Tesis: "Cognitive learning theory"

1

Jankowska, Gierus Bogumila. "Learning with visual representations through cognitive load theory". Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104827.

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This study examined two different strategies of learning with diagrams: drawing diagrams while learning or learning from pre-constructed diagrams. One hundred ninety six junior high school students were randomly placed in a condition either to draw while learning about how airplanes fly or to study from pre-constructed diagrams. Before the learning, students' prior knowledge and elaboration strategies were measured. During learning in either condition, students reported their mental effort. Afterwards, students' learning was tested on both a similar task and transfer task. Cook's (2006) theoretical framework, which combines prior knowledge and cognitive load theory on visual representations in science education, was used to analyze the results. Results showed that students' mental effort significantly increased in the drawing condition, yet results on the posttest were mixed. Students did not do better, and sometimes did worse, on the posttest measures when they learned by drawing diagrams versus using pre-constructed diagrams to learn. The exception was that students with low initial prior knowledge did do better. Elaborations strategies did not have an effect on students' achievement or mental effort in either condition.
Cette étude a examiné deux stratégies différentes d'apprendre à l'aide des diagrammes: le dessin de diagrammes tout en apprenant ou en apprenant sur la base des diagrammes préconstruits. Cent quatre-vingt-seize étudiants de lycée ont été aléatoirement placés dans une condition où soit ils dessinaient tout en se renseignant sur la façon dont les avions volent ou étudiaient à partir des diagrammes préconstruits. Avant l'étude, les stratégies de connaissance et d'élaboration des étudiants ont été vérifiées. Pendant l'étude sous l'une ou l'autre des conditions, les étudiants signalaient leur effort mental. Suite à cela, l'étude des étudiants est examinée sur une tâche semblable et une tâche de transfert. Cadre théorique de Cook (2006), qui combine la théorie de la connaissance antérieure et de charge cognitive sur les représentations visuelles dans l'éducation de la science, ont été employés pour analyser les résultats. Les résultats ont prouvé que l'effort mental des étudiants a augmenté sensiblement sous condition de dessin, pourtant les résultats sur le post-test étaient mitigés. En règle générale, les étudiants ont fait plus ou moins mauvais sur les mesures de post-test quand ils ont appris en traçant des diagrammes au contraire de l'utilisation des diagrammes préconstruits pour apprendre. Cependant, les étudiants ayant une faible connaissance de base ont mieux exécuté le post-test en traçant leurs propres diagrammes. Les stratégies d'élaborations n'ont pas exercé d' effet sur l'accomplissement ou l'effort mental des étudiants pour chacune des conditions.

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2

Tsividis, Pedro A. "Theory-based learning in humans and machines". Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/121813.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences, 2019
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 123-130).
Humans are remarkable in their ability to rapidly learn complex tasks from little experience. Recent successes in Al have produced algorithms that can perform complex tasks well in environments whose simple dynamics are known in advance, as well as models that can learn to perform expertly in unknown environments after a great amount of experience. Despite this, no current AI models are able to learn sufficiently rich and general representations so as to support rapid, human-level learning on new, complex, tasks. This thesis examines some of the epistemic practices, representations, and algorithms that we believe underlie humans' ability to quickly learn about their world and to deploy that understanding to achieve their aims. In particular, the thesis examines humans' ability to effectively query their environment for information that helps distinguish between competing hypotheses (Chapter 2); children's ability to use higher-level amodal features of data to match causes and effects (Chapter 3); and adult human rapid-learning abilities in artificial video-game environments (Chapter 4). The thesis culminates by presenting and testing a model, inspired by human inductive biases and epistemic practices, that learns to perform complex video-game tasks at human levels with human-level amounts of experience (Chapter 5). The model is an instantiation of a more general approach, Theory-Based Reinforcement Learning, which we believe can underlie the development of human-level agents that may eventually learn and act adaptively in the real world.
by Pedro A. Tsividis.
Ph. D.
Ph.D. Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences

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3

Brazas, Michael L. "Cognitive load theory and programmed instruction". [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001011.

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4

Ritter, Samuel. "Meta-reinforcement Learning with Episodic Recall| An Integrative Theory of Reward-Driven Learning". Thesis, Princeton University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13420812.

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Research on reward-driven learning has produced and substantiated theories of model-free and model-based reinforcement learning (RL), which respectively explain how humans and animals learn reflexive habits and build prospective plans. A highly developed line of work has unearthed the role of striatal dopamine in model-free learning, while the prefrontal cortex (PFC) appears to critically subserve model-based learning. The recent theory of meta-reinforcement learning (meta-RL) explained a wide array of findings by positing that the model-free dopaminergic reward prediction error trains the recurrent prefrontal network to execute arbitrary RL algorithms—including model-based RL—in its activations.

In parallel, a nascent understanding of a third reinforcement learning system is emerging: a non-parametric system that stores memory traces of individual experiences rather than aggregate statistics. Research on such episodic learning has revealed its unmistakeable traces in human behavior, developed theory to articulate algorithms underlying that behavior, and pursued the contention that the hippocampus is centrally involved. These developments lead to a set of open questions about (1) how the neural mechanisms of episodic learning relate to those underlying incremental model-free and model-based learning and (2) how the brain arbitrates among the contributions of this abundance of valuation strategies.

This thesis extends meta-RL to provide an account for episodic learning, incremental learning, and the coordination between them. In this theory of episodic meta-RL (EMRL), episodic memory reinstates activations in the prefrontal network based on contextual similarity, after passing them through a learned gating mechanism (Chapters 1 and 2). In simulation, EMRL can solve episodic contextual water maze navigation problems and episodic contextual bandit problems, including those with Omniglot class contexts and others with compositional structure (Chapter 3). Further, EMRL reproduces episodic model-based RL and its coordination with incremental model-based RL on the episodic two-step task (Vikbladh et al., 2017; Chapter 4). Chapter 5 discusses more biologically detailed extensions to EMRL, and Chapter 6 analyzes EMRL with respect to a set of recent empirical findings. Chapter 7 discusses EMRL in the context of various topics in neuroscience.

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5

Burkes, Kate M. Erland Allen Jeff M. "Applying cognitive load theory to the design of online learning". [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3698.

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6

Burkes, Kate M. Erland. "Applying Cognitive Load Theory to the Design of Online Learning". Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3698/.

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The purpose of the study was to investigate the application of cognitive load theory to the design of online instruction. Students in three different courses (N = 146) were measured on both learning performance and perceptions of mental effort to see if there were any statistically significant differences. The study utilized a quasi-experimental posttest-only control group design contrasting modified and unmodified instructional lessons. Both groups were given a posttest to measure knowledge gained from the lesson (cognitive domain of learning) and perceptions of mental effort involved. Independent samples t-tests were used to compare the mean performance scores of the treatment groups (i.e. the sections using redesigned materials) versus the control groups for all three courses. Cohen's d was also computed to determine effect size. Mental effort scores were similarly compared for each group on the overall cognitive load score, for a total of six data points in the study. Of the four hypotheses examined, three (H1, H2, H4) found no statistically significant difference between the experimental and control groups. Negative significance was found between the experimental and control group on the effect of modality (H3). On measures of cognitive load, no statistically significant differences were found.

