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Title: Specific and non-specific cognitive operations as language options for memory questions: AnfMRI study.
Creator: Jantzen, McNeel Gordon., Florida Atlantic University, Ashworth, Sara
Abstract/Description: In order for memory questions to accomplish the goals of questions, teachers need to determine specific content and cognitive goals for each question so that questions can direct learners' attention and reinforce an organizational structure for the encoding of information. The purpose of this study was to examine the language used in memory questions for assessment purposes and to examine whether different language options used when formulating memory questions engaged brain areas related to...
Show moreIn order for memory questions to accomplish the goals of questions, teachers need to determine specific content and cognitive goals for each question so that questions can direct learners' attention and reinforce an organizational structure for the encoding of information. The purpose of this study was to examine the language used in memory questions for assessment purposes and to examine whether different language options used when formulating memory questions engaged brain areas related to memory and cognition. The language of the questions can affect the cognitive process by which the answer is derived. The two language options that affect cognitive processes are non-specific and specific. This study supplements teachers' working knowledge of the methods and techniques for questioning by providing a basic understanding of cognitive processes that different questions can evoke. This study used techniques from neuroscience to test hypotheses derived directly from education-based theories of cognition in order to validate educational theory. Neuroscience provides knowledge about how the brain senses, processes, stores, and retrieves information. It also provides findings that can be translated into practical applications for the classroom. Therefore, the relationship between education and neuroscience contributes to effective planning, practices, and assessment; it allows a more comprehensive understanding of the difficulties and apprehensions associated with learning. The following study utilized fMRI to answer the general question of the relationship between the memory processes associated with specific and non-specific questions. Seventeen undergraduate and graduate students from a university in South Florida served as subjects. Subjects were presented with a stimulus consisting of specific questions, non-specific questions, and control statements. All questions/statements followed the design of 8 seconds to read the question/statement, 10 seconds to "think" about the answer to the question or the material presented in the statement, 4 seconds for response using a "yes" or "no" button, and a 12 second rest period. Images collected were analyzed using AFNI. Specific cognitive operations improved efficiency for the retrieval of information from memory. Results elucidate differences in neural activity associated with encoding processes and the retrieval of information from memory based on the language used in specific and non-specific questions.
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Date Issued: 2004
PURL: http://purl.flvc.org/fau/fd/FADT12115
Subject Headings: Cognitive learning, Education--Effect of technological innovations on, Experiential learning, Brain--Psychophysiology, Learning--Physiological aspects, Recollection (Psychology), Memory
Format: Document (PDF)

Title: Historians of 19th Century Baseball: Exploring Their Experiences Regarding Their Avocation.
Creator: Berstler, Wade, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The following document offers a qualitative case study in the field of adult and community education from an educational leadership perspective using baseball as an adult learning tool. Relevant existing theories (adult education, lifelong learning, adult learners, and certain leadership practices) for successful facilitation of historical baseball research were examined. The study focused on a purposeful sample population upon which a pilot study was conducted, revealing the experiences of...
Show moreThe following document offers a qualitative case study in the field of adult and community education from an educational leadership perspective using baseball as an adult learning tool. Relevant existing theories (adult education, lifelong learning, adult learners, and certain leadership practices) for successful facilitation of historical baseball research were examined. The study focused on a purposeful sample population upon which a pilot study was conducted, revealing the experiences of adult self-directed learners who produce the seminal work in their field as an avocation. The findings of this study included, but are not limited to, the passionate approach the study group members have for their subject matter, their love of learning, and the self-directedness of nonformally trained research historians using baseball as an adult learning tool. The findings also revealed the group members belief in the academic worthiness of baseball history, and their willingness to share their work with others to advance the field.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004648
Subject Headings: Adult learning, Baseball -- United States -- History -- 19th century, Educational leadership, Experiential learning, Learning, Psychology of, Motivation in adult education, Transformational leadership
Format: Document (PDF)

