recall after six weeks if they make that judgement immediately
after learning has occurred. Therefore, the effects of the passage of time on memory,
and the efficacy of delaying judgments, should be made explicit.
The finding that the manipulation of JOL timing has a significant effect on the
accuracy of judgements has implications in the wider area of educational policymaking
and for the current debate on competencies and quality assurance. Learning
cannot be considered a simple process and when a large component of learning is selfdirected,
as it is in tertiary institutions and increasingly in schools, many variables are
operating.
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Munnecom, Lorenna, and Miguel Chaves de Lemos Pacheco. "Exploration of an Automated Motivation Letter Scoring System to Emulate Human Judgement." Thesis, Högskolan Dalarna, Mikrodataanalys, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-34563.
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As the popularity of the master’s in data science at Dalarna University increases, so does the number of applicants. The aim of this thesis was to explore different approaches to provide an automated motivation letter scoring system which could emulate the human judgement and automate the process of candidate selection. Several steps such as image processing and text processing were required to enable the authors to retrieve numerous features which could lead to the identification of the factors graded by the program managers. Grammatical based features and Advanced textual features were extracted from the motivation letters followed by the application of Topic Modelling methods to extract the probability of each topics occurring within a motivation letter. Furthermore, correlation analysis was applied to quantify the association between the features and the different factors graded by the program managers, followed by Ordinal Logistic Regression and Random Forest to build models with the most impactful variables. Finally, Naïve Bayes Algorithm, Random Forest and Support Vector Machine were used, first for classification and then for prediction purposes. These results were not promising as the factors were not accurately identified. Nevertheless, the authors suspected that the factors may be strongly related to the highlight of specific topics within a motivation letter which can lead to further research.
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Howard, Charlotte Emma. "Memory and metamemory in patients with temporal lobe epilepsy." Thesis, University of Plymouth, 2009. http://hdl.handle.net/10026.1/2257.
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It is well established that patients with temporal lobe epilepsy (TLE) commonly report memory difficulties. The aim of this thesis was to use a novel approach adopting Nelson & Narens' (1990) theoretical framework to investigate whether metacognitive knowledge and memory performance were differentially disrupted in patients with TLE. More specifically, investigating to what extent poor memory in TLE could result from inadequate metamemory monitoring, inadequate metamemory control or both. Experiment I employed a combined Judgement-of-Learning and Feeling-of-Knowing task to investigate whether participants could monitor their memory successfully at both the item-by-item and global levels. The results revealed a dissociation between memory and metamemory in TLE patients. TLE patients presented with a clear episodic memory deficit compared with controls yet preserved metamemory abilities. Experiments 2 and 3 explored the sensitivity approach to examine metacognitive processes that operate during encoding in TLE patients and controls. Both these experiments demonstrated that TLE patients were sensitive to monitoring and control processes at encoding. The final experiment further investigated memory performance by examining the role of lateralisation of the seizure focus using material specific information and the 'Remember-Know' paradigm. The findings from the verbal task provided partial support to the material-specific hypothesis. The results from these experiments are discussed in terms of their association with executive functioning and memory deficits in TLE, and have important implications for future research examining memory and metamemory in TLE patients and other clinical populations.
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Andersson, Alice, and Mimmi Hallbäck. "Betydelsen av sambedömning för den likvärdiga utbildningen." Thesis, Malmö universitet, Malmö högskola, Institutionen för samhälle, kultur och identitet (SKI), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39475.
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Syftet med litteraturöversikten är att presentera forskning om vilken betydelse sambedömning mellan lärare får på bedömning och betygsättning i den svenska skolan. Följande frågeställningar syftar till att redogöra för syftet med litteraturöversikten: Hur kan sambedömning bidra till en ökad grad av likvärdighet i utbildningen, vad säger forskning om detta? Vilken betydelse får sambedömning på lärares samsyn och samstämmighet? Informationssökningen har skett utifrån ett systematiskt tillvägagångssätt i framförallt Skolverkets och Skolinspektionens databaser samt i de internationella utbildningsvetenskapliga databaserna ERC och ERIC, sekundära sökningar har också genomförts. Resultatet visar på att sambedömning används som en strategi för att stärka likvärdigheten inom utbildningsväsendet. Detta sker i synnerhet om sambedömning före-kommer kontinuerligt i mötet mellan lärare och ger möjligheten att föra diskussioner kring elevunderlag vilket i sin tur kan främja lärares individuella bedömning. Sambedömning lyfts också fram som ett betydelsefullt verktyg för att öka samsynen mellan lärare, trots den ökade samsynen mellan lärare garanterar det inte att det råder samstämmighet. I diskussionen konstateras att lärarkompetensen stärks i samband med sambedömning detta kan öka likvärdigheten i deras bedömning eftersom det förutsätter diskussion och reflektion kring lärares undervisning och bedömningspraktik.
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Wei, Ran. "On Estimation Problems in Network Sampling." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1471846863.
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Adie, Lenore Ellen. "Developing shared understandings of standards-based assessment : online moderation practices across geographically diverse contexts." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/43355/1/Lenore_Adie_Thesis.pdf.
