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Dissertations / Theses on the topic 'Task expectation'

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Published: 4 June 2021
Last updated: 7 February 2022

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1

Paasch, Georg-Friedrich [Verfasser], Ralf [Akademischer Betreuer] Galuske, Laube [Akademischer Betreuer] Bodo, and Michael [Akademischer Betreuer] Wibral. "Investigating the Predictive Code of Predictive Coding Theory via Face Identity Expectation in a Learning Task / Georg-Friedrich Paasch ; Ralf Galuske, Laube Bodo, Michael Wibral." Darmstadt : Universitäts- und Landesbibliothek Darmstadt, 2018. http://d-nb.info/1170872719/34.

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2

Recker, Jan Christof. "Understanding process modelling grammar continuance : a study of the consequences of representational capabilities." Queensland University of Technology, 2008. http://eprints.qut.edu.au/16656/.

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The graphical modelling of processes is of growing popularity and high relevance to organisations that seek to document, analyse and improve their business operations. This research investigates the phenomenon of continued user acceptance of the grammars that are used to build process models. It develops and tests a theory that can be used to explain and predict why users would opt to continue working with certain grammars in their process modelling efforts. This study builds on established theories, including the Technology Acceptance Model, Expectation-Confirmation Theory, Task-Technology Fit Theory and Representation Theory. These theories suggest that end users typically strive for tools that are useful and easy to use, which confirm their expectations through firsthand utility, and which match task requirements and individual abilities. Representation theory suggests that modelling grammars should be complete and clear in their capabilities to represent real-world domains. The research model has been designed by combining conceptual studies of acceptance and continuance theories with a representational analysis of the BPMN grammar, which is a recently ratified industry standard for process modelling and thereby of high practical relevance to process modelling practice. It further incorporates findings from nineteen semi-structured interviews with process modellers in Australia. The research model has been tested and validated by means of a web-based survey with 590 process modellers world-wide. This thesis contributes to the body of knowledge in a number of ways: First, it presents an empirically validated model of the factors determining a user's intention to continue using a process modelling grammar. Second, it measures the impact that grammar characteristics as well as user and task characteristics have on user evaluations of a process modelling grammar. Third, it presents empirical evidence on the consequences that perceived representational deficiencies entail on user perceptions of a process modelling grammar.
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Kemper, Maike. "Self-generated and Cue-induced Expectations: Differences and Interactions." Doctoral thesis, Humboldt-Universität zu Berlin, 2020. http://dx.doi.org/10.18452/21000.

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Erwartungen spielen eine zentrale Rolle in der menschlichen Handlungssteuerung. Trotz ihrer Rolle in verschiedenen psychologischen Theorien, werden Erwartungen unterschiedlich operationalisiert (was zu teilweise widersprüchlichen Ergebnissen führt) und dabei oft nur indirekt über Hinweisreize(Cues) gemessen bzw. induziert. Diese Dissertation beschäftigt sich mit der Frage, wie sich selbst-generierte und cue-induzierte Erwartungen qualitativ unterscheiden, wie die beiden Erwartungsformen interagieren und welche Art der Operationalisierung zur Messung von Erwartungen zielführender ist. In den beschriebenen Experimenten hatten Proband_innen die Aufgabe, eine Erwartung zu verbalisieren und so schnell und akkurat wie möglich auf einen Stimulus zu reagieren, der diese Erwartung entweder erfüllt(match) oder davon abweicht(mismatch). Die Erwartung konnte dabei durch Vorlesen eines Cues oder die Benennung einer selbst-generierten Erwartung verbalisiert werden. Dabei wurden das Abstraktionslevel der Erwartung, die Art der Reaktion und der Vergleich der beiden Erwartungsformen (innerhalb vs. zwischen verschiedenen Trials) variiert. Bei einem Experiment, das einen genaueren Vergleich von cue-induzierten zu selbst-generierten Erwartungen erlaubt, konnte der größere Effekt von selbst-generierten Erwartungen bestätigt werden. Es wird gezeigt und diskutiert, dass und wie sich selbst-generierte Erwartungseffekte qualitativ von cue-induzierten Effekten unterscheiden. Am konkreten Beispiel von Konflikterwartungen können verbalisierte selbst-generierte Erwartungen eine zuvor widersprüchliche Forschungslage zum Einfluss von Erwartungen auf sequentielle Konflikteffekte konsolidieren. Die Effekte von selbst-generierten und cue-induzierten Erwartungen sind nicht additiv und der Effekt eines Cues wird nicht durch eine abweichende selbst-generierte Erwartung zunichte gemacht. In Anbetracht dieser Ergebnisse diskutiere ich kritisch die Operationalisierung von Erwartungen als Cues.
Expectations help to guide human behavior. For example, responses to expected events/stimuli are faster and less error prone than to unexpected events. In spite of their role in different psychological theories and corresponding experiments the operationalization of expectations is heterogeneous (which can lead to contradictory results) and very often conducted indirectly via cues. The research summarized in this dissertation dealt with the question how cue-induced and self-generated expectations differ qualitatively, how both types of expectations interact and which operationalization of measuring expectations is more adequate. In the summarized experiments participants had the task to verbalize an expectation and then respond accurately as fast as possible to a presented stimulus which could match or mismatch the expectation. The verbalization could either consist of reading aloud a cue or verbalize a self-generated expectation. In the different studies the features/abstraction of the expectations (and stimuli), the type of response, and the way how the effects of the two types of expectation were measured (within or between trials) were varied. In a setting that allows a stricter comparison of cue-induced and self-generated expectations than in previous studies the larger effect of self-generated expectations could be replicated. I confirm and discuss that and how verbalized self-generated expectation effects differ qualitatively from cue-induced effects. On the specific example of conflict expectations, the use of verbalized self-generated expectations can consolidate previous contradictory findings, e.g. about the influence of expectations on the sequential congruency effect. The effects of self-generated and cue-induced expectations are not additive and the effect of a cue is not cancelled if a diverging self-generated expectation is verbalized. In view of these results I critically discuss the operationalization of expectations as cues.
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4

Leroy, Arthur. "Multi-task learning models for functional data and application to the prediction of sports performances." Thesis, Université de Paris (2019-....), 2020. http://www.theses.fr/2020UNIP7089.