Title: Phonological memory and the development of vocabulary and grammar in young Spanish-English bilinguals.
Creator: Parra, Marisol., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: This study tested the hypotheses that phonological memory contributes to vocabulary and grammatical development in young Spanish-English bilinguals, and that the relation between phonological memory and both vocabulary and grammar is language-specific. Phonological memory skill was the percentage of consonants correctly repeated (PCC) in English, and Spanish Nonword Repetition (NWR) tasks at 22 months. Vocabulary size and grammatical complexity were measured at 25 months using the English and...
Show moreThis study tested the hypotheses that phonological memory contributes to vocabulary and grammatical development in young Spanish-English bilinguals, and that the relation between phonological memory and both vocabulary and grammar is language-specific. Phonological memory skill was the percentage of consonants correctly repeated (PCC) in English, and Spanish Nonword Repetition (NWR) tasks at 22 months. Vocabulary size and grammatical complexity were measured at 25 months using the English and Spanish versions for the MacArthur-Bates Communicative Development Inventories. Nonword repetition accuracy was significantly related to both subsequent vocabulary size and grammatical complexity within and across languages after controlling for the percentage of input in English. The relations were not significantly higher within than between languages. The results suggest that in these young Spanish-English simultaneous bilinguals phonological memory is a language-general ability that contributes to the development of vocabulary and grammar in both English and Spanish.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/1927606
Subject Headings: Language and languages, Physiological aspects, Bilingualism, Second language acquisition, Learning, Psychology of
Format: Document (PDF)

Title: No bones about it (or are there?): evaluating markedness constraints on structural representations of the phonology skeleton.
Creator: Causey, Kayla B., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Linguistic research suggests that speakers represent syllable structure by a CV-frame. CVC syllables are more frequent than VCC ones. Further, the presence of VCC syllables in a language asymmetrically implies the presence of CVC syllables. These typological facts may reflect grammatical constraints. Alternatively, people's preferences may be due solely to their sensitivity to the statistical properties of sound combinations in their language. I demonstrate that participants in an auditory...
Show moreLinguistic research suggests that speakers represent syllable structure by a CV-frame. CVC syllables are more frequent than VCC ones. Further, the presence of VCC syllables in a language asymmetrically implies the presence of CVC syllables. These typological facts may reflect grammatical constraints. Alternatively, people's preferences may be due solely to their sensitivity to the statistical properties of sound combinations in their language. I demonstrate that participants in an auditory lexical decision task reject VCC nonwords faster than CVC nonwords, suggesting that the marked VCC syllables are dispreferred relative to CVC syllables. In a second experiment, I show that people are also sensitive to the distribution of these frames in the experiment. Findings indicate that syllable structure is represented at the phonological level, that individuals have preferences for certain syllables, and that these preferences can not be accounted for by the statistical properties of the stimuli.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/166449
Subject Headings: Grammar, Comparative and general, Phonology, Phonetics, Computational linguistics, Universals (Linguistics), Learning, Psychology of
Format: Document (PDF)

Title: The nature of elementary students' science discourse and conceptual learning.
Creator: Parks, Melissa Y., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This qualitative study examined the nature of 5th-grade students' oral and written discourse in relation to their conceptual learning during six science inquiry-based lessons. Qualitative data were collected using small group observations, transcriptions of small group discourse, students' science notebooks, and student interviews. These data were used to create an in-depth illustration of 5th-grade students' discourse and the impact of that discourse on their science conceptual learning....
Show moreThis qualitative study examined the nature of 5th-grade students' oral and written discourse in relation to their conceptual learning during six science inquiry-based lessons. Qualitative data were collected using small group observations, transcriptions of small group discourse, students' science notebooks, and student interviews. These data were used to create an in-depth illustration of 5th-grade students' discourse and the impact of that discourse on their science conceptual learning. Findings indicated students spoke in three main discourse classifications during small group inquiries and two of these discourses were also present in the science notebook entries. Findings further indicated gender did not impact the nature of students' oral or written discourse regarding their conceptual learning. Implications for classroom practice and suggestions for further research in elementary science education are offered.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3318675
Subject Headings: Science, Study and teaching (Elementary), Learning, Psychology of, Cognition in children
Format: Document (PDF)