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This thesis investigates the place of online moderation in supporting teachers to work in a system of standards-based assessment. The participants of the study were fifty middle school teachers who met online with the aim of developing consistency in their judgement decisions. Data were gathered through observation of the online meetings, interviews, surveys and the collection of artefacts. The data were viewed and analysed through sociocultural theories of learning and sociocultural theories of technology, and demonstrates how utilising these theories can add depth to understanding the added complexity of developing shared meaning of standards in an online context. The findings contribute to current understanding of standards-based assessment by examining the social moderation process as it acts to increase the reliability of judgements that are made within a standards framework. Specifically, the study investigates the opportunities afforded by conducting social moderation practices in a synchronous online context. The study explicates how the technology affects the negotiation of judgements and the development of shared meanings of assessment standards, while demonstrating how involvement in online moderation discussions can support teachers to become and belong within a practice of standards-based assessment. This research responds to a growing international interest in standards-based assessment and the use of social moderation to develop consistency in judgement decisions. Online moderation is a new practice to address these concerns on a systemic basis.
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Thériault, Georges. "Particularism and Generalism Revisited: Towards a Principled Particularism of Contingency." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41026.
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This thesis will revisit the debate between moral particularists and moral generalists in the field of meta-ethics. The general aim of this project will be to come to a better understanding of the status and role of moral principles in a reasons-holistic moral landscape. The specific aim will be to develop a viable position within the particularism-generalism debate that will combine elements from both theories. My central argument will be threefold: (a) I will argue that, in a reasons-holistic moral landscape, exceptionless moral principles are not sufficient to ground the possibility of moral thought and judgement; (b) that the possibility of moral thought and judgement depends in part on a determinate set of exceptionless moral principles and an indeterminate set of defeasible moral principles; and (c) that moral principles are insufficient to codify all or most moral truths in finite and manageable terms. My position therefore is a modified version of Principled Particularism. In this thesis, despite defending a version of particularism, I will not shy away from employing generalist terminology or from accepting certain generalist assumptions. Furthermore, unlike some particularists, I will stress the necessity and utility of moral principles. This thesis will also incorporate research about moral thought and judgement from the fields of moral psychology, cognitive science, and neuroscience.
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Cristofari, Hélène. "Une analyse pragmatiste des processus d'apprentissage en agroécologie : le cas de l'agriculture de conservation." Thesis, Toulouse 3, 2018. http://www.theses.fr/2018TOU30175/document.
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Face aux nombreuses difficultés environnementales et sociales auxquelles l'agriculture doit faire face, des pratiques basées sur la gestion de processus écologiques ont été proposées comme des solutions possibles. Or de telles pratiques, dites agroécologiques, ne peuvent résulter d'une simple application de recettes techniques, et doivent être développées en lien étroit avec les caractéristiques écologiques et autres du système géré par chaque agriculteur. En conséquence, il est nécessaire d'envisager une évolution du système de production et de diffusion de savoirs, avec en particulier une place importante à donner aux agriculteurs eux-mêmes dans le développement de leurs propres pratiques. L'objectif de cette thèse est donc de mieux comprendre comment les agriculteurs apprennent à développer des pratiques agroécologiques, afin de contribuer à l'accompagnement d'autres agriculteurs dans leur propre transition vers ce type de pratiques. Nous nous concentrons sur l'agriculture de conservation, qui se fonde sur trois grands principes : la réduction du travail du sol, la diversification des cultures et la couverture permanente du sol. A l'aide d'éléments théoriques issus de la philosophie pragmatiste, nous analysons qualitativement des entretiens réalisés chez des agriculteurs expérimentés en agriculture de conservation dans plusieurs régions de France. Cela nous amène dans un premier temps à proposer un cadre pour décrire les processus d'apprentissage et les jugements pragmatiques qui se développent au cours de ceux-ci. Nous précisons ensuite les évolutions possibles des jugements pragmatiques, et les particularités des processus d'apprentissage qui permettent ces différentes évolutions. Enfin, nous nous intéressons à la diversité entre agriculteurs dans les façons d'apprendre, notamment en mettant en regard les différentes trajectoires de changements vers l'agriculture de conservation. Nos résultats nous amènent à proposer des pistes pour l'accompagnement de l'apprentissage des agriculteurs : nous suggérons entre autres qu'il est important de valoriser la diversité des façons d'apprendre, mais sans chercher à la réduire à des styles d'apprentissage fixes, et nous proposons une application possible de la théorie de la communication engageante pour participer à l'accompagnement vers des pratiques d'agriculture de conservation. Enfin, nos résultats nous amènent à réfléchir à l'agroécologie non pas seulement comme un objectif du développement agricole, mais aussi comme un moyen de développement pour les individus<br>Agriculture is facing multiple environmental and social challenges; in order to address them, practices based on the management of ecological processes have been pointed out as possible solutions. Such practices, known as agroecological, cannot be the result of a simple application of technical recipes: they must be developed locally, in close interaction with the ecological characteristics of the system managed by each farmer. Consequently, it is necessary to consider the evolution of the knowledge production and diffusion system, with the farmers as developers of their own practices having an especially important role. Therefore, the goal of this work is to better understand how farmers learn to develop agroecological practices in order to contribute to the support of other farmers in their own transition towards similar practices. We focus on conservation agriculture, which is based on three main principles: reduction of soil disturbance, crop diversification, and permanent soil cover. With the help of theoretical elements grounded in pragmatist philosophy, we qualitatively analyze interviews conducted with farmers experienced in conservation agriculture in different regions of France. This leads us to the proposal of a framework to describe the learning processes and the pragmatic judgements that develop along these processes. We then specify the possible developments of pragmatic judgements, and the specificities of the learning processes that allow such changes. Finally, we focus on individual characteristics of the learning processes, studying them partly through contrasting farmers' trajectories of changes toward conservation agriculture practices. Our results enable us to make different suggestions for the support of farmers' learning: we argue that it is important to take into account the diversity of learning processes without reducing it into a typology of learning styles, and we discuss a possible application of the binding communication theory to facilitate the transition toward conservation agriculture practices. Ultimately, our results suggest that we should think about agroecology not only as a goal for agricultural development, but also as a means for the development of individuals
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Bartholomew, Scott. "A Mixed-Method Study of Mobile Devices and Student Self-Directed Learning and Achievement During a Middle School STEM Activity." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4748.