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Ce manuscrit de thèse est consacré à l’analyse de données fonctionnelles et la définition de modèles multi-tâches pour la régression et la classification non supervisée. L’objectif de ce travail est double et trouve sa motivation dans la problématique d’identification de jeunes sportifs prometteurs pour le sport de haut niveau. Ce contexte, qui offre un fil rouge illustratif des méthodes et algorithmes développés par la suite, soulève la question de l’étude de multiples séries temporelles supposées partager de l’information commune, et généralement observées à pas de temps irréguliers. La méthode centrale développée durant cette thèse, ainsi que l’algorithme d’apprentissage qui lui est associé, se concentrent sur les aspects de régression fonctionnelle à l’aide d’un modèle de processus Gaussiens (GPs) multi-tâche. Ce cadre probabiliste non-paramétrique permet de définir une loi a priori sur des fonctions, supposées avoir généré les données de plusieurs individus. Le partage d’informations communes entre les différents individus, au travers d’un processus moyen, offre une modélisation plus complète que celle d’un simple GP, ainsi qu’une pleine prise en compte de l’incertitude. Unprolongement de ce modèle est par la suite proposé via la définition d’un mélange de GPs multi-tâche. Cette approche permet d’étendre l’hypothèse d’un unique processus moyen sousjacent à plusieurs, chacun associé à un groupe d’individus. Ces deux méthodes, nommées respectivement Magma et MagmaClust, offrent de nouvelles perspectives de modélisation ainsi que des performances remarquables vis-à-vis de l’état de l’art, tant sur les aspects de prédiction que de clustering. D’un point de vue applicatif, l’analyse se concentre sur l’étude des courbes de performances de jeunes nageurs, et une première exploration des données réelles met en évidence l’existence de différents patterns de progression au cours de la carrière. Par la suite, l’utilisation de l’algorithme Magma, entrainé sur la base de données, attribue à chaque sportif une prédiction probabiliste de ses performances futures, offrant ainsi un précieux outil d’aide à la détection. Enfin, l’extension via l’algorithme MagmaClust permet de constituer automatiquement des groupes de nageurs de part les ressemblances de leurs patterns de progression, affinant de ce fait encore les prédictions. Les méthodes détaillées dans ce manuscrit ont également été entièrement implémentées et sont partagées librement
The present document is dedicated to the analysis of functional data and the definition of multi-task models for regression and clustering. The purpose of this work is twofold andfinds its origins in the problem of talent identification in elite sports. This context provides a leading thread illustrative example for the methods and algorithms introduced subsequently while also raising the problem of studying multiple time series, assumed to share information and generally observed on irregular grids. The central method and the associated algorithm developed in this thesis focus on the aspects of functional regression by using multi-task Gaussian processes (GPs) models. This non-parametric probabilistic framework proposes to define a prior distribution on functions, generating data associated with several individuals. Sharing information across those different individuals, through a mean process, offers enhanced modelling compared to a single-task GP, along with a thorough quantification of uncertainty. An extension of this model is then proposed from the definition of a multi-task GPs mixture. Such an approach allows us to extend the assumption of a unique underlying mean process to multiple ones, each being associated with a cluster of individuals. These two methods, respectively called Magma and MagmaClust, provide new insights on GP modelling as well as state-of-the-art performances both on prediction and clustering aspects. From the applicative point of view, the analyses focus on the study of performance curves of young swimmers, and preliminary exploration of the real datasets highlights the existence of different progression patterns during the career. Besides, the algorithm Magma provides, after training on a dataset, a probabilistic prediction of the future performances for each young swimmer, thus offering a valuable forecasting tool for talent identification. Finally, the extension proposed by MagmaClust allows the automatic construction of clusters of swimmers, according to their similarities in terms of progression patterns, leading once more to enhanced predictions. The methods proposed in this thesis have been entirely implemented and are freely available
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Merrick, Bradley Maxwell School of Music &amp Music Education UNSW. "The relationship between self-efficacy and self-regulated behaviour within a secondary school music technology based creative learning environment." Awarded by:University of New South Wales. School of Music and Music Education, 2006. http://handle.unsw.edu.au/1959.4/25768.

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This study employed the theoretical framework of Albert Bandura???s social cognitive theory, to investigate how differing levels of self-efficacy impact on both the type and degree of self-regulatory behaviour employed by the students when composing music in a high school music program. The literature review revealed an abundance of related research suggesting a strong relationship between self-efficacy and self-regulated behaviour in the ???core??? academic domains of education. In contrast, there was no specific research found that had examined self-efficacy and self-regulation in the context of students composing music. An independent school in Sydney served as the research site, with sixty-eight students of varied year levels and musical experience participating in the study. Students used stand alone computers, the software ???Cubase??? and MIDI keyboards as they completed a task that involved creating an original piece of music in a genre of their own choice, over a series of four composition sessions. A mixed methodology was employed to determine if the influence of the students??? self-efficacy beliefs upon their self-regulation in a creative activity were consistent with existing research. Data were collected using a mixture of weekly measures and self-report scales, combined with a variety of questionnaires, logs, tally sheets and interviews. Eight variables, including the self-regulatory sub-processes of goal setting-strategic planning, intrinsic motivation, goal orientation, task expectation, time on task, task completion, monitoring were analysed together with an additional variable, defined as creative ability, to determine if evidence could be found of a relationship between self-efficacy and these specific behaviours while composing. The results suggest that the pre-task (Week 1) measure of self-efficacy was closely associated with the students??? use of the eight self-regulatory dimensions as well as their perceived level of creative ability. Weekly self-efficacy measures also suggested that students??? employ self-regulated sub-processes proportionally to their respective levels of self-efficacy. Importantly, the more efficacious students employed a wider and more sophisticated repertoire of self-regulated behaviour when composing in contrast to the less efficacious students. Self-efficacy was also identified as a key factor amongst students who were initially identified as being naive self-regulators, but who through the duration of the task, modified their behaviour to become more skilful self-regulators. Throughout the study, the consistent level of interaction between self-efficacy and the use of self-regulated behaviours were aligned with findings in the core ???academic??? disciplines of education.
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Wang, Shanshan. "Factors impacting the uptake of mobile banking in China : integrating UTAUT, TTF and ECM models." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/factors-impacting-the-uptake-of-mobile-banking-in-china-integrating-utaut-ttf-and-ecm-models(ff1db469-c9a1-446d-bd72-411f35b24894).html.

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The mobile banking is an increasingly popular service for customers of the traditional banking industry. On the surface, China has the highest adoption rate of this new technology, yet many users do not remain active or they only use mobile banking for the simplest tasks such as checking their balance. This research was designed to uncover the reasons for these two issues by identifying the major factors influencing users' intention to continue using mobile banking (continuance intention) as well as their behavioural intention to try new mobile banking functions. To do so, an integrated model was developed on the basis of the unified theory of acceptance and use of technology model (UTAUT), task-technology fit model (TTF) and expectation confirmation model (ECM). Empirical data were collected from China's mobile banking users and the integrated model was tested using Partial Least Squares Structural Equation Modelling (PLS-SEM) approach. The results indicate that the main factors which positively influence the continuance intention include satisfaction, performance expectancy and effort expectancy. Continuance intention, in turn, influences behavioural intention to try new functionality, together with social influence, facilitating conditions and confirmation. Moreover, some mediating effects were discovered. For example, task-technology fit may indirectly affect the continuance intention through users' satisfaction. The research results have a number of theoretical contributions. Firstly, this research discovers that the impact of task-technology fit on users' continuance intention towards mobile banking is fully mediated by users' satisfaction. This enriches the extant literature that is mostly focused on the technology perceptions (e.g. performance expectancy and effort expectancy) of users. Secondly, this research identifies that satisfaction also mediates the impact of confirmation of expectations on continuance intention, also extending the literature on the continuance usage of information systems. Thirdly, this research fills the gap in extant research regarding users' intention to try new mobile banking functions, by proposing a new integrated model using constructs from UTAUT, TTF, and ECM, and demonstrating that continuance intention itself fully mediates the impact of performance expectancy and effort expectancy on behavioural intention. The new model has a high explanatory power than each individual model offers. The research results also have management implications in terms of how to improve the task-technology fit to support continuous use and extended the use of mobile banking. For instance, to improve continuance intention banks can improve satisfaction by optimising task-technology fit. This in turn will require better understanding of users' different task requirements in specific market segments. In addition, banks can also attract users' behavioural intention to try new functionality by timely updating corresponding technology and launching marketing campaigns to keep users informed of any new functions of their mobile banking application.
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Freeman, Sabrina Karen. "Inferior performance, standards, and expectations in task-oriented same-sex dyads." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26468.