Title: Self-Directed Learning Readiness, Strategic Thinking and Leader Effectiveness in Directors of a National Nonprofit Organization.
Creator: Zsiga, Peter L., Guglielmino, Lucy M., Florida Atlantic University
Abstract/Description: Levels of self-directed learning readiness, strategic thinking and leader effectiveness in nonprofit directors were obtained from a sample of YMCA directors who responded to an online survey. The resulting data were analyzed to determine if correlations between the measures were observed and if the relationships were moderated by employment, geographic or demographic variables. Self-directed learning readiness and strategic thinking were highly correlated. Analysis of the questionnaires from...
Show moreLevels of self-directed learning readiness, strategic thinking and leader effectiveness in nonprofit directors were obtained from a sample of YMCA directors who responded to an online survey. The resulting data were analyzed to determine if correlations between the measures were observed and if the relationships were moderated by employment, geographic or demographic variables. Self-directed learning readiness and strategic thinking were highly correlated. Analysis of the questionnaires from 471 respondents demonstrated that the correlations between self-directed learning readiness and strategic thinking were robust (r = .58, p < .001 ). Leader effectiveness was found to correlate with these two constructs at identical and significant levels (r = .1 0, p < .05). These correlations present evidence of positive relationships between self-directed learning levels, strategic thinking levels and leader effectiveness. Correlations were also found for self-directed learning readiness and each of the three subscales of strategic thinking, reframing, reflecting and systems thinking, and the leader effectiveness measure; and for the reframing subscale of strategic thinking with leader effectiveness. Responses to open-ended questions reflected the use of self-directed learning strategies and strategic thinking by the sample in preparing for challenges in education and leadership. Correlations between strategic thinking and leader effectiveness were moderated by ethnicity. Levels of correlation between self-directed learning readiness and strategic thinking were moderated by the variables of years of AYP membership and number of branches supervised, the level of performance rating desired, and years of similar employment. The YMCA directors in this study were determined to be effective leaders who used strategic thinking and self-directed learning strategies to meet the demands of their leadership roles. The results indicate that individuals who exhibit self-directed learning tendencies can be expected to use strategic thinking strategies; that those who are strategic thinkers reflect self-directed learning behavior; and that leader effectiveness is supported by the possession of strategic thinking and selfdirected learning skills.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000718
Subject Headings: Nonprofit organizations--Management, Leadership, Organizational effectiveness, Executive ability, Learning, Psychology of
Format: Document (PDF)

Title: An exploration of factors affecting the academic success of students in a college quantitative business course.
Creator: Davis, Mary M., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The American Association of Colleges and Universities reports that over 50% of the students entering colleges and universities are academically under prepared; that is, according to Miller and Murray (2005), students "lack basic skills in at least one of the three fundamental areas of reading, writing, and mathematics". Furthermore, approximately 30% of the students in a state university undergraduate quantitative business course fail or withdraw from the course. The purpose of this study was...
Show moreThe American Association of Colleges and Universities reports that over 50% of the students entering colleges and universities are academically under prepared; that is, according to Miller and Murray (2005), students "lack basic skills in at least one of the three fundamental areas of reading, writing, and mathematics". Furthermore, approximately 30% of the students in a state university undergraduate quantitative business course fail or withdraw from the course. The purpose of this study was to explore non-cognitive and cognitive factors that may be related to the academic success of those students enrolled in the course. To this end, a survey was conducted, collecting the perceptions and opinions of 301 undergraduate college of business students with regard to relevant constructs such as cognitive load, mathematics and general self-efficacy, math anxiety, and motivation. Additional data were collected from the students' transcripts. Findings revealed that the significant cognitive factors contributing to the academic success were the overall GPA of the students as well as the average of their grades in the two prerequisite courses. The statistically significant non-cognitive factors related to the final exam score were the students' perceived levels of cognitive load and mathematics self-efficacy. A moderating effect of mathematics self-efficacy was revealed between the final exam score and overall GPA; however, other selected potential moderators of the final exam score and cognitive load were not significant. Post-hoc analyses verified no significant difference in the final exam score for gender or race; however, a statistically significant difference was found on cognitive load for different instructors. The findings emphasized the importance of prior knowledge and instructional design as both are sensitive to cognitive load (Mayer & Moreno, 2003; Sweller, 1999)., The implications of the findings resulted in the recommendation that knowledge should be addressed through appropriate advising as well as pretests at the onset of the course. Finally, the course instructors should take into consideration various instructional design techniques to reduce cognitive load. Recommendations are made for future practice with a focus on inclusive pedagogical methodologies and further research directions with promising potential predictors.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/331845
Subject Headings: Academic achievement, Psychological aspects, Learning, Psychology of, Motivation in education, Achievement motivation in education, School improvement programs
Format: Document (PDF)