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The increasingly ubiquitous nature of mobile devices among K-12 students has led many to argue for and against the inclusion of mobile devices in K-12 classrooms. Some have conjectured that access to mobile devices may enable student self-directed learning.
This research used a mixed-method approach to explore the relationships between mobile devices and student achievement and self-directed learning during a Science, Technology, Engineering, & Mathematics (STEM) activity in a middle school Technology and Engineering Education classroom. In this study, 706 students from 18 classes worked in groups of 2-3 to complete an open-ended engineering design challenge. Students completed design portfolios and constructed prototypes. Classes were randomly divided with some receiving access to mobile devices during the study while others did not. Additionally, randomly assigned classes completed the design portfolio electronically while others completed the portfolio on paper. Final student portfolios and products were assessed using adaptive comparative judgment (ACJ). In ACJ, judges view two artifacts (portfolios or products) electronically and choose the better of the two. Repeating this process, a number of times produced a rank-order for the artifacts. The rank order for student portfolios and products represented student achievement. Statistical analyses of student access, portfolio type, student self-directed learning, and student achievement were conducted.
Thirty student interviews and five teacher interviews were conducted and interviewees were asked questions regarding mobile devices, self-directed learning, and their experience during the study. Responses from the interviews were transcribed and coded using causation and thematic coding techniques. The resulting themes from the interviews helped clarify the quantitative findings.
Findings from both the quantitative and qualitative analyses showed that student access to mobile devices was significantly correlated with higher scores on student design portfolios while student achievement on design products was independent of mobile device access. This suggests that mobile devices may improve student achievement in certain types of scenarios but not in others. Student self-directed learning was independent of mobile device access. Students and teachers both commented that mobile devices may be effective at increasing student self-directed learning or achievement but only through proper instruction and demonstration.
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Gremillet, Caroline. "The methodology for research about ease of learning judgements : does sequential and simultaneous judgements create different results?" Thesis, Stockholms universitet, Psykologiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-55141.
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Metacognition involves different evaluations of your own thinking- and learning process. Ease of learning (EOL) means judging how difficult for example a word is to learn. When researching about EOLs, different methods have been used in the past. In an experiment that tested glossaries, the methodology for measuring EOLs was investigated in this study. In the experiment, a comparison was made between making a sequential or simultaneous judgement of the difficulty of the words. A simultaneous judgement means judging one item while seeing the other items on the list, and a sequential judgement means judging while only seeing the word pair you are to judge. The result of this experiment was in line with previous research in that EOL judgments significantly, but only moderately so, predict the actual learnability of the items. However, the difference between a sequential and simultaneous judgement and their correlation with recall was not significant. There was a tendency towards better EOLs being made with simultaneous judgements, having a 30 % higher correlation with recall than sequential judgements.
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Sutherland, Graeme. "Grade decisions : how observers make judgements in the observation of teaching and learning." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/101750/.