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This research examines the role of standards in the formation of performance expectations. In particular, the formation of inferior performance expectations of an actor relative to a partner are examined. The theoretical framework used is that of expectation states theory which is concerned with the development, maintenance and modification of power and prestige hierarchies in task-oriented groups. Subjects in same-sex dyads were assigned at random to one of two experimental conditions. Two sets of standards defined the presence or absence of ability. In the first condition, subjects were given a lower score than their partners and were informed that it could not be determined from these scores whether they lacked ability at the task or whether the partner possessed the task ability. In the second condition, subjects were given the same scores as in condition one, but were told that they definitely lacked the task ability, and that the partner definitely possessed the ability. The hypothesis states that subjects in the first condition will reject less influence than those in the second. The hypothesis was supported for women, but not for men. Gender differences in rejection of influence rates cannot be attributed to manipulation failures or other variables also measured in the study. It is argued that lack of support for the hypothesis with respect to male subjects can be attributed to a greater degree of caution amongst males in the formation of expectations based upon evaluations of past performance. Reasons for male reluctance in generalizing from information provided are suggested and the importance of these findings to expectation states theory and to the general role of standards is discussed.
Arts, Faculty of
Sociology, Department of
Graduate
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Piercy, Sheryl Wernsing Morreau Lanny E. "Teacher perceptions of task importance and expectations of independence in student learning." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9105741.

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Thesis (Ed. D.)--Illinois State University, 1990.
Title from title page screen, viewed November 21, 2005. Dissertation Committee: Lanny E. Morreau (chair), Thomas E. Caldwell, E. Paula Crowley, Kenneth H. Strand, Alan C. Repp. Includes bibliographical references (leaves 132-142) and abstract. Also available in print.
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Brown, Carol. "What motivates A-level students to achieve? : the role of expectations and values." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:8f1bd6e5-5038-4a86-95d4-b3845d78485b.

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Eccles' expectancy-value model of achievement motivation suggests that beliefs about ability and expectations for success are a strong predictor of grades and differences in task value underlie differences in motivation and achievement. This model has not been previously investigated in the context of high stakes examinations in the UK and this study therefore explores the relationships between expectations, values and A-level achievement in 930 students. This is important given the significance of these qualifications for future life pathways. Furthermore, studies examining the subjective task value (STV) patterns across school subjects, rather than domain specific ones, are rare, highlighting the additional importance of this work. A mixed methods design was used. A questionnaire collected information on a student's background (SES, gender, ethnicity), the expectations and STV attached to A-levels, and their future and general life expectations and values. Some of these relationships were also explored using 20 semi-structured interviews. The qualitative data illustrated that studying A-levels confirmed aspects of students' identity but also facilitated changes to their goals and academic skills, having positive effects, contrary to the argument that high stakes assessment has a negative impact on individuals. Unsurprisingly parents and teachers were perceived to be influential. As predicted, expectations and values were related to A-level achievement. As there is a lack of research into the effects of these variables on A-level outcomes these findings are valuable. Eccles' original three factor model of STV could not, however, be supported. In this research the utility construct was removed. Further exploration of the STV construct is warranted. Socio-economic status was positively related to both achievement and expectations about achievement. Girls had lower expectations but placed higher value on their A-levels. There were, however, no gender differences in achievement. Employing the expectancy-value model in this UK context has been useful in explaining the motivational patterns underlying A-level qualifications and the findings have implications for enhancing outcomes and narrowing educational gaps in this student population.
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Lonnfors, Sara, and Jenny Lönnström. "Disconfirming pain specific expectations using social information – what is the impact on pain perception?" Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-55939.

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Verploegh, Miriam Elana. "Not thinking straight: how sexual orientation and gender display shape inequality in task groups." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1785.

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With the recent Supreme Court ruling overturning the Defense of Marriage Act and the plethora of institutionalized legal changes supporting LGBTQ rights, one might argue that American society is well on its way towards equality for LGBTQ individuals, thus negating the need for research in this area. Unfortunately, history has shown that despite profound changes in the codification of legal standards, which eliminates de jure prejudice, inequality in the informal and interactional experiences of individuals, or de facto prejudice, often remains. My long-term research goal is to study, at the level of interaction, the basic processes and mechanisms that produce social inequality experienced by LGBTQ individuals. I have adapted theories from the Expectation States research program (Wagner and Berger 2002), specifically status characteristics theory (Berger, Fisek, Norman, and Zelditch 1977) and status cue theory (Fisek, Berger and Norman 2005) to motivate my hypotheses concerning sexual orientation and group encounters. Then, I designed an experiment using the computerized standardized experimental setting (Foshi, Lai and Sigerson 1994) to test my hypotheses. The central research question is: will homosexuality act as a negatively valued status characteristic leading to gay and lesbian individuals having lower performance expectations, less opportunities to perform in a group, and ultimately lower status as compared to straight group members. My rationale is that a deeper understanding of the mechanisms that work to produce this form of inequality in groups will ultimately provide important opportunities for interventions to these processes of discrimination.
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Broekkamp, Hein Hendricus. "Task demands and test expectations theory and empirical research on students' preparation for a teacher-made test /." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2003. http://dare.uva.nl/document/87452.

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Waite, Kathryn Mary. "Exploration of normative and predictive expectations of bank web site features : a tale of two task scenarios." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/4299.

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The aim of this thesis is to explore differences between consumer expectations of web site functionality in the context of online banking in terms of whether the task under consideration is information seeking or account access and whether the expectation is predictive or normative. The Internet has emerged as a new and distinct information source. Statistics show that the Internet is used extensively by companies for information provision and in general by consumers for information acquisition. The context of this study is the financial services sector where online service provision is increasing to meet consumer demand. Numerous studies into online banking seek to identify the attributes of successful financial services web sites but the focus of these studies has been on account management rather than information search activity. Yet, there is limited research into whether consumer evaluative criteria differ when deciding to adopt a bank’s web site as a source of information as compared to use as a channel for account access. Regardless of task focus, the rationale behind theory of adoption models is that, if after trial, web site performance does not match expectations then the consumer will decide that the web site does not contain features of value and will not continue to use it. Expectations are conceptually close to, but not the same as, beliefs and have been defined as both the anticipation of future outcomes (predictive expectation) and the desire for the occurrence of future outcomes (normative expectation). Since the only type of evaluation a consumer may hold about an untried technology is expectation, several technology adoption models use expectations as referent states however the focus of research to date has been on contrasting expectation with postadoption perception. This thesis follows an approach developed by Sirgy (1984) that utilises different levels of expectation. Normative and predictive expectations are used not only as a referent state but also as a perceived state thus providing an understanding of the expectation “gaps” of users and non-users. A two-phase methodology was used. First a preliminary study based on a convenience sample of 253 students was used to generate a range of expectation statements relating to online information search. Second a web-survey was administered to 10,000 Internet users to explore differences in normative (should) expectations and predictive (will) expectations across a set of system quality and information quality attributes in two task scenarios: information search and online bank account access. This thesis identifies differences and points of similarity across task scenario. It shows that across task scenario there are statistically significant and practically substantive differences in terms of attributes that reduce risk, enable two-way communication and the provision of product information.
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Wong, Wai-lan Eve, and 黃慧蘭. "To talk or not to talk: a study of the knowledge, communication pattern and expectation about sex of couplespreparing for marriage." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31250312.

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Wong, Wai-lan Eve. "To talk or not to talk : a study of the knowledge, communication pattern and expectation about sex of couples preparing for marriage /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19470617.