Title: Predictors of undergraduate academic success.
Creator: Glick-Cuenot, Sheri L., Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study attempted the answer to two primary questions: (a) Are strategic thinking skills possessed by college students prior to university matriculation related to their academic success in college, and (b) How does the predictive accuracy afforded by these skills compare to that from high school grade point average or standardized test scores?
Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004287, http://purl.flvc.org/fau/fd/FA00004287
Subject Headings: Achievement in education, Creative thinking, Educational tests and measurements, Learning, Psychology of, Prediction of scholastic success -- Mathematical models, Strategic planning
Format: Document (PDF)

Title: Non-Academic Factors Contributing to the Academic Outcomes of Students in a Community College Developmental Education Program.
Creator: Ray, Kenneth Jr., Pisapia, John, Florida Atlantic University
Abstract/Description: The purpose of this study is to identify the relationship of Social Cognitive Career Theory, student engagement, and academic outcomes of community college students emolled in developmental courses over one academic year. Through the combined use of Social Cognitive Career Theory (SCCT) and Student Engagement Theory, the researcher seeks to determine whether there are significant relationships between non-academic factors and academic success. An online version of the Community College Survey...
Show moreThe purpose of this study is to identify the relationship of Social Cognitive Career Theory, student engagement, and academic outcomes of community college students emolled in developmental courses over one academic year. Through the combined use of Social Cognitive Career Theory (SCCT) and Student Engagement Theory, the researcher seeks to determine whether there are significant relationships between non-academic factors and academic success. An online version of the Community College Survey of Student Engagement in combination with a SCCT instrument was completed by 936 students. The collection of data involved a web based database program. An analysis of the data included descriptive and correlational methods to examine these relationships. The results of the study revealed that neither SCCT, nor engagement factors contributed to the students' grade point average (GPA) and persistence. Additionally, when moderated by contextual factors, SCCT and Engagement demonstrated no influence on students' final GPA and persistence during the period of study. The data provided no evidence for an academic outcome predictive model involving SCCT, engagement or contextual factors for community college developmental students.
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Date Issued: 2008
PURL: http://purl.flvc.org/fau/fd/FA00000689
Subject Headings: Motivation in education, Community colleges--United States--Evaluation, Learning, Psychology of, Education, Higher--Social aspects--Evaluation
Format: Document (PDF)

Title: Learning and Leading: Approaches to Leadership Self-Development Among Women Executives of Philanthropic Organizations.
Creator: Liddell, Theresa N., Guglielmino, Lucy M., Florida Atlantic University
Abstract/Description: The purpose of this grounded theory study was to explore the selfdevelopment of women executives of philanthropic organizations to determine their approaches to learning for leading. Women occupy 1.4% to 53% of the executive positions in the U.S. depending on the sector, yet little is known about their learning needs and strategies. The research questions asked how these women executives learned to develop successfully in their positions and what informal learning strategies they used. This...
Show moreThe purpose of this grounded theory study was to explore the selfdevelopment of women executives of philanthropic organizations to determine their approaches to learning for leading. Women occupy 1.4% to 53% of the executive positions in the U.S. depending on the sector, yet little is known about their learning needs and strategies. The research questions asked how these women executives learned to develop successfully in their positions and what informal learning strategies they used. This study explored the perspectives of 22 women executives of philanthropic organizations in South Florida and Western Washington. The foundations represented by the participants varied widely in size, purpose, and structure. The study yields evidence that learning and leading are inextricably connected. There is also evidence that learning needs and learning strategies change over the course of one's career. They use a variety of learning resources including mentors, workshops, and resources such as books, journals and the internet. Early strategies include training and mentoring. Later strategies refine conceptual skills through conversations with colleagues. Discussion includes implications for executive development programs and recommendations for practice and further research.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000676
Subject Headings: Leadership in women, Women executives, Charitable uses, trusts, and foundations--United States--Management, Executive ability, Learning, Psychology of
Format: Document (PDF)