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This research looked at how observers make judgements in the Observation of Teaching and Learning (OTL). Until recently, graded OTL has been the dominant model for assessing teaching quality across all sectors of education in the UK. From Ofsted inspection to routine in-service appraisal, teachers have become familiar, if not comfortable, with being watched and judged. Although the outcomes of these observations have high-stakes consequences for practitioners, and their institutions, the judgement process of the observer has been an under-developed area of research, and questions of which elements of theory, experience and practical knowledge they access in doing so, are areas yet to be fully explored. This research constituted a case study focussed on the process of OTL in a city-wide Adult Education service provider in England, attempting to understand and clarify the opaque process utilising methods including: interviews and questionnaires with 14 experienced classroom observers, analysis of data from 137 observation reports, and accreditation results and attendance rates pertaining to over 230 classes. Data were complemented by a rich background of ethnographic and auto-ethnographic reflection to provide context and to make the experience of OTL relatable for the reader. The findings suggested that the concept of Wisdom of Practice was at the heart of the OTL process and that observers appeared to reach their initial judgements holistically based on a largely intuitive and automatic access to a wealth of theory, experience and practical knowledge. Observers then appeared to make use of a range of elements to refine and justify their judgements: chiefly judgement-criteria arising from a range of sources, but also contextual factors including the observer’s relationship with the observee. The analysis and discussion of these findings has led to the proposal of a theoretical model of the OTL judgement process, which clearly demonstrates the complex strands of OTL decision-making. Ultimately, the findings support a claim for the continued usefulness of OTL with an increased emphasis on Continued Professional Development. There is an appreciation of the authenticity of the measure, once grading has been removed, based upon the Wisdom of Practice of the experienced observer.
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Yukhina, Ellina Vasilievna. "Cognitive Abilities & Learning Styles in Design Processes and Judgements of Architecture Students." Thesis, The University of Sydney, 2007. http://hdl.handle.net/2123/1694.
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The main aim of this research is the exploration of relationships and correlations between thinking styles of student designers, their personal aptitudes, and design education. It involves discovering the role/s several groups of learning styles and cognitive abilities may play in problem solving during administered design tasks; and the influence they may have on academic performance and quality of produced design solutions. The main hypothesis is that differences in designers’ individual problem solving strategies and, ultimately, products of their expertise – designed artefacts – can be correlated with the differences in their learning styles and cognitive abilities. We suggest the following. (a) Designers with different styles adopt different approaches to design situations and use different strategies during problem solving. It is possible to find the supporting evidence by investigating their performance on design tasks. (b) Individual differences in design reasoning and problem solving could be correlated with the differences in individual cognitive abilities. (c) It may be possible to find correlations between cognitive styles and cognitive abilities. (d) It is likely that a number of visible or measurable qualities of students’ design drawings, would in some way reflect different characteristics of the above individual styles and abilities. The methodological approach draws on theoretical and empirical knowledge from several domains, including: design studies, psychology, cognitive science and study of creativity. This study is concerned with selecting and substantiating the input – a number of cognitive styles and abilities chosen for evaluation; and their subsequent assessment. It involves administering design sessions and exploring them as a process to see whether and how the above abilities and styles are reflected in problem solving. It also deals with the assessment of the product i.e. produced design solutions, and their relation to the academic performance reports. And, finally, it explores correlations between the input, the process and the product to help finding explanations for the students’ preferences in adopting particular problem solving strategies in designing. This study is based upon the analysis of six major datasets from (1) an electronic test assessing individual positions on four dimensions (two dichotomies) of learning styles; (2) tests of cognitive abilities chosen on the basis of their relevance to designing; (3) design sessions, administered individually under retrospective protocol guidelines; (4) questionnaires, containing summaries of design sessions, and introspective reports of imagery use and problem-solving styles and strategies; (5) judgements of academic performance from course supervisors based on marks and grades; and (6) assessments of design drawings by professional architects. The analysis revealed fundamentally different ways by which students approach design situations; they are positively correlated with their learning styles. Students’ approaches to problem situations change with the task and within the task. However, eighty percent of the first year and half of the final year subjects showed various degrees of inflexibility in dealing with design problems; this may have decreased the quality of performance. Learning styles proved important in predicting the process and the outcome of problem solving. They may account for moderate to low quality of design solutions in cases with either style (from both dichotomies explored) being of low development. Styles were also observed to may have a moderate to strong influence on the students’ academic performance. Correlations between the measured cognitive abilities and academic performance were moderate to significant for the first year and similar but marginally lower for the final year students. At the same time, final year students scored higher on the ability tests and showed better results on the learning styles assessments. One of the likely reasons for this is the enhancement of abilities and styles during the course of study. No significant linear correlations between preferred learning styles and most of the measured cognitive abilities have been observed. The probable inference is that abilities are among many other factors affecting the development of learning styles. It has been, however, possible to establish a number of important correlations between the measurements of learning styles, cognitive abilities, observed problem solving behaviour, and students’ design solutions. Overall, it has been demonstrated that the applied methodology, although requiring further refinement, does enable examining and elucidating the influence of learning styles and cognitive abilities on design problem solving and academic performance.
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Buregeya, Alfred. "Language production, grammaticality judgements, and rule verbalisations in second language acquisition : a study of the interlanguage knowledge of English wh-questions by EFL Rwandan learners." Thesis, University of Reading, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239485.
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Law, Hau-fai Edmond, and 羅厚輝. "A study of teachers' judgements of pupils' educability in Hong Kong: a sociolinguistic approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3123723X.
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Haupt, Maria Margaretha Catharina (Grietjie). "A Kirkpatrick evaluation of computer-integrated learning support material for technology education." Diss., University of Pretoria, 2005. http://hdl.handle.net/2263/26648.