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7

Bouvrie, Jacob V. "Hierarchical learning : theory with applications in speech and vision". Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/54227.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, 2009.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student submitted PDF version of thesis.
Includes bibliographical references (p. 123-132).
Over the past two decades several hierarchical learning models have been developed and applied to a diverse range of practical tasks with much success. Little is known, however, as to why such models work as well as they do. Indeed, most are difficult to analyze, and cannot be easily characterized using the established tools from statistical learning theory. In this thesis, we study hierarchical learning architectures from two complementary perspectives: one theoretical and the other empirical. The theoretical component of the thesis centers on a mathematical framework describing a general family of hierarchical learning architectures. The primary object of interest is a recursively defined feature map, and its associated kernel. The class of models we consider exploit the fact that data in a wide variety of problems satisfy a decomposability property. Paralleling the primate visual cortex, hierarchies are assembled from alternating filtering and pooling stages that build progressively invariant representations which are simultaneously selective for increasingly complex stimuli. A goal of central importance in the study of hierarchical architectures and the cortex alike, is that of understanding quantitatively the tradeoff between invariance and selectivity, and how invariance and selectivity contribute towards providing an improved representation useful for learning from data. A reasonable expectation is that an unsupervised hierarchical representation will positively impact the sample complexity of a corresponding supervised learning task.
(cont.) We therefore analyze invariance and discrimination properties that emerge in particular instances of layered models described within our framework. A group-theoretic analysis leads to a concise set of conditions which must be met to establish invariance, as well as a constructive prescription for meeting those conditions. An information-theoretic analysis is then undertaken and seen as a means by which to characterize a model's discrimination properties. The empirical component of the thesis experimentally evaluates key assumptions built into the mathematical framework. In the case of images, we present simulations which support the hypothesis that layered architectures can reduce the sample complexity of a non-trivial learning problem. In the domain of speech, we describe a 3 localized analysis technique that leads to a noise-robust representation. The resulting biologically-motivated features are found to outperform traditional methods on a standard phonetic classification task in both clean and noisy conditions.
by Jacob V. Bouvrie.
Ph.D.

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8

Riem, R. G. A. "Children learning to count : A social psychological reappraisal of cognitive theory". Thesis, University of Kent, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371143.

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9

Shon, Aaron P. "Bayesian cognitive models for imitation /". Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7013.

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10

Tobias, Cindel K. "Complex instruction giving students the education they deserve /". Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Tobias_CKMiT2010.pdf.

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11

DaCosta, Boaventura. "THE EFFECT OF COGNITIVE AGING ON MULTIMEDIA LEARNING". Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3650.

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If not designed in consideration to the workings of the human mind, multimedia learning environments can impose too high a demand on working memory. While such high cognitive load presents challenges for learners of all ages, older learners may be particularly affected as research on cognitive aging has shown the efficiency of working memory declines with age. Research has suggested that cognitive load theory (CLT) and the cognitive theory of multimedia learning (CTML) are likely to accommodate the cognitive needs of older learners; however, few of the principles emerging from these theories have been examined in the context of cognitive aging. The abundance of studies has focused on younger learners, prompting the need for further research of CLT and CTML principles with regard to age. This study contributes to the body of research on the cognitive aging principle by extending research on the modality effect with middle-aged learners. Ninety-two participants ranging in age from 30 to 59 were exposed to multimedia learning treatments presented as animation with concurrent narration and animation with concurrent text, followed by retention, concept, and transfer tests of multimedia learning. Demographic and descriptive statistics were performed along with a multivariate analysis of variance. The findings did not show a modality effect with middle-aged learners; however, results need to be interpreted with care as possible explanations may entail other causes for the lack of a modality effect other than age.
Ph.D.
Department of Educational Research, Technology and Leadership
Education
Education PhD

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12

Fung, Sham. "Stochastic Game Theory Applications for Power Management in Cognitive Networks". Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1398286269.

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13

Hu, Fang-Tzu. "Getting the point: tracing worked examples enhances learning". Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/12478.

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Embodied cognition perspectives suggest that pointing and tracing with the index finger may support learning, with basic laboratory research indicating such gestures have considerable effects on information processing in working memory. The present thesis examined whether tracing worked examples could enhance learning through decreased intrinsic cognitive load. In Experiment 1, 56 Year 6 students (mean age = 11.20, SD = .44) were presented with either tracing or no-tracing instructions on parallel lines relationships. The tracing group solved more acquisition phase practice questions and made fewer test phase errors, but otherwise test results were limited by ceiling effects. 42 Year 5 students (mean age = 10.50, SD = .51) were recruited in Experiment 2 to better align the materials with students’ knowledge levels. The tracing group outperformed the non-tracing group at the test and reported lower levels of test difficulty, interpreted as lower levels of intrinsic cognitive load. Experiment 3 recruited 52 Year 6 and Year 7 students (mean age = 12.04, SD = .59) presented with materials on angle relationships of a triangle; the tracing effect was replicated on test scores and errors, but not test difficulty. Experiment 4 used the parallel lines materials to test hypothesized gradients across experimental conditions with 72 Year 5 students (mean age = 9.94, SD = .33), predicting the tracing on the paper group would outperform the tracing above the paper group, who in turn would outperform the non-tracing group. The hypothesized gradient was established across practice questions correctly answered, practice question errors, test questions correctly answered, test question time to solution, and test difficulty self-reports. The results establish that incorporating the haptic input into worked example-based instruction design enhances the worked example effect and that tracing worked examples is a natural, simple yet effective way to enhance novices’ mathematics learning.

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14

Rakhlin, Alexander. "Applications of empirical processes in learning theory : algorithmic stability and generalization bounds". Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/34564.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, 2006.
Includes bibliographical references (p. 141-148).
This thesis studies two key properties of learning algorithms: their generalization ability and their stability with respect to perturbations. To analyze these properties, we focus on concentration inequalities and tools from empirical process theory. We obtain theoretical results and demonstrate their applications to machine learning. First, we show how various notions of stability upper- and lower-bound the bias and variance of several estimators of the expected performance for general learning algorithms. A weak stability condition is shown to be equivalent to consistency of empirical risk minimization. The second part of the thesis derives tight performance guarantees for greedy error minimization methods - a family of computationally tractable algorithms. In particular, we derive risk bounds for a greedy mixture density estimation procedure. We prove that, unlike what is suggested in the literature, the number of terms in the mixture is not a bias-variance trade-off for the performance. The third part of this thesis provides a solution to an open problem regarding the stability of Empirical Risk Minimization (ERM). This algorithm is of central importance in Learning Theory.
(cont.) By studying the suprema of the empirical process, we prove that ERM over Donsker classes of functions is stable in the L1 norm. Hence, as the number of samples grows, it becomes less and less likely that a perturbation of o(v/n) samples will result in a very different empirical minimizer. Asymptotic rates of this stability are proved under metric entropy assumptions on the function class. Through the use of a ratio limit inequality, we also prove stability of expected errors of empirical minimizers. Next, we investigate applications of the stability result. In particular, we focus on procedures that optimize an objective function, such as k-means and other clustering methods. We demonstrate that stability of clustering, just like stability of ERM, is closely related to the geometry of the class and the underlying measure. Furthermore, our result on stability of ERM delineates a phase transition between stability and instability of clustering methods. In the last chapter, we prove a generalization of the bounded-difference concentration inequality for almost-everywhere smooth functions. This result can be utilized to analyze algorithms which are almost always stable. Next, we prove a phase transition in the concentration of almost-everywhere smooth functions. Finally, a tight concentration of empirical errors of empirical minimizers is shown under an assumption on the underlying space.
by Alexander Rakhlin.
Ph.D.