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Diaz, Stephanie Mary Cerow. "The Effects of High School Soccer Competitive Team Selection on Athletic Identity, Expectations for Success and Subjective Task Value." NCSU, 2009. http://www.lib.ncsu.edu/theses/available/etd-11072008-064237/.

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The purpose of this research was to examine the relationship between athletic identity and two variables from the expectancy-value theory, expectations for success and subjective task value, in the context of high school soccer competitive team selection. The quantitative research design integrated historical and emerging theoretical perspectives on identity development in an effort to add insight to the relationships between the theoretical perspectives. The quasi-experimental research design included the self-administration of paper and pencil questionnaires on three occasions over the course of approximately four weeks. Males and females competing for selection to their high school soccer teams in Central Florida comprised the study sample. Significant positive correlations were found between participantsâ athletic identity, expectations for success and subjective task value throughout competitive team selection. Participantsâ athletic identity remained relatively stable over time; yet, significant increases in expectations for success and significant decreases for subjective task value were detected. Additional findings were: the varsityâs athletic identity and expectations for success were significantly higher than junior varsity and not selected groups; the female junior-varsityâs subjective task value was significantly lower than female-varsity and male-junior varsity groups; seniors reported higher expectations for success than freshmen; the upper division reported higher expectations for success than the lower division, whereas, the lower division reported higher subjective task value than the upper division. In consideration of the studyâs limitations, recommendations for the field and for future research are provided. The findings provide a basis to forge an empirical connection between the construct of athletic identity and the expectancy-value theory model of achievement-related behavior in a sports domain. Moreover, the lack of significant gender differences may indicate that socially supportive environments may foster female athleticism, including confirmation of athletic identity and sport-related expectations for success.
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Symonds, Sue A. "Low-income mothers' expectations and practices related to their child's accomplishment of four developmental tasks." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263895.

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Protocol: The study reported information from case records of 17 new mothers and their children who received an agency's services. Mother's expectations about their child's accomplishment of four developmental tasks (controlled crying, walking, toilet training and accepting discipline) were compared with mother's practices over a four to five year period.Participants: Seventeen adult women (currently 18 years and older) who were mothers of newborns and who received continuous agency services during a four to five year period agreed to participate in the case record review.Information Handling: When mother's signed release form was returned, the agency made the mother's case record available for selecting information pertinent to the study questions. The investigator focused on the caseworker's anecdotal notes of home visits, written narrative interviews, biannual goal-setting forms, and the Denver Developmental Screening Tests (Denver II) related to the mother and baby.Analysis: Information was grouped around two major themes. One theme was the mothers' expectation statements and mothers' practices about their child's development. The other major theme was the description of the caseworker's informal educational techniques and role modeling of appropriate behaviors.Conclusions: The most common developmental patterns were: Eleven of 17 mothers held expectations about their behaviors related to controlled crying; seven of 17 mothers' expectations matched their child's age for walking; nine of 17 mothers' behaviors didn't match their expectations related to toilet training their child; and seven of 17 mothers' behaviors matched their expectations with regard to accepting discipline.The most common pattern was that the case worker provided appropriate amounts of literature; discussed development, both general and focused, at numerous home visits; administered and discussed developmental testing approximately every six months; referred and coordinated developmental delay treatments; and assist the mother in providing the treatment plans.
Department of Educational Studies
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Yun, Hyearan. "Korean Youth of the 1.5 Generation in New Zealand Talk about Their Parents’ Expectations and Attitudes." Thesis, University of Canterbury. Department of Education, 2015. http://hdl.handle.net/10092/10813.

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The aim of this thesis was to describe the expectations that 1.5 generation immigrants perceive their parents expectations for them and their future. The researcher interviewed the experiences of twelve young adolescents who immigrated to New Zealand between the ages of 6 and 12. The researcher used a semi-structured interview to allow participants to freely discuss their experiences while staying true to the aims of the research. The study was conducted in Christchurch, New Zealand. The interviews were recorded on audio, transcribed and analysed. Each transcript was coded and themes were extracted from each interview. Similar themes were grouped into categories which were then discussed as part of the results. The most common expectations reported by participants were in the areas of education and high academic achievement. The effects of these expectations varied as participants grew older and the length of time residing in New Zealand increased. The results are discussed and also compared to studies of 1.5 generation immigrants in the United States. Finally, the implications of this study are discussed, and the relevance of the results to the well-being of the 1.5 generation in New Zealand are suggested.
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Federer, Meghan Rector. "Investigating Assessment Bias for Constructed Response Explanation Tasks| Implications for Evaluating Performance Expectations for Scientific Practice." Thesis, The Ohio State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3731329.

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Assessment is a key element in the process of science education teaching and research. Understanding sources of performance bias in science assessment is a major challenge for science education reforms. Prior research has documented several limitations of instrument types on the measurement of students' scientific knowledge (Liu et al., 2011; Messick, 1995; Popham, 2010). Furthermore, a large body of work has been devoted to reducing assessment biases that distort inferences about students' science understanding, particularly in multiple-choice [MC] instruments. Despite the above documented biases, much has yet to be determined for constructed response [CR] assessments in biology and their use for evaluating students' conceptual understanding of scientific practices (such as explanation). Understanding differences in science achievement provides important insights into whether science curricula and/or assessments are valid representations of student abilities.

Using the integrative framework put forth by the National Research Council (2012), this dissertation aimed to explore whether assessment biases occur for assessment practices intended to measure students' conceptual understanding and proficiency in scientific practices. Using a large corpus of undergraduate biology students' explanations, three studies were conducted to examine whether known biases of MC instruments were also apparent in a CR instrument designed to assess students' explanatory practice and understanding of evolutionary change (ACORNS: Assessment of COntextual Reasoning about Natural Selection).

The first study investigated the challenge of interpreting and scoring lexically ambiguous language in CR answers. The incorporation of 'multivalent' terms into scientific discourse practices often results in statements or explanations that are difficult to interpret and can produce faulty inferences about student knowledge. The results of this study indicate that many undergraduate biology majors frequently incorporate multivalent concepts into explanations of change, resulting in explanatory practices that were scientifically non-normative. However, use of follow-up question approaches was found to resolve this source of bias and thereby increase the validity of inferences about student understanding.

The second study focused on issues of item and instrument structure, specifically item feature effects and item position effects, which have been shown to influence measures of student performance across assessment tasks. Results indicated that, along the instrument item sequence, items with similar surface features produced greater sequencing effects than sequences of items with dissimilar surface features. This bias could be addressed by use of a counterbalanced design (i.e., Latin Square) at the population level of analysis. Explanation scores were also highly correlated with student verbosity, despite verbosity being an intrinsically trivial aspect of explanation quality. Attempting to standardize student response length was one proposed solution to the verbosity bias.

The third study explored gender differences in students' performance on constructed-response explanation tasks using impact (i.e., mean raw scores) and differential item function (i.e., item difficulties) patterns. While prior research in science education has suggested that females tend to perform better on constructed-response items, the results of this study revealed no overall differences in gender achievement. However, evaluation of specific item features patterns suggested that female respondents have a slight advantage on unfamiliar explanation tasks. That is, male students tended to incorporate fewer scientifically normative concepts (i.e., key concepts) than females for unfamiliar taxa. Conversely, females tended to incorporate more scientifically non-normative ideas (i.e., naive ideas) than males for familiar taxa. Together these results indicate that gender achievement differences for this CR instrument may be a result of differences in how males and females interpret and respond to combinations of item features.

Overall, the results presented in the subsequent chapters suggest that as science education shifts toward the evaluation of fused scientific knowledge and practice (e.g., explanation), it is essential that educators and researchers investigate potential sources of bias inherent to specific assessment practices. This dissertation revealed significant sources of CR assessment bias, and provided solutions to address these problems.