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The aim of this research is to establish which aspects influence students’ successful learning of design skills through contextually integrated learning support material for the design and technology education programme at the University of Pretoria. The purpose of the research is threefold: • The first aim is to investigate the extent to which the electronic tutorial, Design in Action (hereafter referred to as “the tutorial”) contributes to students’ (novice designers) design theory in a technological context i.e. to indicate whether the level of sophistication of the exemplary graphics and explanatory text is suited to the context. • The second aim is to establish the levels of learning achieved by learners as a result of the intervention using Design in Action in order to indicate the adequacy of the learning support material in achieving the learning outcomes of the unit. • The third aim is to establish possible improvements for the tutorial to increase its effectiveness in terms of curriculum, media&technology, learning&instruction and teacher education&didactics (Van den Akker, 1999). The findings of this preliminary study will be used in broader studies focused on the design and development of contextually integrated learning support material for design and technology education students. This research is a qualitative case study, including the evaluation of levels of learning of first year pre-service design and technology students, conducted in the interpretative paradigm, within the theoretical frame of socially responsible research (Reeves, 2000). The evaluation of the levels of learning was based on a model designed by Kirkpatrick (Kirkpatrick, 1994). The model delineates four levels of instruction (training) outcomes: reaction, learning, behaviour, and results.<br>Dissertation (MEd (CIE))--University of Pretoria, 2005.<br>Curriculum Studies<br>unrestricted
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Utgof, Darja. "The Perception of Lexical Similarities Between L2 English and L3 Swedish." Thesis, Linköping University, Department of Culture and Communication, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-15874.
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<p>The present study investigates lexical similarity perceptions by students of Swedish as a foreign language (L3) with a good yet non-native proficiency in English (L2). The general theoretical framework is provided by studies in transfer of learning and its specific instance, transfer in language acquisition.</p><p>It is accepted as true that all previous linguistic knowledge is facilitative in developing proficiency in a new language. However, a frequently reported phenomenon is that students see similarities between two systems in a different way than linguists and theoreticians of education do. As a consequence, the full facilitative potential of transfer remains unused.</p><p>The present research seeks to shed light on the similarity perceptions with the focus on the comprehension of a written text. In order to elucidate students’ views, a form involving similarity judgements and multiple choice questions for formally similar items has been designed, drawing on real language use as provided by corpora. 123 forms have been distributed in 6 groups of international students, 4 of them studying Swedish at Level I and 2 studying at Level II. </p><p>The test items in the form vary in the degree of formal, semantic and functional similarity from very close cognates, to similar words belonging to different word classes, to items exhibiting category membership and/or being in subordinate/superordinate relation to each other, to deceptive cognates. The author proposes expected similarity ratings and compares them to the results obtained. The objective measure of formal similarity is provided by a string matching algorithm, Levenshtein distance.</p><p>The similarity judgements point at the fact that intermediate similarity values can be considered problematic. Similarity ratings between somewhat similar items are usually lower than could be expected. Besides, difference in grammatical meaning lowers similarity values significantly even if lexical meaning nearly coincides. Thus, the obtained results indicate that in order to utilize similarities to facilitate language learning, more attention should be paid to underlying similarities.</p>
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Fincham, Francis Derrick. "Moral judgement in learning disabled children." Thesis, 2015. http://hdl.handle.net/10539/17256.
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Beaumaris, Arini. "Moral judgement to moral action - implications for education." Thesis, 2010. http://hdl.handle.net/1959.13/805543.
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Research Doctorate - Doctor of Philosophy (PhD)<br>Recent educational research has pointed to the potential for values education to enhance student wellbeing by helping to develop their pro-social behaviours and effective work habits. Most crucial to the process of values education is understanding more about the ways in which children learn to consistently act-on-moral judgement and so function in the moral or ethical domain. This study focuses on appraising, with the use of research literature and the lived experience of 22 adults from diverse cultural backgrounds, ‘what works’ in translating moral judgement to moral action. It explores, from scientific, religious and educational perspectives’, elements of success in moral functioning, with the goal of shedding greater light on the processes of moral learning and moral functioning. On the basis of the study, it is postulated that moral functioning is a competency, based on acting out of the highest stages of the domains of knowing (cognition), loving (affect), and willing (conation). Hence, it is proposed that a person who develops the capacity to reflect on emotional feedback and the consequences of their actions (knowing), to consider the needs of others (loving), and who is prepared to take responsibility in a situation (willing), is more likely to act-on-moral judgement. The proposition above supports brain functioning theories on moral learning and challenges conventional notions of how we learn to function in the moral domain. On the basis of such insights, the study suggests that children would benefit from an intentional process of facilitated reflection upon feeling states and personal moral experiences, in a safe and caring environment. Facilitated reflection supports the creation of new moral prototypes, or exemplars, to help develop moral imagination and to learn how to respond more appropriately the next time a child is faced with a similar moral scenario. It is further proposed therefore that such methodology should be incorporated into values education in schools.
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Ko, Mei-Yu, and 柯美瑜. "The Effect of Blocking and Product Attributes on Product Judgement in Consumer Learning Process." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/31447330510047589783.