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15

Secil, Selcen Ozkaya. "The Investigation Of Cognitive Processes In Mathematics Learning With Item Response Theory". Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12611219/index.pdf.

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The importance of learning mathematics and using it in daily life is obvious. On the other hand, the results from many national and international assessment studies show that the achievement of Turkish students are very far away from the bare minimum performance. However, in the measurement and evaluation procedures of both primary and secondary educational system, there is a lack of identification of this &ldquo
bare minimum&rdquo
or qualitative and clear descriptors for performance levels. A great importance is dedicated to the national exam results expressed in percentage terms of the correct responses, or in total score points in weighted scale scores, but there is still no system of presenting to students their scores with descriptions of these scores in terms of levels of skills that they did or did not reach. Therefore, this study has aimed to identify the knowledge and skills required for different performance levels defined by setting cut points for the results of a 4th grade mathematics achievement test. The test was conducted in 2007-2008 academic year with 269 fourth grade students in eight different private primary schools in Istanbul. Then, in 2008-2009 academic year, a group of ten teachers of mathematics and assessment experts took part in the study for identifying the performance level descriptors for 4th grade mathematics performance. Two different methods of standard setting were used. One of the methods was based on the oneparameter model of Item Response Theory (IRT) and mostly named as Bookmark Method. The method depended on the statistical identification of the cut points on the scale for performance levels such as Below Basic, Basic, Proficient, and Advanced. The other method was a judgmental method which required the participant teachers to classify the item as carrying the characteristics of performance levels, again, as Below Basic, Basic, Proficient, and Advanced. The study revealed that the item mappings from two methods were congruent to each other. There was a hierarchical ordering in terms of skills among the performance levels. Also, the results demonstrated that understanding and computation skills were heavily characteristics of Below Basic and Basic levels, whereas, problem solving skill was reached by the students of Proficient and Advanced levels.

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16

Wang, Bo. "Sequencing Tracing with Imagination: A Cognitive Load Perspective". Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/28780.

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Cognitive load theory has generated several instructional designs based on movement, including the tracing effect, occurring when learners benefit from instructions to trace out lesson materials with the index finger. Historical descriptions of children’s tracing behaviours while learning with Montessori’s “sandpaper letters” suggest some children sequenced their learning by first tracing the letters with eyes open, then with eyes closed. This description resonates with the imagination effect whereby students with sufficient prior knowledge benefit from imagining rather than studying lesson materials. This research replicated and extended the tracing effect by comparing a no-tracing control condition and a tracing condition to a condition where students traced elements of worked examples initially with eyes open, then with eyes closed. In Experiment 1, primary school students were presented with a geometry lesson. Tracing then imagining led to better learning outcomes compared to tracing only. Furthermore, tracing was found to increase motivation and decrease cognitive load. Different materials (i.e., mental mathematics of 2-digit multiplications) were used in Experiment 2 with adult participants which did not find evidence demonstrating the effectiveness of a tracing or tracing/imagination sequence. A ceiling effect was obtained in both pre-test and post-lesson test, possibly leading to the obscure findings. With several methodological improvements, Experiment 3 replicated and extended findings from Experiment 1, indicating that the positive effects of tracing/imagination could be generalized to a different mathematics subject in a different age group. A local meta-analysis on Experiment 1 and 3 indicated that tracing might facilitate learning by decreasing both intrinsic and extraneous cognitive load. The present research replicated the tracing effect and provided initial evidence demonstrating that imagination following tracing might further enhance learning.

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17

Bajic, Daniel Andrew. "The temporal dynamics of strategy execution in cognitive skill learning". Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3369155.

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Thesis (Ph. D.)--University of California, San Diego, 2009.
Title from first page of PDF file (viewed September 15, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.

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18

Walmsley, Bradley Desmond. "Using concepts drawn from cognitive theory, setting theory, and activity theory to develop student thinking in technology education classes". Thesis, Griffith University, 2010. http://hdl.handle.net/10072/366896.

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The problem addressed in this thesis is the nature of the technology education classroom teaching and learning environments that promote students’ use of higher-order thinking. The problem is addressed firstly, by examining higher-order thinking in terms of theories of cognitive structures, behaviour settings and learning activity. It is argued that contemporary empirical research is limited in its ability to provide a conceptualisation of higher-order thinking. Therefore, this literature is examined to conceptualise higher-order thinking in terms of a relationship between the internal cognitive structures of a person and their activities within a behaviour setting. Secondly, this thesis examines instructional design in contemporary technology education classrooms to ascertain what is understood regarding teaching, learning, and the promotion of higher-order thinking in technology education classes. It was found that little is known and understood through empirical research regarding the conditions that promote higher-order thinking within technology education classrooms. It is prescribed through curriculum documentation that students’ participation in technology education learning activities should support their use and development of higher-order thinking. However, it is argued in this thesis that current theories inadequately define higher-order thinking, resulting in technology education teaching and learning that is fashioned by teacher intuition rather than by knowledge gained through empirical research results. Hence, a better understanding of the classroom activities of teachers and students that support students’ use of higher-order thinking is required to inform curriculum development in technology education. Additionally, the knowledge generated through this research may support teaching and learning and the promotion of higher-order thinking in other similar subject areas. This thesis reports on two studies that investigated technology education classrooms in Australia (Study 1) and America (Study 2) with the aim of interpreting classroom conditions that appeared to be associated with students’ use of higher-order thinking. In both studies, a research approach was adopted that combined quantitative and qualitative methods of investigation. Studies 1and 2 surveyed introductory technology education classes to assess the extent to which the technology education learning environment promoted different types of student thinking. Subsequent qualitative methods of investigation, comprising video analyses and video-stimulated interviews, were used to interpret the classroom activities that encouraged students to think in particular ways. In Study 1, technology education classes in South East Queensland, Australia were video-recorded and teachers and students were interviewed using a video-stimulated technique to interpret the factors that caused students to think differently. In Study 2, technology classes in North Carolina, America were observed using a researcher-generated checklist to interpret the factors that caused students to think differently. The results of these studies across two countries have facilitated the formulation of classroom programs that are advanced as promoting student higher-order thinking in technology education classes.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
Full Text

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19

Lyndon, Edward Harry. "Conceptual mediation : a new theory and a new method of conceptual change /". Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phl988.pdf.

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20

Frank, Ernest. "The effect of individual difference variables, learning environment, and cognitive task on statistical learning performance". Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1383.

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Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains xvi, 183 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 160-173).

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21

Skulmowski, Alexander y Günter Daniel Rey. "Measuring Cognitive Load in Embodied Learning Settings". Universitätsbibliothek Chemnitz, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-227345.