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Federer, Meghan Rector. "Investigating Assessment Bias for Constructed Response Explanation Tasks: Implications for Evaluating Performance Expectations for Scientific Practice." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374058610.

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Carroll, Michael Francis. "The generic tasks of supervision : an analysis of supervisee expectations, supervisor interviews and supervisory audio-taped sessions." Thesis, University of Surrey, 1994. http://epubs.surrey.ac.uk/2985/.

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Samson, Rachel D., Adam W. Lester, Leroy Duarte, Anu Venkatesh, and Carol A. Barnes. "Emergence of β-Band Oscillations in the Aged Rat Amygdala during Discrimination Learning and Decision Making Tasks." SOC NEUROSCIENCE, 2017. http://hdl.handle.net/10150/626610.

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Older adults tend to use strategies that differ from those used by young adults to solve decision-making tasks. MRI experiments suggest that altered strategy use during aging can be accompanied by a change in extent of activation of a given brain region, inter-hemispheric bilateralization or added brain structures. It has been suggested that these changes reflect compensation for less effective networks to enable optimal performance. One way that communication can be influenced within and between brain networks is through oscillatory events that help structure and synchronize incoming and outgoing information. It is unknown how aging impacts local oscillatory activity within the basolateral complex of the amygdala (BLA). The present study recorded local field potentials (LFPs) and single units in old and young rats during the performance of tasks that involve discrimination learning and probabilistic decision making. Wefound task-and age-specific increases in power selectively within the beta range (15-30 Hz). The increased beta power occurred after lever presses, as old animals reached the goal location. Periods of high-power beta developed over training days in the aged rats, and was greatest in early trials of a session. beta Power was also greater after pressing for the large reward option. These data suggest that aging of BLA networks results in strengthened synchrony of beta oscillations when older animals are learning or deciding between rewards of different size. Whether this increased synchrony reflects the neural basis of a compensatory strategy change of old animals in reward-based decision-making tasks, remains to be verified.
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Pereda, C. Javier. "Estimación de la curva de rendimiento cupón cero para el Perú y su uso para el análisis monetario." Economía, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/117068.

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This paper estimates the zero coupon yield curve for the Peruvian government bond market. We employ two methods of estimation proposed by Nelson y Siegel (1987) and Svensson (1994). Model performance is evaluated based on criteria of goodness of fit, flexibility and parameter stability, by using alternative objective functions for parameter estimation. The Svensson model shows on average a better adjustment; however, parameter estimates are more unstable when data availability is limited —for example when there is a small number of transactions in the secondary market— in which case is better to use the Nelson y Siegel estimates. At the end of the paper, yield curve estimates are used to derive market expectations of future short term interest rates, that are valuable sources of information for central bank’s monetary policy.
En el presente documento se estiman dos modelos para la curva de rendimiento en soles para el Perú, el modelo de Nelson y Siegel (1987) y el modelo de Svensson (1994). Se compara el desempeño de ambos modelos en términos de ajuste, flexibilidad y estabilidad de sus parámetros, y se evalúan funciones objetivo de estimación alternativas. El modelo de Svensson tiene el mejor ajuste, sin embargo, es más inestable cuando no se dispone de datos suficientes para los diferentes plazos de la curva de rendimiento —por la ausencia de emisiones o de precios cuando la negociación en el mercado secundario es incipiente— en cuyo caso es preferible el uso del modelo de Nelson y Siegel. En la parte final se muestra el uso de las curvas de rendimiento cupón cero estimadas como fuente de información de los bancos centrales sobre las expectativas del mercado para la evolución futura de la tasa interbancaria.
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Smialek, Amy B. "FE/MALE MOTHER OF TWO: GENDER AND MOTHERHOOD IN LIONEL SHRIVER’S WE NEED TO TALK ABOUT KEVIN." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1460635518.

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Mosimege, Keolebogile Betty. "Multiplicity of roles experiences of mature women students in a higher education setting /." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-09182007-115401.

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DeChant, Ryan C. "Mindreading, Language and Simulation." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/philosophy_theses/74.

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Mindreading is the capacity to attribute psychological states to others and to use those attributions to explain, predict, and understand others’ behaviors. In the past thirty years, mindreading has become the topic of substantial interdisciplinary research and theorizing, with philosophers, psychologists and, more recently, neuroscientists, all contributing to the debate about the nature of the neuropsychological mechanisms that constitute the capacity for mindreading. In this thesis I push this debate forward by using recent results from developmental psychology as the basis for critiques of two prominent views of mindreading. First, I argue that the developmental studies provide evidence of infant mindreading and therefore expose a flaw in José Bermúdez’s view that certain forms of mindreading require language possession. Second, I argue that the evidence of infant mindreading can also be used to undermine Alvin Goldman’s version of Simulation Theory.
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Magalhaes, De Saldanha D. Pedro. "The power of suggestion: placebo, hypnosis, imaginative suggestion and attention." Doctoral thesis, Universite Libre de Bruxelles, 2014. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209119.

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People have always been fascinated by the extent to which belief or will may influence

behavior. Proverbs, like “we tend to get what we expect,” and concepts, such as optimistic

thinking or self-fulfilling prophecy, reflect this intuition of an important link between one’s

dispositions and subsequent behavior. In other words, one’s predictions directly or

indirectly cause them to become true. In a similar manner, every culture, country or

religion has their own words for ‘expectation,’ ‘belief,’ ‘disappointment,’ ‘surprise,’ and

generally all have the same meaning: under uncertainty, what one expects or believes is the

most likely to happen. This relation between what caused a reaction in the past will

probably cause it again in the future might not be realistic. If the expected outcome is not

confirmed, it may result in a personal ‘disappointment’, and if the outcome fits no

expectations, it will be a ‘surprise’. Our brain is hardwired with this heuristic capacity of

learning the cause-effect relationship and to project its probability as the basis for much of

our behavior, as well as cognitions. This experience-based expectation is a form of

learning that helps the brain to bypass an exhaustive search in finding a satisfactory

solution. Expectations may thus be considered an innate theory of causality; that is, a set of

factors (causes) generating a given phenomenon (effects) influence the way we treat

incoming information but also the way we retrieve the stored information. These

expectancy templates may well represent one of the basic rules of how the brain processes

information, affecting the way we perceive the world, direct our attention and deal with

conflicting information. In fact, expectations have been shown to influence our judgments

and social interactions, along with our volition to individually decide and commit to a

particular course of action. However, people’s expectations may elicit the anticipation of

their own automatic reactions to various situations and behaviors cues, and can explain that

expecting to feel an increase in alertness after coffee consumption leads to experiencing

the consequent physiologic and behavioral states. We call this behavior-response

expectancy. This non-volitional form of expectation has been shown to influence

cognitions such as memory, pain, visual awareness, implicit learning and attention, through

the mediation of phenomena like placebo effects and hypnotic behaviors. Importantly,when talking about expectations, placebo and hypnosis, it is important to note that we are

also talking about suggestion and its modulating capability. In other words, suggestion has

the power to create response expectancies that activate automatic responses, which will, in

turn, influence cognition and behavior so as to shape them congruently with the expected

outcome. Accordingly, hypnotic inductions are a systematic manipulation of expectancy,

similar to placebo, and therefore they both work in a similar way. Considering such

assumptions, the major question we address in this PhD thesis is to know if these

expectancy-based mechanisms are capable of modulating more high-level information

processing such as cognitive conflict resolution, as is present in the well-known Stroop

task. In fact, in a recent series of studies, reduction or elimination of Stroop congruency

effects was obtained through suggestion and hypnotic induction. In this PhD thesis, it is

asked whether a suggestion reinforced by placebos, operating through response-expectancy

mechanisms, is able to induce a top-down cognitive modulation to overcome cognitive

conflict in the Stroop task, similar to those results found using suggestion and hypnosis

manipulation.
Doctorat en Sciences Psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished

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Kotze, Jeanne. "Graad sewe-leerders van die Wolmer-gemeenskap se persepsies oor hulle toekomsverwagting." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-01122005-132645.