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碩士<br>國立交通大學<br>管理科學系所<br>95<br>We try to explain how consumers learn the two predict cues, brand and attribute, and how they develop the predict system on the basis of two learning theories: Human Associative Memory (HAM) and Adaptive Network Model. We use experimental design to observe if learning process will be different in different situations by manipulating the frequency and order of predictive cues. And we also want to know whether brand and attribute have different weight in the learning process. Besides, another purpose of this thesis is to examine the variation of brand equity and brand extension in quality evaluation of extension category.
We find that consumers tend to predict product quality by attributes if brand and attribute information come together. It proves that consumers assess predictiveness and causality through normative causal-reasoning processes. But consumers will add brand predictiveness and then brand equity is built after preexposure of the relationship of brand and quality. Because of blocking effect, we suggest firms can expose the linkage of brand name and product evaluation to consumers first, then brand equity will not be diluted by attribute equity. Furthermore, firms will be advantageous to develop brand loyalty and brand extension.
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Riza, JL. "The effects of cravings on metacognition." Thesis, 2015. https://eprints.utas.edu.au/23568/1/Riza_whole_thesis.pdf.
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This study used a sample (N = 68) of regular coffee drinkers to investigate how cravings may influence JOLs when completing a cue-only word pair task. Two groups: a craving and a control group were randomly allocated where cravers had to avoid consuming coffee before testing. Both groups completed a word pair encoding task followed by completing either a craving induction task if they had abstained from coffee or a control task if they had not. Both groups then made cue-only JOLs and a subsequent retrieval attempt on the target. Craving strength was measured at the end of the experiment. Results indicated that JOLs for cravers were less realistic which may have been due to the presence of cravings.
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Van, Graan Anna Catharina. "Clinical judgement in nursing : a teaching-learning strategy for South African undergraduate nursing students / Anna Catharina van Graan." Thesis, 2014. http://hdl.handle.net/10394/15686.
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Recent reforms in the South African health care and educational system were founded in the ideal that the country would produce independent, critical thinkers. Nurses need to cope with diversity in a more creative way, defining their role in a complex, uncertain, rapidly changing health care environment. Learning facilitators are held accountable for finding adequate learning experiences to prepare nursing students for such practice demands so that newly qualified nurses do meet expectations for entry level clinical judgement ability. Quality clinical judgement is therefore imperative as an identified characteristic of newly qualified professional nurses.
There is a scarceness of information on the concept of clinical judgement especially within the South African nursing environment. Relevant information in this regard can assist in clarifying the meaning, which will facilitate a common understanding of the concept within the clinical nursing environment. This in turn can lead to the formulation of a teaching-learning strategy to facilitate clinical judgement in undergraduate nursing students, which would be of benefit in the nursing care environment.
The objective of this study was addressed in three phases. The first phase of this research analysed the concept of clinical judgement through various data sources and a review of literature to clarify the meaning and facilitate a common understanding through identification of the characteristics and to develop a connotative (theoretical) definition of the concept. The second phase of the research investigated professional nurses‟ understanding of the meaning of clinical judgement, as well as the factors that influence the development of clinical judgement within the nursing environment. During the third phase a conceptual framework for an enabling teaching-learning environment was constructed from a modern day constructivist approach to facilitate clinical judgement. The section included a description and diagrammatic presentation of the framework. The conceptual framework formed the scientific basis from which a teaching-learning strategy for the creation of an enabling teaching-learning environment to facilitate clinical judgement in undergraduate nursing students within the South African nursing environment was synthesised.
A qualitative design was used for the study. During the first phase (manuscript 1) an explorative, descriptive qualitative design was used to discover the complexity and meaning of the phenomenon. Multiple data sources and search engines were consulted for the time frame 1982-2013. An extensive concept analysis resulted in a theoretical definition of the concept „clinical judgement‟, a complex cognitive skill to evaluate patient treatment alternatives within the clinical nursing environment. The second phase (manuscript 2) is qualitative in nature and explored professional nurses‟ understanding of clinical judgement, as well as the factors influencing the development of clinical judgement in undergraduate nursing students.
The findings emphasised clinical judgement as skill within the nursing environment. This assisted in the development of teaching-learning strategy for the creation of an enabling teaching-learning environment to facilitate clinical judgement in undergraduate nursing students within the South African Nursing environment as the third phase (manuscript 3). Such an environment should impact positively to promotion of autonomous and accountable nursing care.<br>PhD (Nursing), North-West University, Potchefstroom Campus, 2015
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Yukhina, Ellina Vasilievna. "Cognitive Abilities & Learning Styles in Design Processes and Judgements of Architecture Students." 2007. http://hdl.handle.net/2123/1694.