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In recent years, research on embodied cognition has inspired a number of studies on multimedia learning and instructional psychology. However, in contrast to traditional research on education and multimedia learning, studies on embodied learning (i.e., focusing on bodily action and perception in the context of education) in some cases pose new problems for the measurement of cognitive load. This review provides an overview over recent studies on embodied learning in which cognitive load was measured using surveys, behavioral data, or physiological measures. The different methods are assessed in terms of their success in finding differences of cognitive load in embodied learning scenarios. At the same time, we highlight the most important challenges for researchers aiming to include these measures into their study designs. The main issues we identified are: (1) Subjective measures must be appropriately phrased to be useful for embodied learning; (2) recent findings indicate potentials as well as problematic aspects of dual-task measures; (3) the use of physiological measures offers great potential, but may require mobile equipment in the context of embodied scenarios; (4) meta-cognitive measures can be useful extensions of cognitive load measurement for embodied learning.

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22

Easterbrook, Adam. "A critique of parental monitoring using Bandura's social cognitive learning theory as framework". Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31613.

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This study tests competing hypotheses that examine the relationship between adolescents' perception of disclosure of information in the parent-adolescent relationship and adolescents' perception of their friends as prosocial or deviant. The first hypotheses are based on previous research on monitoring. They posit that parental efforts to obtain information about adolescents' activities, whereabouts and friends will influence adolescents' choice of either prosocial or deviant friends. The competing hypotheses are developed using Bandura's (2001) social cognitive learning theory as a framework. These hypotheses argue that adolescents' perception of their friends as either prosocial or deviant may determine how much information adolescents' will give to parents regarding activities, whereabouts and friends. To test the hypotheses, data was used from waves one and two of a three-year longitudinal study that is exploring adolescent life among high school students. Results offer partial support for the monitoring hypotheses. Maternal desire to know about adolescents' activities, whereabouts and friends is positively associated with adolescents' perception of friends as prosocial, but is not associated with adolescents' perception of friends as deviant. In contrast, paternal desire to know about adolescents' activities, whereabouts and friends is negatively associated with adolescents' perception of friends as deviant, but is not associated with adolescents' perception of friends as prosocial. The competing hypotheses developed using Bandura's (2001) social cognitive learning theory as a framework, were supported. Adolescents' perception of friends as prosocial is positively associated with adolescents' willingness to give information regarding activities, whereabouts and friends to parents, whereas adolescents' perception of friends as deviant is negatively associated with adolescents' willingness to give information to parents regarding activities, whereabouts and friends. These findings contribute to a growing body of literature (e.g., Kerr & Stattin, 2000; Stattin & Kerr, 2000) that questions monitoring as a useful and effective strategy for parental peer management. These results also underscore the need to examine adolescents as agentic beings who work to balance parent and peer relationships.
Arts, Faculty of
Sociology, Department of
Graduate

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23

Torcasio, Susannah Marie Education Faculty of Arts &amp Social Sciences UNSW. "The use of illustrations when learning to read: a cognitive load theory approach". Publisher:University of New South Wales. Education, 2009. http://handle.unsw.edu.au/1959.4/43714.

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When students are learning to read, the materials supplied typically will include extensive illustrations. The implicit assumption is that the inclusion of such illustrations will assist students in learning to read. Cognitive load theory suggests that this way of formatting learning materials may not be maximally effective as the inclusion of illustrations with written text constitutes redundant information that may interfere with learning. If working memory resources are devoted to the illustrations rather than the text, as is likely with young children, those resources will be unavailable to decipher the text. The elimination of redundant illustrations may thus enhance learning to read. Three experiments were conducted to investigate the effects of including illustrations in beginning reading materials. Experiment 1 compared reading materials consisting solely of simple prose passages with materials consisting of the same passages plus informative illustrations depicting the content of each passage. Reading proficiency improved more under the no illustrations condition. Experiment 2 compared the informative illustrations with uninformative illustrations. Reading proficiency improved more using uninformative illustrations. Experiment 3 compared uninformative illustrations with no illustrations and found no significant differences between these conditions. These results were interpreted within a cognitive load theory framework. It was concluded that informative illustrations are redundant and so impose an extraneous working memory load that interferes with learning to read.

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24

Buxton, Laurie. "Cognitive-affective interaction in the teaching and learning of mathematics". Thesis, University of Warwick, 1985. http://wrap.warwick.ac.uk/35583/.

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This is a study of extreme emotional reactions to the learning of mathematics. It is conducted among mature adults, mostly well-qualified in some academic area, but with relative failure in mathematics, and showing a marked distaste for the subject. It first explores, through interviews with twenty-four people, their memories and feelings about their experiences in the mathematics classroom. Two modes of investigation follow. One is with a group of seven who, with the experimenter, seek both to learn some mathematics and examine their negative reactions to it. The group met for two-hour sessions through thirty-six weeks of an academic year. Side by side with this ran individual studies of three people, who also worked on mathematics, re-experiencing and discussing their fears. These studies lasted respectively through twelve, twenty-four, and twenty-six hourly sessions. Starting with Skemp's model of intelligence, and in particular its view of the emotions, six situations are defined which inhibit learning. A model of the most extreme reaction, panic, leads to the speculation that it is caused by authority and time pressures. This is tested, both in large groups and in individual cases. The belief that the explicit avoidance of them can lead to rewarding mathematical experiences is also examined.

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25

Craig, Gregory (Gregory Lorne) Carleton University Dissertation Psychology. "The effect of unattended digits upon identification of an attended letter; the influence of letter-digit seperation and physical similarity". Ottawa, 1992.

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26

Lyn, André T. "Training end-users, the application of cognitive theory to learning a database software package". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0035/MQ27039.pdf.

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Lyn, Andre T. (Andre Tyrone) Carleton University Dissertation Management Studies. "Training end-users: The application of cognitive theory to learning a database software package". Ottawa, 1997.

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28

Brown, TeAirra Monique. "Playing to Win: Applying Cognitive Theory and Gamification to Augmented Reality for Enhanced Mathematical Outcomes in Underrepresented Student Populations". Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/97340.

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National dialogue and scholarly research illustrate the need for engaging science, math, technology, and engineering (STEM) innovations in K-12 environments, most importantly in low-income communities (President's Council of Advisors on Science and Technology, 2012). According to Educating the Engineer of 2020, "current curricular material does not portray STEM in ways that seem likely to excite the interest of students from a variety of ethnic and cultural backgrounds" (Phase, 2005). The National Educational Technology Plan of 2010 believes that one of the most powerful ways to transform and improve K-12 STEM education it to instill a culture of innovation by leveraging cutting edge technology (Polly et al., 2010). Augmented reality (AR) is an emerging and promising educational intervention that has the potential to engage students and transform their learning of STEM concepts. AR blends the real and virtual worlds by overlaying computer-generated content such as images, animations, and 3D models directly onto the student's view of the real world. Visual representations of STEM concepts using AR produce new educational learning opportunities, for example, allowing students to visualize abstract concepts and make them concrete (Radu, 2014). Although evidence suggests that learning can be enhanced by implementing AR in the classroom, it is important to take into account how students are processing AR content. Therefore, this research aims to examine the unique benefits and challenges of utilizing augmented reality (AR) as a supplemental learning technique to reinforce mathematical concepts while concurrently responding to students' cognitive demands. To examine and understand how cognitive demands affect students' information processing and creation of new knowledge, Mayer's Cognitive Theory of Multimedia Learning (CTML) is leveraged as a theoretical framework to ground the AR application and supporting research. Also, to enhance students' engagement, gamification was used to incorporate game elements (e.g. rewards and leaderboards) into the AR applications. This research applies gamification and CTML principles to tablet-based gamified learning AR (GLAR) applications as a supplemental tool to address three research objectives: (1) understanding the role of prior knowledge on cognitive performance, (2) examining if adherence to CTML principles applies to GLAR, and, (3) investigating the impact of cognitive style on cognitive performance. Each objective investigates how the inclusion of CTML in gamifying an AR experience influences students' perception of cognitive effects and how GLAR affects or enhances their ability to create new knowledge. Significant results from objective one suggest, (1) there were no differences between novice and experienced students' cognitive load, and, (2) novice students' content-based learning gains can be improved through interaction with GLAR. Objective two found that high adherence to CTML's principles was effective at (1) lowering students' cognitive load, and, (2) improving GLAR performance. The key findings of objective three are (1) there was no difference in FID students' cognitive load when voice and coherence were manipulated, and, (2) both FID and FD students had content-based learning gains after engagement with GLAR. The results of this research adds to the existing knowledge base for researchers, designers and practitioners to consider when creating gamified AR applications. Specifically, this research provides contributions to the field that include empirical evidence to suggest to what degree CTML is effective as an AR-based supplemental pedagogical tool for underrepresented students in southwest Virginia. And moreover, offers empirical data on the relationship between underrepresented students' perceived benefits of GLAR and it is impact on students' cognitive load. This research further offers recommendations as well as design considerations regarding the applicability of CTML when developing GLAR applications.
PHD