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Bordo, Widiane. "Le dispositif intégré DNL en français/cours de FOS et de FOU dans les FUF bi-plurilingues pour la réussite des étudiants allophones." Thesis, Artois, 2016. http://www.theses.fr/2016ARTO0015/document.

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La mondialisation économique et l'internationalisation des échanges ont engendré l'ouverture des frontières et la mobilité professionnelle. Par conséquent, de nouveaux besoins communicatifs émergent. En effet, les institutions, les organismes, les administrations et les entreprises recrutent, aujourd'hui, des professionnels capables de communiquer en plusieurs langues lors de leurs activités professionnelles. Pour répondre à cette demande, des établissements scolaires et universitaires ont mis en œuvre des dispositifs d'enseignement bi-plurilingue. La présente thèse s'intéresse aux Filières Universitaires Francophones (FUF) bi-plurilingues, et a pour objectif d'analyser le dispositif Discipline(s) Non Linguistique(s) (DNL)/cours de français, censé garantir la réussite universitaire et professionnelle des étudiants allophones. Ainsi, nous avons mené une enquête de terrain au sein d'une FUF d'économie en Egypte pour y étudier les pratiques linguistiques et didactiques. Notre recherche montre que l'intégration d'un cours de Français sur Objectif Universitaire (FOU) et de Français sur Objectif Spécifique (FOS) dans le programme de formation des FUF vise la réussite des étudiants. Par ailleurs, les résultats de notre investigation nous ont conduite à élaborer différents outils permettant aux enseignants de français d'élaborer plus facilement des cours de FOS/FOU. Il s'agit précisément de la conception d'un référentiel de compétences langagières, d'un programme de formation de FOS/FOU et d'activités pédagogiques
The economic globalization and internationalization of exchanges led to the opening of borders and professional mobility. As a result, new communication needs are emerging. Indeed, institutions, organizations, administrations and enterprises are nowadays recruiting professionals who can communicate in different languages during their workplace activities. To meet this demand, schools and universities have implemented bi-multilingual teaching. This thesis focuses on bi-multilingual French-language University Courses (FUF) and aims to analyze the framework including non-linguistic subject(s) (DNL) in French and French courses, which is intended to ensure the academic and professional success of allophone students. Thus, we conducted a field survey within the Economics courses of a FUF in Egypt so as to study the linguistic and teaching practices. Our research shows that the integration of French for Specific Purposes (FSP) and French for Academic Purposes (FAP) courses in the FUF’s academic program aims at student achievement. Furthermore, the results of our investigation led us to develop different tools which will enable French teachers to create FSP/FAP courses more easily. More specifically, it is the construction of a competency framework, the design of a training program and educational activities
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Teng, Wei-Chih, and 鄧偉志. "Extending expectation confirmation theory with task-technology fit constructs." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/60843028864555772139.

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碩士
國立中央大學
企業管理研究所
96
Assessing the effectiveness or success of information systems has long been identified as one of the most critical issues of IS management. Among various assessments of IS success, user satisfaction or intention is one of the most widely used measures. A large amount of research which has been done in the past on measurement of user satisfaction was using the Expectation Confirmation Theory (ECT ) approach. However, while ECT approach has the capability to assess user satisfaction and intention, it fail to capture other job-critical factors, that is, it does not take job characteristics or technology (IS) functionalities into consideration. In this research, we propose an integrated conceptual model based on Task-Technology Fit (TTF) and ECT, using SEM to verify the relationship between each construct, and attempt to give some implications for managerial practices. Empirical data for hypotheses testing were collected via a survey. Mailing list of company using ERP system was obtained from SAP and Oracle Taiwan. The result shows that two constructs in TTF do have significant effect to Confirmation, namely Timeliness and Reliability. These two constructs will further influence user’s Satisfaction and Continuance Intention.
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Chang, Chiu-Yuan, and 張秋遠. "The Relations Among Involvement Motives, Role Expectation, and Task Dedication for Adult Probation Volunteers." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/62175346575329614091.

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碩士
國立暨南國際大學
社會政策與社會工作學系
93
Abstract The adult probation volunteers should be an important human resource for adult probation system. However, the Probation Office of District Court did not utilize this resource effectively. Therefore, the researcher tried to explore the relations of involvement motives, role expectation, and task dedication of adult probation volunteers. The purposes were to improve the efficiency of adult probation volunteers. For collecting data, the author designed a questionnaire including involvement motives, role expectation and task dedication to do a survey from the adult probation volunteers of Taichung, Chiayi and Miaoli District Court. Totally, 337 valid questionnaires were collected. The data is processed with frequency distribution , item analysis, factor analysis, internal consistence confidence inspection, one-way ANOVA, t-test, and product-subtraction correlation statistical analysis. We also adopt the multiple regress ional analysis to examine the influential factors for the tasking involvement of adult probation volunteers. The findings of this research are: 1.The participating motives of adult probation volunteers include egoistic, altruistic, and social motives. 2.The adult probation volunteers are with the high expectation to advocate role. 3.The adult probation volunteers highly value the volunteering service. 4.The male volunteers show higher tasking dedication than the female. 5.The elder volunteers show the higher task dedication than the younger. 6.The volunteers retired from their occupational positions are with the higher task dedication than those not retired. 7.The volunteers with more than 10-year experience show higher task dedication than those less experience. 8.The volunteers with religious belief show higher task dedication than those with none. 9.The relations of involvement motives, role expectation, and task dedication of adult probation volunteers are significantly positive. 10.The individual characteristics, the involvement motives, and the role expectation of adult probation volunteers are the important factors for tasking dedication. Based on the experimental findings, the researcher proposes some suggestions to the Institute and to the adult probation volunteers: I. The suggestions to the probation organizations are: 1.To combine the specialties of adult probation volunteers in performing the probation service; 2.To provide further training to the probation volunteers for improving their efficiency; 3.To strengthen the social advocate role to provoke the society to pay attention to the people under probation; 4.To recruit the young people and the female to participate the voluntary probation service; 5.To encourage the experience exchanges among probation volunteers; 6.To match the task of probation service with the role expectation of probation volunteers; 7.To reward the volunteers with respect rather than to criticize or to blame the volunteers; 8.To revise the regulations of selecting and appointing probation volunteer. II. The suggestions to the adult probation volunteers are: 1.To feedback to the Institute about their expectation of voluntary probation service; 2.To exercise their professional expertise in the voluntary probation services; 3.To enhance the knowledge and the skills of probation to improve the efficiency of probation service; 4.To play the advocate role to influence policy making; 5.To provide the mutual support and feedback among the probation volunteers for further improvement. Finally, the author suggests that the quality research method, the further measurement scales, and the organization factors should be take in consideration for the future researches about the adult volunteer probation service.
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James, Greta. "Betting on the Unexpected: The Effect of Expectation Matching on Choice Strategies in a Binary Choice Task." Thesis, 2012. http://hdl.handle.net/10012/6558.