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Doctor of Philosophy<br>The main aim of this research is the exploration of relationships and correlations between thinking styles of student designers, their personal aptitudes, and design education. It involves discovering the role/s several groups of learning styles and cognitive abilities may play in problem solving during administered design tasks; and the influence they may have on academic performance and quality of produced design solutions. The main hypothesis is that differences in designers’ individual problem solving strategies and, ultimately, products of their expertise – designed artefacts – can be correlated with the differences in their learning styles and cognitive abilities. We suggest the following. (a) Designers with different styles adopt different approaches to design situations and use different strategies during problem solving. It is possible to find the supporting evidence by investigating their performance on design tasks. (b) Individual differences in design reasoning and problem solving could be correlated with the differences in individual cognitive abilities. (c) It may be possible to find correlations between cognitive styles and cognitive abilities. (d) It is likely that a number of visible or measurable qualities of students’ design drawings, would in some way reflect different characteristics of the above individual styles and abilities. The methodological approach draws on theoretical and empirical knowledge from several domains, including: design studies, psychology, cognitive science and study of creativity. This study is concerned with selecting and substantiating the input – a number of cognitive styles and abilities chosen for evaluation; and their subsequent assessment. It involves administering design sessions and exploring them as a process to see whether and how the above abilities and styles are reflected in problem solving. It also deals with the assessment of the product i.e. produced design solutions, and their relation to the academic performance reports. And, finally, it explores correlations between the input, the process and the product to help finding explanations for the students’ preferences in adopting particular problem solving strategies in designing. This study is based upon the analysis of six major datasets from (1) an electronic test assessing individual positions on four dimensions (two dichotomies) of learning styles; (2) tests of cognitive abilities chosen on the basis of their relevance to designing; (3) design sessions, administered individually under retrospective protocol guidelines; (4) questionnaires, containing summaries of design sessions, and introspective reports of imagery use and problem-solving styles and strategies; (5) judgements of academic performance from course supervisors based on marks and grades; and (6) assessments of design drawings by professional architects. The analysis revealed fundamentally different ways by which students approach design situations; they are positively correlated with their learning styles. Students’ approaches to problem situations change with the task and within the task. However, eighty percent of the first year and half of the final year subjects showed various degrees of inflexibility in dealing with design problems; this may have decreased the quality of performance. Learning styles proved important in predicting the process and the outcome of problem solving. They may account for moderate to low quality of design solutions in cases with either style (from both dichotomies explored) being of low development. Styles were also observed to may have a moderate to strong influence on the students’ academic performance. Correlations between the measured cognitive abilities and academic performance were moderate to significant for the first year and similar but marginally lower for the final year students. At the same time, final year students scored higher on the ability tests and showed better results on the learning styles assessments. One of the likely reasons for this is the enhancement of abilities and styles during the course of study. No significant linear correlations between preferred learning styles and most of the measured cognitive abilities have been observed. The probable inference is that abilities are among many other factors affecting the development of learning styles. It has been, however, possible to establish a number of important correlations between the measurements of learning styles, cognitive abilities, observed problem solving behaviour, and students’ design solutions. Overall, it has been demonstrated that the applied methodology, although requiring further refinement, does enable examining and elucidating the influence of learning styles and cognitive abilities on design problem solving and academic performance.
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Mischke, Gertruida Elizabeth. "Analysing "involvement" in distance education study guides: an appraisal-based approach." Thesis, 2005. http://hdl.handle.net/10500/1864.
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The main aim of this study is to extend our current understanding of the linguistic characteristics of student-centred distance education texts. This aim links directly with the shift in South Africa from an objectivistic, content-centred teaching approach towards an outcomes-based, studentcentred one. Partly because few guidelines exist as to what the linguistic characteristics of student-centred texts are, developers of such texts in a distance education environment face many challenges and thus, a secondary, more indirect aim of this study is to benefit developers of distance education study materials. In view of the educational context in which the study is situated, a brief overview of some of the most relevant pedagogic perspectives underlying the notion of student-centredness is provided.
Student-centredness is then interpreted in terms of Biber's (1988) construal of `involvement' and
also in terms of Systemic Functional Linguistics (SFL): more particularly, the interpersonal
discourse semantic metafunction of SFL and on insights developed in Appraisal Theory. The
focus of the study is thus on `involvement' and the expression of evaluative stance, and
consequently on attitudinal language through `involvement' features. Of particular interest to the present study is how learning is advanced through the use of attitudinal language.
The data for the study include six print-based distance education teaching texts (study guides)
from three different academic departments at the University of South Africa. Two guides from
each department are analysed and compared: one developed by way of a content-centred
approach to teaching and the other by way of a student-centred approach. The linguistic construal of evaluative stance in these guides is analysed and interpreted in interpersonal
terms. The thesis develops a theoretically motivated explanation of the linguistic characteristics of student-centred distance education texts, and in the process provides evidence of the interpersonal and pedagogic relevance of evaluative stance in the context of distance education. Some of the main conclusions reached are that student-centred texts differ from contentcentred ones with regard to: the extent to which the social presence of discourse participants is signalled in such texts; the extent to which solidarity is negotiated with students; the participation of students in the knowledge construction process; the relationship that prevails between lecturers and students; and the identity developed for both students as well as lecturers.<br>Linguistics<br>D. Litt. et Phil. (Linguistics)
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Robertson, Karen. "The validation of a test battery for the selection of first-line supervisors in a South African mining company." Diss., 2009. http://hdl.handle.net/10500/3372.