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29

Nelson, Jonathan David. "Optimal experimental design as a theory of perceptual and cognitive information acquisition /". Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2005. http://wwwlib.umi.com/cr/ucsd/fullcit?p3191765.

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30

Alkan, Serkan. "Factors Effecting Eye Tracking Measures And Achievement In Multimedia Learning". Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615691/index.pdf.

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In this study, factors affecting eye tracking measures and achievement in multimedia learning were explored. Familiarity, redundancy, and control are three important factors, which affect the levels of achievement in multimedia learning. In this study, three experiments were conducted in which the main effects and interactions of familiarity, redundancy, and pace investigated. In Experiment 1, a chemistry lesson with narration were studied twice as multimedia lesson. In Experiment 2, different group of participants studied two versions of chemistry lessons. Both versions had subtitles
however, in one version in Experiment 2, narration was removed from background during the experiment. In Experiment 3, different group of participants studied two versions of mechanism lessons. One of the mechanism lessons was system-paced. The other one was also self-paced
however, in this one, the learner decided to proceed to next slide as his or her own choice. After studying lessons, participants completed an achievement test, which consisted of recognition, recall, and transfer questions. The results showed that fixation count, fixation duration, total fixation duration, and total visit duration showed significant differences as well as interactions as per fragments, familiarity, areas of interest, and type of images, varying in accordance with the lesson type. The correlations among scores of achievement tests and eye tracking metrics were also reported. The results are discussed within the scope of cognitive theory of multimedia learning design principles and cognitive load theory in the conclusion chapter.

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31

Grieve, Susan M. "Cognitive Load Theory Principles Applied to Simulation Instructional Design for Novice Health Professional Learners". Diss., NSUWorks, 2019. https://nsuworks.nova.edu/hpd_pt_stuetd/78.

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While the body of evidence supporting the use of simulation-based learning in the education of health professionals is growing, howor why simulation-based learning works is not yet understood. There is a clear need for evidence, grounded in contemporary educational theory, to clarify the features of simulation instructional design that optimize learning outcomes and efficiency in health care professional students. Cognitive Load Theory (CLT) is a theoretical framework focused on a learner’s working memory capacity. One principle of CLT is example based learning. While this principle has been applied in both traditional classroom and laboratory settings, and has shown positive performance and learning outcomes, example based learning has not yet been applied to the simulation setting. This study had two main objectives: to explore if the example-based learning principle could successfully be applied to the simulation learning environment, and to establish response process validation evidence for a tool designed to measure types of cognitive load. Fifty-eight novice students from nursing, podiatric medicine, physician assistant, physical and occupational therapy programs participated in a blinded randomized control study. The dependent variable was the simulation brief. Participants were randomly assigned to either a traditional brief or a facilitated tutored problem brief. Performance outcomes were measured with verbal communications skill presented in the Introduction, Situation, Background, Assessment, Recommendation (I-SBAR) format. Response process evidence was collected from cognitive interviews of 11 students. Results indicate participation in a tutored problem brief led to statistically significant differences at t(52)=-3.259, p=.002 in verbal communication performance compared to students who participated in a traditional brief. Effect size for this comparison was d=(6.06-4.61)/1.63 = .89 (95% CI 0.32-1.44). Response process evidence demonstrated that additional factors unique to the simulationlearning environment should be accounted for when measuring cognitive load in simulation based learning (SBL). This study suggests that example based learning principles can be successfully applied to SBL and result in positive performance outcomes for health professions students. Additionally, measures of cognitive load do not appear to capture all contribution toload imposed by the simulation environment.

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32

Cortese, Juliann. "A social cognitivist view of hypermedia learning". Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117124538.

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Thesis (Ph.D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xv, 201 p.; also includes graphics. Includes bibliographical references (p. 191-201). Available online via OhioLINK's ETD Center

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33

Pawley, Duncan Medway Education Faculty of Arts &amp Social Sciences UNSW. "A cognitive load approach to instruction in formation of algebraic equations". Awarded by:University of New South Wales. School of Education, 2004. http://handle.unsw.edu.au/1959.4/20494.

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In a series of five experiments, the effectiveness of using worked examples to teach grade 8 and 9 students the process of translating a written sentence into an algebraic equation, was examined from a cognitive load perspective. The first experiment compared the use of worked examples with a problemsolving strategy. Both for higher and lower levels of prior knowledge in mathematics, the worked examples format group performed significantly better than the problemsolving group. In experiment 2 the worked examples format was compared with an ??algorithm?? method for teaching students to write equations. No significant differences were found in performance on similar questions at either the higher or the lower levels of prior knowledge. However, for transfer questions and questions testing understanding, the performance of the worked examples format was significantly better than that of the algorithm format for the higher level of prior knowledge, though differences were not significant for the lower level. In experiment 3 worked examples using two different methods of checking the translation, the ??comparison?? method and the ??substitution?? method, were compared. No significant differences were found between the two methods for either knowledge group. In experiments 4 and 5 it was shown that grade 8 and 9 students were initially disadvantaged by the inclusion of a checking method. However, after a more substantial period of acquisition, for the students with a lower level of prior knowledge, those who received checking instructions performed significantly better than did those who did not receive such instructions. In contrast, higher knowledge students were continually disadvantaged by the inclusion of a checking method. Higher knowledge students receiving checking instructions experienced a significantly higher cognitive load than did those not receiving them, as shown by a measure of mental effort. The positive effect of checking for lower knowledge students and the negative effect for higher knowledge students in this domain is a further example of the expertise reversal effect. Evidence was found that the inclusion of checking instructions led to a redundancy effect for higher knowledge learners and caused retroactive inhibition for all learners.

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34

Lewis, Moya A. "Teacher torque: A research project investigating student cognitive engagement through observations of non-verbal responses to certain forms of classroom questions". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/661.