Title: Children's adaptave strategies in a tool use task.
Creator: Weinstein, Allison., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Problem solving and strategy adaptation was assessed in 47 children ranging from 36 to 67 months. This was evaluated through problem sets in which participants were given tools that failed to reach given goal states, and then instructed to select appropriate tools in order to reach desired results. Analyses revealed that when participants were given a choice of tools to solve a given problem, they were more likely to select a correct tool when options were similar in function and appearance....
Show moreProblem solving and strategy adaptation was assessed in 47 children ranging from 36 to 67 months. This was evaluated through problem sets in which participants were given tools that failed to reach given goal states, and then instructed to select appropriate tools in order to reach desired results. Analyses revealed that when participants were given a choice of tools to solve a given problem, they were more likely to select a correct tool when options were similar in function and appearance. Additionally, participants were more likely to verbalize the need for a new tool when there was a lack of novel tool choices. However, the presence of a novel tool choice was linked to longer problem solving time. Findings are congruent with literature that suggests children possess the ability to select tools based on functional, not superficial, qualities, and can be easily distracted by the presence of novel stimuli.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3356896
Subject Headings: Learning, Psychology of, Educational tests and measurements, Cognition in children, Cognitive styles in children, Human information processing in children, Individual differences in children
Format: Document (PDF)

Title: Predicting Success Rate of First-Time College Students Enrolled in Developmental Mathematics Courses in an Urban Multi-Campus Community College Based on Reading Level and Order of Courses Taken.
Creator: Echenique, Marcial Luis, Kumar, David D., Florida Atlantic University
Abstract/Description: Community colleges serve as conduits for students as they make the transition between secondary school and college. Community colleges also have a unique place in the American education system as they serve a large number of non-traditional students. The open-door policy of community colleges gives students the opportunity to pursue a college education. However, not all students who enroll in community colleges are academically prepared for college-level courses. A comprehensive literature...
Show moreCommunity colleges serve as conduits for students as they make the transition between secondary school and college. Community colleges also have a unique place in the American education system as they serve a large number of non-traditional students. The open-door policy of community colleges gives students the opportunity to pursue a college education. However, not all students who enroll in community colleges are academically prepared for college-level courses. A comprehensive literature review in the areas of community college, developmental education, mathematics education, and the connection between language and mathematics was conducted. Based on the results of the literature review, this study examined a population of students who placed into all three developmental education subjects when they enrolled at the community college based on their Computerized Placement Test (CPT) scores. In the first part of the study, the researcher studied the relationship between reading level and success rate in developmental mathematics courses. In the second part, the researcher used a logistic regression model to predict success in developmental mathematics courses based on CPT scores in math, reading, and writing, as well as ethnicity, gender, age, traditional college student status, limited English proficiency, and enrollment status. Results from the study revealed that the order in which developmental reading courses and developmental mathematics courses are taken does make a difference in the success rate of students in their developmental mathematics courses. There is a significant relationship between reading level and success rate in developmental mathematics courses for students who take reading before or at the same time as mathematics. A logistics regression model with four significant variables was created to predict success in developmental mathematics courses greater than chance. This study can assist counselors in placing students in the correct developmental mathematics course when they enroll in the community college. It further gives administrators the opportunity to evaluate current placement policy in developmental mathematics courses based on the order in which the courses are taken and CPT cutoff scores. This study also proposes recommendations and further research in the area of developmental mathematics education.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000664
Subject Headings: Mathematics--Study and teaching--Research, Learning, Psychology of, College student development programs--United States, Community college students--Services for
Format: Document (PDF)