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Gleeson, LG. "The effect of theories of intelligence on immediate and delayed JOLs." Thesis, 2016. https://eprints.utas.edu.au/23521/1/Gleeson_whole_thesis.pdf.
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This study investigated the effect of individual’s theory of intelligence (TOI) on resolution between judgements of learning (JOLs) and recall. JOLs are predictions of future memory and can differ due to TOIs being more fixed (entity) or malleable (incremental). Fifty-eight participants (39 females; mean age 24 years) viewed Indonesian-English word pairs providing immediate and delayed JOLs before final recall. Dwecks (1999) Theories of Intelligence Scale –Self form for Adults assessed participants TOI. The results did not support the hypotheses that resolution for immediate JOLs would be better for entity than incremental theorists, and this difference would be smaller for delayed JOLs. Consistent with the delayed JOL effect resolution was found to be higher when JOLs were delayed (p<.001). A difficulty x TOI interaction was identified whereby resolution for incremental theorists was highest for moderate and difficult word pairs, while for entity theorists resolution was best for easy pairs (p=.023). It was concluded that resolution did not differ between entity and incremental theorists for immediate and delayed JOLs, suggesting there is no inaccuracy in JOLs for incremental theorists. Delayed JOLs, however, were more accurate overall. Further research is necessary to identify if these JOLs affect study behaviour in more ecological settings.
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Breen, RJ. "Measuring metacognition : the effects of framing and scale type on metacognitive accuracy." Thesis, 2017. https://eprints.utas.edu.au/31272/1/Breen_whole_thesis.pdf.
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Accurate metacognitive judgements are necessary to predict the likelihood of recalling information and engage in effective learning. The study explored how manipulating JOL question frame and the scale of assessment affected metacognitive accuracy. Ninety-Two participants (59 female) aged 18-69 (`M` = 27.58, SD = 12.56) completed a cued-recall task of sixty-six English noun word-pairs and made JOLs. The method of JOL assessment (0-100% scale or binary task) and the frame of the JOL question (likelihood of remembering or forgetting) were manipulated to form four between-subjects conditions. The study-JOL-recall procedure was repeated to form two test cycles. Framing had a minimal impact on JOLs when measured on 0-100% scales. For binary conditions, the effects of framing differed depending on test cycle. It was concluded framing effects may result from the selection of different anchors, and that binary tasks may be more sensitive to framing. This study has implications for how health professional, educators, and researchers may consider assessing the beliefs about memory of those they teach. The study highlights the way assessments are made can influence the accuracy of metacognitive beliefs. Hence further research into and development of methods to accurately assess metacognition in both laboratory and real-world settings is necessary.
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Purton, TF. "The effect of naïve theories of intelligence on metacognitive monitoring accuracy." Thesis, 2016. https://eprints.utas.edu.au/23525/1/Purton_whole_thesis.pdf.
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Research suggests that individuals who believe their intelligence has the capacity to incrementally grow may make less accurate judgements of learning (JOLs) than those who believe intelligence is a fixed entity. JOLs represent a prediction of future recall, and have implications for real world study behaviour. The present study aimed to determine whether delaying JOLs could improve JOL accuracy for incremental theorists. It was hypothesised that there would be an interaction effect of theory of intelligence (TOI) and time on metacognitive accuracy, and that overall metacognitive accuracy would be better for delayed than immediate JOLs. 56 participants (46 females, 10 males) completed a pairedassociate learning task, provided immediate and delayed JOLs and completed a cued-recall test and Dweck’s (1999) TOI measure. There was no effect of TOI on either immediate or delayed JOLs (all p’s > 0.1), negating the first hypothesis. The second hypothesis was supported, F(1, 54) = 124.02, p < .001, d = 1.25, replicating the delayed-JOL effect. These findings suggest that poor metacognition is not a concern for incremental theorists, and speak to the utility of learning techniques that use retrieval cues as a basis for study behaviour.
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Gilmore, Nelise. "The relationship between learning potential and job performance." Diss., 2008. http://hdl.handle.net/10500/2114.
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In South Africa, legislation dictates that employees must be developed resulting in the need to identify candidate's development capability. As such, it is essential to be able to measure the learning potential of candidates. In practice, cognitive ability has been linked to the complex process of job performance.
This study aimed to determine whether learning potential can be used as a predictor of job performance. The Learning Potential Computerised Adaptive Test (LPCAT) was utilised to measure learning potential and job performance was measured through a promotion ratio (taking job knowledge and tenure into account). The moderator variables were investigated. A sample of 135 technical employees was drawn. The data was statistical manipulated reporting various significant relationships confirming the internal reliability of the LPCAT and indicating a strong significant relationship between learning potential and job performance. Variables such as learning potential, job grade and tenure are significant when predicting job performance.<br>Industrial and Organisational Psychology<br>MA (Industrial and Organisational Psychology)