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This research project investigates student cognitive engagement through observations of nonverbal responses to certain forms of classroom questions. The basic assumption of this thesis is that education is the intentional act of expanding or evolving each individual student's model of the world. This study explores the non-verbal responses that various forms of questions generate in order to assess the level of student thinking that occurs as a direct result of the question. It looks at responses to closed, open and schema accessing questions to discover the role that they play in the expansion of student schema. The expected readership of this thesis is teacher educators who will be able to use this information to train teachers to use questions for fulfilling their educational outcomes. It investigates the assumption that questions cause people to think. and shows that not al1 forms of questions consistently do this. The link between questions and thinking was investigated by examination of brain research which shows that ..... blood flow level reflects the level of neural activity (Goldberg. 2001. p49)" and Greenfield (2000. p23) who tells us "The harder working the brain region. the greater it's consumption [of brain nutrients] and the greater the blood flow to that site". An external manifestation of the level of brain activity was sought by filming the non-verbal responses of a small group of students to their teachers' classroom questions. See pages 35-37 of the literature review where it reveals that eye movements are both caused and are caused by stimulation to specific brain areas, and that the activation of the brain could be clearly seen by teachers when they watched the eye movements of their students. The study showed that observation of more movements of the eyes meant activation of more areas of the brain. Therefore the chain of events found in this study is: when students are focussing on the lesson they may choose to either discard or respond to questions. The level of cognition caused by response to the questions can be assessed by observation of eye movements Gust as external eye tracking can be observed when reading, so eye movements can be seen while people are tracking internally _ that is thinking). Eye movements are indicative of brain activation such as memory and thinking so we can postulate that learning is the result of brain activity. Teachers can therefore assess the level of cognitive involvement occurring in response to the various forms of questions they ask by observing the eye movements of their students.

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35

Zacharias, Sally. "The linguistic representation of abstract concepts in learning science : a cognitive discursive approach". Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/55599/.

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Learning scientific concepts can be challenging for many pupils and consequently much research has been carried out to locate and explain the social and cognitive processes involved in bringing about changes to learners' abstract conceptual understandings. This thesis contributes to this field by offering a text-world account (Werth 1999, Gavins 2007a) of how scientific concepts are constructed and linguistically represented in classroom discourse. More specifically, its first aim is to explore how a group of twenty, first year secondary pupils and their teacher construct and linguistically represent the abstract scientific concept of heat energy (and related concepts) in discourse. In so doing, it examines how the concept emerges and develops during a series of classroom activities, including a teacher-led demonstration, a simulated role-play and a group discussion/writing task, in addition to teacher and pupil interviews. By using the Text World Theory framework (see Gavins 2007a; Werth 1999) to focus on the linguistic choices and their corresponding cognitive effects, it becomes possible to explore the cognitive architecture of the pupils during the learning events and interviews. Thus, it is hoped that this study makes an innovative contribution to the field of cognitive linguistics and science education by explaining and exemplifying how learners' scientific concepts develop in naturalistic settings (Amin 2015). As a text-world approach to investigating classroom discourse is a relatively new area of exploration, the thesis also aims to examine the effectiveness of the text-world framework to explore multimodal, interactive classroom environments. The class involved in this study belonged to a state secondary school in a large urban city in Scotland. There was a broad ability range amongst its pupils, many of whom spoke languages other than English at home. The data generated was the result of a four-month prolonged investigation with the class, which resulted in the video and audio recordings of 15 lessons, 8 pupil interviews and 5 teacher interviews. Part of this data was later transcribed and analysed using the text-world framework. This framework proves to be well-suited to the task of investigating the conceptual structure of the classroom participants, due to its ability to track and explore multiple conceptual worlds established through spatial and temporal shifts, as well as modality and metaphor. By applying the framework to the relatively unexplored context of the classroom, extensions to the framework are made that show how the classroom discourse, the knowledge frames of the pupils as well as the social and concrete world of the classroom, play a key role in the development of abstract thought in a classroom setting.

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36

Zaldivar, Marc Robert. "Blending cognitive rule-based, process-based, and context-based theories in the development of online grammar instruction". Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29533.

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This study proposes to blend contemporary educational research in order to design an online instructional environment. The goal was to create an environment that would better educate learners about grammar use in higher education, given the complexity of the rule learning that was being asked of them. By blending approaches from tested educational research on cognitive information processing theories, schema theories, and situated cognitive theories in order to determine how language rules are best learned, eight design principles were derived for the instructional environment. A prototype of the environment was then developed. Two series of formative evaluations, one with a group of subject-matter experts (teachers, linguists, and instructional designers) and one with a group of students, were run against the instruction. Overall, it was found that a database-driven website employing user-defined variables to customize the instruction for each individual user was a useful way to achieve the goals of the study.
Ph. D.

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37

Carr, Adrienne L. "Examining the Effects of Media on Learners’ Mental Representations and Cognitive Processes in Science". University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196106424.

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38

Alenezi, Dalal. "A study of learning mathematics related to some cognitive factors and to attitudes". Thesis, University of Glasgow, 2008. http://theses.gla.ac.uk/333/.

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This study was conducted to look at some cognitive (working memory and field dependency) and attitudinal factors which relate to learning and teaching mathematics. The purpose was to suggest ways that might help to improve students’ performance in mathematics. A multi-step strategy was used to examine the relationship between these variables and learning mathematics. The first and the second steps focussed on the students and the third step looked at the mathematics teachers and inspectors ideas about learning and teaching mathematics. This research has investigated the influence of working memory capacity and field dependency on mathematics achievement. The working memory space and the degree of field dependency were measured for 1346 school students aged between 14-16 years from public schools in Kuwait. The Digit Backward Test was used to determine working memory space, and the Group Embedded Figure Test was used to measure the degree of field-dependency for the students, both these tests have been used widely and their validity is assured. However, absolute measurements were not important in this study, as rank order was all that was required. In order to investigate the correlations between performance in different topics in mathematics and the working memory space and field dependency, mathematics tests were developed where some questions had high working memory demand and others had very low working memory demand. Furthermore, in order to investigate which versions of tasks will lead to improved mathematics performance, some questions were presented as symbolic tasks; others were presented as visual tasks; some of them presented as abstract tasks and others related to life. This study also explored the attitudes of the students towards mathematics in the following areas: the importance of mathematics as a discipline; attitudes towards learning mathematics; confidence in mathematics classes; the relationship between attitudes and achievement; activities in mathematics classes, and opinions about mathematicians. The perceptions of mathematics teachers and inspectors were investigated to see the extent to which their views related to the findings from work with students. A sample of 25 mathematics teachers and 4 mathematics inspectors was selected randomly and they were interviewed to compare their views. This step involved semi-structured interviews which offered an opportunity to focus on some key areas as well as giving freedom for the teachers to expand their views. The results indicated that field dependent students with low working memory capacity perform badly in mathematics. This might be attributed to their inability to distinguish between relevant and irrelevant items, with consequent working memory overload. Evidence shows that the way the questions or the problems are given to the students is very important for the students to understand and to succeed in solving them. Complicated shapes or long involved text are both more likely to produce overloading of the working memory space. Therefore, the study recommends that teachers should organise their material with great care in order that students are not penalised for some personal characteristic over which they have no control. This study also showed a clear evidence of a decline in attitudes with age and the excessively overloaded curriculum was a likely reason along with the perceptions that some topics were irrelevant. Furthermore, this study reflects the crucial role that the mathematics teacher plays in the formation of student attitudes towards mathematics. Thus, aiming to develop positive attitudes towards mathematics including confidence, enjoyment and an appreciation of it as a powerful tool should be parallel with the acquisition and the understanding of mathematics concepts and skills in mathematics education. Finally, the interviews show that there is no agreement about the objectives of mathematics education in Kuwait between those who decide the syllabuses (mathematics inspectors) and those who are going to teach these syllabuses (mathematics teachers). When the issue of the purpose for mathematics education is agreed, then it may be possible to consider what topics might further these aims most fully. In fact, teachers are involved daily in the teaching processes and they know the population of their students very well. Thus, their views about the syllabuses should be taken into consideration and they should be involved in the process of deciding the syllabuses. The study has major implications for the development of mathematics education in Kuwait but many of the findings will be widely applicable in other educational systems.