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Probability matching is the tendency to predict outcomes in accordance with their actual contingencies in a binary choice task. It is, however, a suboptimal response if the aim is to maximize correct predictions. I review two theories that attempt to explain why probability matching occurs: the pattern-search hypothesis and dual-systems theory. These theories are tested in two studies which suggest that dual-systems theory provides a better account of probability matching behavior. Studies 3, 4, and 5 then provide evidence for an extension of the dual-systems theory, called expectation matching, which is intended to explain why probability matching is the intuitive response to a binary choice problem.
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賴櫻雪. "The Homeroom Teacher Role & Task Satisfaction and Expectation of The Students in A Technology University." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/82nr8h.

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碩士
國立臺灣師範大學
公民教育與活動領導學系在職進修碩士班
100
The aims of this thesis are: to understand “ the homeroom teacher role & task satisfaction and expectation of the students in a technology university”. The tasks of a homeroom teacher are: studying counseling, social counseling, relationship counseling, and career counseling. Out from 1,748 responsive available questionnaires, the results are as following: A: The homeroom teacher task satisfaction The students have 50% up expectation to their homeroom teacher, especially for the career counseling. However, it seems to have less than 50% satisfaction on the issue. The result is that career counseling needs the most improvement. B: The homeroom teacher role satisfaction and expectation The results varied because of two different student groups. Group 1: Lin-Ko campuses, day school, 5-year school system, boarding students, etc. Group 2: Chia-Yi campuses, weekend school, 2-year school system, non-boarding students,etc. 1.The homeroom teacher role expectation Group 1 students would expect more than Group 2 to have Dual homeroom teachers, Female homeroom teacher, major-tutor homeroom and class-meeting more than 3 times a month. However, Group 2 students would prefer to have male homeroom teacher, non-major tutor homeroom teacher and less than once class meeting a month. 2.The homeroom teacher task satisfaction Generally speaking, Group 2 students have more satisfaction with their homeroom teachers, if their homeroom teacher is taking charge of administrative tasks or tutor them at the same time. 3.The Interaction between students themselves Group 2 students have more interaction than Group 1, especially when their homeroom teacher having administrative tasks, tutoring them at the same time and meeting them more than 3 or 4 times a month. 4.It is obviously to say that the more interactive relationships the students have, the more satisfaction they have to their homeroom teacher.
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Paasch, Georg-Friedrich. "Investigating the Predictive Code of Predictive Coding Theory via Face Identity Expectation in a Learning Task." Phd thesis, 2018. https://tuprints.ulb.tu-darmstadt.de/7820/1/2018.10.09_Monografie.Dissertation_Paasch%2CG.-F_LIZ_CC%20BY-NC-ND%204.0%20international.pdf.

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Human behaviour is based on a reliable recognition of its environment. The predictive coding theory (PCT) provides an explanation of how recognition becomes reliable by integrating prior experience about the environment. The PCT suggests that the brain provides a prediction based on prior experience which is compared with the sensory information. The sensory information that cannot be explained by the prediction causes the prediction to be updated. An established view is that the brain is organised in a hierarchical manner and the sensory information is transferred bottom-up the hierarchy. Within the hierarchical organisation, the PCT proposes that the prediction is sent top-down to be compared to the sensory information and that the unexplained information, the prediction error (PE), is sent bottom-up to update the prediction (Friston, 2003, 2005; Rao and Ballard, 1999). Accordingly, the information flow circulates: PEs drives Prediction updates, and Predictions drive PE minimization. The predictive coding concept is compelling, but the neurophysiological implementation still remains unknown. However, Bastos and colleagues (Bastos et al., 2012) suggest that high frequency band activity (>30Hz) reflects PEs and low frequency band activity (<30Hz) reflects Predictions. This variant of the implementation of the PCT is testable with neurophysiological methods like the magnetoencephalography (MEG). The present thesis investigated the representation of the Prediction within the framework of the PCT with a new learning paradigm using two-tone stimuli. In this paradigm, the participants expected a target face identity (TFID) at a predefined position in a trial to gain reliable visual information of the TFID. Furthermore, the participants were supposed to test their recognition ability with a test stimulus as well at a predefined position in a trial. First, our understanding is that to solve this task sensory evidences of the TFID must be integrated into a coherent internal model (IM). Second, according to Bubic (Bubic, 2010), we can assume that the IM should become the predictive information when expecting an upcoming stimulus of the TFID. Third, we suppose that the IM should increase in detail through learning and accordingly we assume that this refinement of the IM can be associated with the increasing precision of predictions. Indeed, an increase in the discrimination performance of the TFID with increasing refinement of the IM could be verified when analysing the behaviour of 41 participants. At the neurophysiological level, this was accompanied by an enhancement of the well-known familiarity ERF component M250 (Olivares et al., 2015; Schweinberger and Neumann, 2016). Recent proposals of the PCT claim a distinction of the low frequency band activity in alpha and beta frequency band activity (ABA, BBA). It is proposed that the ABA signals the precision of predictions and the BBA signals the update of predictions (Sedley et al., 2016). In our MEG data, we observed a change in the ABA in the expectation interval which had a positive relationship to the increasing discriminability of the participants. Three brain sources of major importance were identified for this effect in the expectation interval and in the ABA by a beamformer source localization approach. These were the occipital face area (OFA), the precuneus (PreC) and the lateral occipital cortex (LOC). These brain areas (and two others) were supposed to constitute a face-identity-predictive (FIP) network. Further, we tested for effects of ABA in the post-stimulus interval and found an increase in ABA in primarily early visual areas and the PreC. Thus, we assign the PreC a key role in the representation of the IM of faces. It stands to reason that the ABA in the expectation interval and the post-stimulus interval are related to the same IM. Thus, we propose the ABA in the expectation interval to reflect an abstract representation and the ABA in the post-stimulus interval to reflect a more detailed internal model representation. This interpretation is in line with a tentatively proposed implementation of the PE minimization by Kwisthout and colleagues (Kwisthout et al., 2017).
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Yeh, Long-hai, and 葉龍海. "Using Expectation Confirmation and Task Technology Fit to Explore Information System Continuance Intention in a Public Sector." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/aay4rh.

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碩士
靜宜大學
資訊碩士在職專班
97
A core stream of information system research has identified the determinants of an individual’s adoption of information technology. Among others, technology acceptance model (TAM) and task technology fit (TTF) are two of the most prevalent models which have been applied to explore an individual’s technology acceptance. Howvever, the success of adopting a specific information system not only relies on an individual’s perception and fit between task and technology factors, but also an individual’s expectation toward the system usgae. Furthermore, an individuaal’s contiuned usage intention is more critcal than behavior intention. Thus, this study would like to integrate TAM, TTF and expectation-confirmation theory (ECT) to investigate continuance intention toward an information system. Through a series of literature review and hypotheses development, this study proposes ten hypotheses. A questionnaire was designed and delivered to soildiers, policeman, and officers in a specific publics sector to obtain their opinions with regard to the impelementation of internal information system. Multivariate data analysis was conducted to empirically test research hypotheses via SPSS 17.0 statistical software, with 171 valid questionnaires returned. The research results are shown as follows. First, the characteristics of the task and Technology have positive and significant effects on the task-technology fit. Second, an employee’s computer self-efficacy, cognitive consistency toward the system implementation, and task-technology fit in a Public Sector have positive and significant influecnes on the expectation confirmation. Third, task-technology fit and expectation confirmation have positive and significant effects on an employee’s perceived usefulness. Last, expectation confirmation, task-technology fit and perceived usefulness have positive and significant impacts on continuance intention. The results of this study are expected to provide some useful references for public sectors to introduce and implement information system.
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Liu, Wei-Lin, and 劉威麟. "Using Task-Technology Fit and Expectation Confirmation Model to Explore the Continuance Intention of Mobile Shopping APP." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/a2stzu.