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39

Pagnotta, Murillo. "Living and learning together : integrating developmental systems theory, radical embodied cognitive science, and relational thinking in the study of social learning". Thesis, University of St Andrews, 2018. http://hdl.handle.net/10023/16386.

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Behavioural scientists argue that ‘social learning' provides the link between biological phenomena and cultural phenomena because of its role in the ‘cultural transmission' of knowledge among individuals within and across generations. However, leading authors within the social sciences have proposed alternative ways of thinking about social life not founded on the Modern oppositions including nature-culture, biology-culture, body-mind, and individual-society. Similarly, the distinction between a domain of nature and a domain of nurture has also been extensively criticized within biology. Finally, advocates of ‘radical embodied cognitive science' offer an alternative to the representational-computational view of the mind which supports the conventional notion of culture and cultural information. This thesis attempts to integrate developmental systems theory, radical embodied cognitive science, and relational thinking, with the goal to bring the field of social learning closer to these critical theoretical developments. In Chapter 2, I find no justification for the claim that the genome carries information in the sense of specification of biological form. Chapter 3 presents a view of ontogeny as a historical, relational, constructive and contingent process. Chapter 4 uses the notions of environmental information, abilities, affordances, and intentions to make sense of behaviour and learning. In Chapter 5, I argue that the notion of social learning can be understood in terms of relational histories of development rather than in terms of transmission of information. I then report empirical studies investigating behavioural coordination and social learning consistent with this theoretical framework. Chapter 6 presents evidence that dyads in a joint making activity synchronize their attention constrained by their changing situation and that coordination of attention is predictive of implicit and explicit learning. Chapter 7 presents evidence that joint attention does not require gaze following and that attentional coordination is predictive of learning a manual task. Together, these theoretical and empirical studies suggest a new way of thinking about how humans and other animals live and learn socially, one that is consistent with critical theoretical and philosophical developments that are currently neglected in the literature on social learning.

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40

Cerni, Tom. "Information-processing and leadership in school principals : cognitive-experiential self theory and transformational leadership". Thesis, View thesis, 2009. http://handle.uws.edu.au:8081/1959.7/43294.

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Transformational leaders increase job satisfaction and wellbeing among workers. This thesis proposes that leadership style is influenced by both the rational and experiential systems put forward by Epstein (1998b) in his cognitive-experiential self theory (CEST). Study one examined the relationship between the CEST information-processing systems and transformational leadership among experienced school leaders (N = 183). The rational system had a strong positive correlation with transformational leadership whereas the experiential system was weakly correlated with transformational leadership. Study two (N = 126) examined constructive thinking and transformational leadership. Global constructive thinking, emotional coping, and behavioural coping all had strong positive correlations with transformational leadership. The results of studies one and two showed that school principals who rated themselves as transformational leaders obtained high scores on the rational system and the constructive factors of the experiential system. These results provided a theoretical foundation for the remaining three studies and impacted on the theoretical framework for the CEST-transformational leadership model. Studies one and two were correlational in design and consequently were limited in explaining cause and effect. In response to this limitation, study three used a pre-test, post-test control-group design to test whether changes to information-processing systems could bring about changes in leadership style. Results showed that there was a significant difference between the pre-test and post-test transformational leadership scores for school principals in the intervention group, as rated by their school staff. The control group remained unchanged. Qualitative results indicated that the school principals in the intervention group became more conscious and reflective about their leadership practice. Thus study three provided tentative evidence that changing information-processing styles could bring about changes in leadership style. With the results showing a positive connection between information-processing and transformational leadership (Studies one-three) the next step was to establish if the rational system and constructive elements of the experiential level could predict teachers‟ job satisfaction and student learning outcomes. Study four (N = 88) showed a weak connection between principals‟ information-processing and both teachers‟ job satisfaction and students‟ learning outcomes. Leaders who exercise transformational leadership may also be required to effectively manage conflict in the organization, and this is why study five (N = 426) examined the relationship between information-processing and conflict-handling styles using an undergraduate student sample. The rational system, experiential system and constructive thinking had significant positive relationships with both the integrating and compromising conflict-handling styles. The rational system had a positive relationship with the dominating conflict-handling style. The experiential system and constructive thinking had a positive relationship with the obliging conflict-handling style. The results of the five studies provided empirical support for a CEST-transformational leadership model. Implications for educational leadership at the theoretical and practical level are discussed. Establishing a positive connection between information-processing, transformational leadership, and the choice of conflict-handling styles appears to promote effective school leadership that, in turn, is thought to influence teachers‟ job satisfaction and students‟ learning outcomes.

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41

Lee, Chwee Beng. "Capturing and assessing conceptual change in problem solving". Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/5886.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 2, 2007) Vita. Includes bibliographical references.

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42

Boese, Nancy M. "The effects of bilingualism on adult multitasking abilities the myth and merit of "brain boosting" /". Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008boesen.pdf.

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43

Yahaya, Ros Aizan. "Immersive virtual reality learning environment : learning decision-making skills in a virtual reality-enhanced learning environment". Queensland University of Technology, 2007. http://eprints.qut.edu.au/16489/.

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New advances in computer programming and more powerful technology have opened up new opportunities for learning though immersive virtual reality simulations. This research highlighted the importance of the role of a lecturer in fostering learning in a technology rich learning environment. Undergraduate business studies students worked collectively to try resolve a problem depicted through an immersive simulation involving a burning factory. The simulation provided a rich personal experience that enabled students with lecturer support to generate effective strategies to address the problem.

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44

Yahaya, Ros. "Immersive virtual reality learning environment : learning decision-making skills in a virtual reality-enhanced learning environment". Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16489/1/Roy_Yahaya_Thesis.pdf.

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New advances in computer programming and more powerful technology have opened up new opportunities for learning though immersive virtual reality simulations. This research highlighted the importance of the role of a lecturer in fostering learning in a technology rich learning environment. Undergraduate business studies students worked collectively to try resolve a problem depicted through an immersive simulation involving a burning factory. The simulation provided a rich personal experience that enabled students with lecturer support to generate effective strategies to address the problem.

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45

Dommers, Eric. "Social cognitive theory and type ii diabetes education: A case study". Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/36681/1/36681_Digitised%20Thesis.pdf.

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Type II diabetes is one of Australia's six national health priority areas, and typically afflicts overweight adults who are over forty years of age. Although type II diabetes can be controlled through lifestyle modifications such as diet and exercise, many diabetic patients find these changes difficult to make, and to sustain. Even when patients attend diabetes education programs which include medical information and skills training designed to facilitate changes in patient self-management behaviour, many fail to improve or control their condition. Although the research literature has identified that health education programs which are based on Social Cognitive Theory (Bandura, 1997; 1986), and which are designed to increase participants' self-efficacy and outcome expectations, can produce changes in self-management behaviour - the research outcomes for group diabetes education programs (DEPs) have nonetheless yielded inconsistent results. While there are numerous factors which have the potential to influence the educational process, this study explored the impact of a group diabetes education program based on Social Cognitive Theory on the cognitive processes (psycho-social skills) which are believed to support self-efficacy and outcome expectations. Using a case study design, data was collected through structured interviews and surveys from participants in a group diabetes education program conducted in Brisbane. The broad findings of the current study were that: 1. outcome expectation beliefs changed substantially for most participants (as anticipated by the study), although the extent of biomedical knowledge acquisition was highly variable across the group. 2. cognitive change with respect to the knowledge of psycho-social processes was highly variable, with some participants manifesting no real change. This finding was (only) in partial correspondence with the anticipated changes. 3. several factors appeared to have impacted significantly on the DEP outcomes. These factors included: the level of diabetes educator skill and self confidence; the DEP participants' existing belief systems and cognitive flexibility with respect to psycho-social theories about motivation and confidence; the impact of group dynamics on 'learning to live' with diabetes; and contingent health issues influencing learning and learning transfer.

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46

Wilson, Edwin L. "A study of the cognitive styles and learning preferences of Fire Service officers". Thesis, University of Birmingham, 1999. http://etheses.bham.ac.uk//id/eprint/287/.

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This research examines the relationship between Cognitive Style and Learning Styles of senior officers in the Fire Service and their preferences for different training delivery methods. Data has been gathered from students attending courses at the Fire Service College, in particular those attending the Divisional Command Course (DCC), which is a personal and professional development course for officers aspiring to a senior role in the Fire Service. Three data gathering instruments were used in the research, the Cognitive Styles Analysis (CSA) (Riding, 1991), the Learning Styles Questionnaire (LSQ) (Honey & Mumford, 1982), and a questionnaire specifically designed to gather students’ preference ratings across a range of 14 training delivery methods. The research examines the psychological and educational derivations of models that underpin the CSA and LSQ instruments in order to help clarify the construct systems used to describe both cognitive and learning style; and to examine their relationships with other psychological constructs. Further exploration of the relationships between cognitive and learning styles attempts to answer the question as to whether they have similar attributes and also whether the instruments have any practical predictive utility in predicting suitable delivery methodologies for training. The data findings suggest that the officer students formed a homogeneous group with regard to cognitive style on the ‘wholist–analytic’ dimension, the tendency for bias towards the analytic end of the scale, but were evenly distributed on the ‘verbaliser–imager’ dimension. The sample exhibited a more normal distribution of type with regard to learning style (using the LSQ), although there was a tendency for them to be more ‘reflector’ orientated than a standardized group in the general population. The sample group showed preferences for certain delivery methods that encouraged interactive participation in the learning process but these did not appear to show any significant correlation with either cognitive style or learning style.

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47

Taylor, Donna Lester. "A kaleidoscope of decisions using cognitive flexibility theory to advance a novice ESOL teacher's scaffolding expertise /". unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-07312007-084841/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Joyce E. Many, committee chair; Mona W. Matthews, Dana L. Fox, Lori N. Elliott, committee members. Electronic text (190 p. : ill. (some col.)) : digital, PDF file. Description based on contents viewed June 19, 2008; title from file title page. Includes bibliographical references (p. 177-187).

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48

Almahasneh, Randa. "The effects of beliefs about knowledge and learning on students' self-regulated studying /". Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2800.

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Strobel, Johannes M. J. "Historical reasoning with a cognitive flexibility hypertext authoring system : an explorative study on the role of epistemological beliefs on advanced knowledge acquisition /". free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164544.

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Paparello, Silvia. "The many faces of neurocognitive development behavior and neurocorrelates of holistic face processing /". Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3284166.

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Thesis (Ph. D.)--University of California, San Diego, 2007.
Title from first page of PDF file (viewed January 14, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references. Faces are central stimuli in our everyday life, hence, face processing is a sophisticated and highly specialized cognitive ability, at which adults are experts and children are proficient. Unlike other visuospatial abilities, face perception develops very slowly, becoming adult-like only well into adolescence. Some performance disparities between children and adults may reflect differences in general cognitive abilities, such as attention and memory. Alternatively, performance differences can be attributed to specific cognitive strategies implemented during face processing by different age groups; or to the interaction between the improvement of general abilities throughout development and the refinement of face specific cognitive strategies. The intent of the current studies was to further assess the development of and relationship between cognitive strategies in face processing. Specifically, we investigated the behavior and neurocorrelates associated with holistic face processing in children (8- to 11-year-olds), adolescents, and adults, utilizing the composite face effect. The task requires participants to engage in both holistic and featural processing, but certain trials (aligned-same) elicit a visual illusion called the composite face effect (CFE, calculated as difference between misaligned-same and aligned-same trials), which is considered an index of holistic processing. All age groups (adults, adolescents, 8- to 9-year-olds, 10- to 11-year-olds) showed a CFE, suggesting reliance on holistic processing. Notably, about half of the 8- to 11-year-old children displayed adult-like behavior and adult-like CFE, suggesting their reliance on holistic processing. However, the other half of the children performed below-chance on aligned-same trials, displayed an extremely large CFE, and a significant difference between different trials, suggesting reliance on a featural strategy. Thus child age groups were regrouped according to their accuracy performance on the hardest condition (aligned-same trials) into high performing and low performing children. We hypothesize that the aligned-same trials were too taxing for low-performing children, thus they fell back into relying on simpler strategies such as a difference-detection featural strategy. In order to further investigate the CFE behavioral differences between age and performance groups, we completed an imaging study. For the fMRI study children were grouped by performance rather than age following the results of our behavioral study. Overall, our imaging results for the CFE, thus for holistic processing, resembled behavioral results in that adult and high performing child groups revealed a similar (but not identical) whole-brain pattern of activation, whereas the low performing child group showed a distinctive pattern of activation for the composite face effect. Adults and high performing children showed a pattern of activation spanning frontal, parietal, temporal, and occipital lobes. In contrast, low performing children revealed a pattern of activation that spanned frontal, temporal, cingulate, and cerebellar regions. Brain areas typically associated with face processing, such as the right fusiform gyrus and right inferior temporal gyrus did not reach significance for the low performing child group. These differences may be attributable to the use of different cognitive strategies. However, the extent of frontal and cingulate cortex activation in low performing children may also suggest that because the task was especially difficult for them, working memory resources were particularly taxed, thus affecting the neural network engaged. Importantly, not only were performance differences associated with distinct neurocorrelates (i.e., differing profiles for low performing children vs. high performing children and adults), but age differences also had an appreciable effect. In fact, high performing children did not significantly differ from adults in the behavioral CFE, but did show differences in the neural CFE.

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