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碩士
國立交通大學
傳播研究所
107
Online shopping is prevailing, and the operators are launching mobile shopping APP to expand more consumers and keep them connected. In the past, research on the theory of users' use of information technology has not considered whether users’ tasks affect their acceptance of information technology. This study intends to observe the adoption behavior of mobile shopping APP users from a different angle. It main theoretical bases are the task- technology fit and expected confirmation model. It also uses the online and offline factor scales evolved from the information success model, to assess the information quality, system quality and service quality of the APP. The aim is to explore the key factors affecting user's willingness to continue to use, and test the impact of satisfaction and cognitive usefulness on their continuance intention. This study conducted an online survey and collected 712 valid samples in total. Results of the structural equation model show that (1) task-technology fit has significant positive impact on satisfaction; (2) offline factors have positive impact on perceived usefulness and satisfaction; (3) perceived usefulness has significant positive impact on satisfaction and the continuance intention of mobile shopping APP; and(4) satisfaction has significant positive impact on the continuance intention of mobile shopping APP. Results also show that the users’ demographic background and usage behavior have a significant impact on the continuance intention. Among them, Those with higher education has a greater willingness to continue to use mobile shopping APP; the experience, the number of weekly browsing days and the number of monthly consumption also have positive effects on continuance intention. This study suggests that if operators can consider the characteristics of mobile and online shopping devices, and develop a highly adaptive, simple and easy-to-use APP, which can help users solve problems, this will increase users’ continuance intention. Moreover, timely assistance will effectively enhance users’ perceived usefulness and satisfaction with mobile shopping APP. Mobile shopping APP's comprehensive service quality, such as a clear return mechanism or a variety of convenient payment methods, can also help users to improve the evaluation of APP satisfaction. When the mobile shopping APP allows the users to perceive good perceptual usefulness and satisfaction, their willingness to use it will be enhanced.
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Chen, Rai-Fu, and 陳瑞甫. "Factors Affecting Data Warehouse Systems Continuance in Taiwanese Banking Industry: An Extended Expectation Confirmation Model with Task-Technology Fit Construct." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/15874451673787995863.

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博士
國立中正大學
資訊管理所
96
The evaluation of IS success is a key issue in the IS discipline for many years. Recently, IS continuance intention is considered as an important measure for evaluating IS success because it has significant effect on realizing its long-term benefits. The mainly purposes of this study are: (1) to understand the current status of data warehouse applications (DWS) in Taiwanese banking industry, (2) to extend the expectation confirmation model with the task-technology fit construct to identify which factors lead to DWS continuance intention, (3) to explore the relatively degree of influence of factors affecting DWS continuance intention, and (4) to compare the extended expectation confirmation model and the original expectation confirmation model. This study is conducted by survey methodology with two different types of questionnaires targeted at different subjects. The first questionnaire aims for investigating the primary status of data warehouse applications and validating the proposed research model by DW end-users from various departments in banks. The second questionnaire focused on collecting more detailed information regarding with DW technology, management, and application in Taiwanese banking industry from the perspective of DW managers. Totally, 30 domestic banks were investigated. Three hundred copies of first questionnaire were sent to the chief managers of all user departments of the banks and each bank received 4 to 19 questionnaires according to their organizational structure. In addition, thirty copies of second questionnaire were sent to the chief information officer (CIO) of each bank. Collectively, 168 copies of the first questionnaires (mainly coming from 26 banks) and 14 copies of the second questionnaires were obtained. Excluding the incomplete or redundant questionnaires, 157 valid copies of first questionnaire and 13 valid copies of second questionnaire were retained with the valid response rate at 52.33% and 43.33% respectively. The data were then analyzed by the SPSS 11.0 and LISREL 8.7. This study found that the DW technologies have been widely used in various user department and user levels to support different user task needs. The eight hypotheses, including three additional hypotheses regarding with task-technology fit with other constructs, of the proposed research model were found to be significant and positive supported. In addition, the two independent variables, confirmation and task-technology fit, were significant and positive predicators of the three dependent variables, perceived usefulness, satisfaction, and DWS continuance intention in the proposed model. Regarding with their relatively degree of influence on the individual dependent variables, task-technology fit is found to be the strongest predictor on perceived usefulness and DWS continuance intention, and confirmation is the primary factors affecting satisfaction. This study also found that both of original expectation confirmation model and the proposed expectation confirmation model have good model data fit. This provides evidence that the expectation confirmation model is suitable for measuring the context of DW and the inclusion of task-technology fit into the expectation confirmation model has positive and significant increase on the total explained variance of perceived usefulness, satisfaction, and DWS continuance intention. Therefore, the proposed expectation confirmation model not only extends the model the context of DW, but also addresses the insufficient of the original ECM. The findings of this study will provide practitioners and academics with the proposed model for measuring DW success and its result will be helpful for making more proactive plans for improving the effectiveness and efficiency of DW applications.
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38

Yang, Yi-Ting, and 楊怡婷. "The Impect of Perceived Others’ Creative Expectation on Creative Teaching Performance: The Mediating Effect of Creative Self-Efficacy and The Moderating Effect of Internal Task Motivation." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/76864524294806971721.

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Abstract:
碩士
國立中正大學
高齡者教育所
96
The creative teaching performance is the teaching innovation behavior that teachers unfold. The teachers of adult education organizations are researched by this study with the social cognition theory and the Pygmalion effect as the base theory, in order to, discussing the mediating effect of creative self-efficacy between the adult teacher perceived others’ creative expectation and the creative teaching performance relations, and examine the moderation effects of internal task motivation in this research model. For adopting the method of questionnaire inquiry, survey data pair 211 questionnaires, including the adult teachers and their adult students, and those are analyzed by the moderated mediation model with hierarchical regression. The study findings are as follows: (1) perceived others’ creative expectation had significant positive effects on creative teaching performance, (2) perceived others’ creative expectation had significant positive effects on creative self-efficacy, (3) the creative self-efficacy had significant positive effects on creative teaching performance; it demonstrated that those findings support creative self-efficacy to perceived others’ creative expectation had the partial mediated effects on the creative teaching performance relations. Moreover, (4) the internal task motivation had non-significant effects on the relations of perceived others’ creative expectation and the creative self-efficacy, (5) the internal task motivation had non-significant effects on the relations of creative self-efficacy and the creative teaching performance; it demonstrated that this research didn’t support the internal task motivation in the moderated mediation. To sum up, according to the discussions of study results, I advanced the theory and the practical purport to be the reference material for the future researchers and adult teachers.
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39

Li, Jie. "Connections between infants' object-representation and physical-reasoning systems : priming effects in violation-of-expectation and manual-search tasks /." 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3337842.

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Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008.
Source: Dissertation Abstracts International, Volume: 69-11, Section: B, page: 7167. Adviser: Renee Baillargeon. Includes bibliographical references (leaves 124-131) Available on microfilm from Pro Quest Information and Learning.
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40

Wan, Yee-Tak [Verfasser]. "Student expectations in the new millennium : an explorative study of the higher education in Hong Kong / vorgelegt von Yee-Tak Wan." 2006. http://d-nb.info/981077056/34.

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