Title: Maternal Involvement in Math Homework and its Influence on Adolescents’ Math Outcomes During the Transition to Middle School: Who Profits from Homework Assistance?.
Creator: Dickson, Daniel J., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: As adolescents transition to middle school, math confidence and performance declines (Eccles et al., 1993; Lee, Statuto, & Kadar-Voivodas, 1983). These declines are typically attributed to social and maturational changes (Eccles, Lord, & Midgley, 1991; Simmons & Blyth, 1987). In this dissertation, I explore the hypothesis that low parent support for schoolwork is also responsible. Latino-American adolescents are especially at risk for math difficulties. Maintaining adolescents’ engagement and...
Show moreAs adolescents transition to middle school, math confidence and performance declines (Eccles et al., 1993; Lee, Statuto, & Kadar-Voivodas, 1983). These declines are typically attributed to social and maturational changes (Eccles, Lord, & Midgley, 1991; Simmons & Blyth, 1987). In this dissertation, I explore the hypothesis that low parent support for schoolwork is also responsible. Latino-American adolescents are especially at risk for math difficulties. Maintaining adolescents’ engagement and performance in math are important goals for mothers because high levels of both are requisites for many professional careers. This dissertation will focus on Latino-American families to determine if mothers’ homework involvement is associated with changes in children’s math-related outcomes across the transition to secondary school. Parental involvement in math homework is assumed to mitigate declines in math performance during this transition. Cognitive models suggest that involved parents utilize scaffolding (Rogoff & Gardner, 1984) and instruction to ensure math achievement (Pomerantz & Moorman, 2010). Motivational models suggest that involved parents foster math engagement by bolstering child confidence, modeling management strategies, and promoting values that encourage children to work hard (Grolnick & Slowiaczek, 1994; Simpkins, Fredricks, & Eccles, 2015). However, empirical evidence in support of the importance of parents in math achievement is limited. While positive forms of involvement co-occur with better math outcomes (Bhanot & Jovanovic, 2005; Rice et al., 2013), no studies have examined such associations longitudinally. Children who are uninterested in math may be more susceptible to the effects of parental homework involvement because they lack internal motivation for mastery that underlies performance in other children. The present study examines the extent to which Latina-American mothers’ involvement in math homework is effective in preventing declines in child math-related outcomes (i.e., perceptions of math ability, etc) during the transition to middle school. Child math interest was postulated to moderate this association. Results indicated that low maternal homework involvement predicts worsening child math-related outcomes, but only for children who were intrinsically uninterested in math. The findings hold important implications for parents, who must work to ensure that they remain engaged in their children’s activities, especially if children appear uninterested in math.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004911, http://purl.flvc.org/fau/fd/FA00004911
Subject Headings: Hispanic Americans--Education--Parent participation., Academic achievement., Adjustment (Psychology), Learning, Psychology of., Parent and child., Parent and teenager., Mathematics--Study and teaching (Middle school), Middle school students., Motivation in education., Education--Parent participation.
Format: Document (PDF)

Title: Teacher Perspectives on The Marzano Teacher Evaluation Model during year one of Implementation.
Creator: Wilkins, Bryan L., Mountford, Meredith L., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This qualitative study described teachers’ perspectives of The Marzano Teacher Evaluation Model during the first year of its implementation. Further, this study examined the relationship between teachers and their administrators during implementation. The researcher’s goal was to examine how teachers changed their behavior as the result of the first year following the implementation of The Marzano Teacher Evaluation Model.
Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004810, http://purl.flvc.org/fau/fd/FA00004810
Subject Headings: Marzano, Robert J.--Art and sciene of teaching--Criticism and interpretation., Effective teaching., Teachers--Rating of., Teacher effectiveness., Teaching--Aids and devices., Learning, Psychology of., Educational evaluation.
Format: Document (PDF)

Title: An interactive system to enhance social and verbal communication skills of children withautism spectrum disorders.
Creator: Minan, Maria Jose, Huang, Shihong, Florida Atlantic University, College of Engineering and Computer Science, Department of Computer and Electrical Engineering and Computer Science
Abstract/Description: Affecting one in every 68 children, Autism Spectrum Disorder (ASD) is one of the fastest growing developmental disabilities. Scientific research has proven that early behavioral intervention can improve learning, communication, and social skills. Similarly, studies have shown that the usage of of-the-shelf technology boosts motivation in children diagnosed with ASD while increasing their attention span and ability to interact socially. Embracing perspectives from different fields of study can...
Show moreAffecting one in every 68 children, Autism Spectrum Disorder (ASD) is one of the fastest growing developmental disabilities. Scientific research has proven that early behavioral intervention can improve learning, communication, and social skills. Similarly, studies have shown that the usage of of-the-shelf technology boosts motivation in children diagnosed with ASD while increasing their attention span and ability to interact socially. Embracing perspectives from different fields of study can lead to the development of an effective tool to complement traditional treatment of those with ASD. This thesis documents the re-engineering, extension, and evolu- tion of Ying, an existing web application designed to aid in the learning of autistic children. The original methodology of Ying combines expertise from other research areas including developmental psychology, semantic learning, and computer science. In this work, Ying is modifed to incorporate aspects of traditional treatment, such as Applied Behavior Analysis. Using cutting-edge software technology in areas like voice recognition and mobile device applications, this project aspires to use software engineering approaches and audio-visual interaction with the learner to enhance social behavior and reinforce verbal communication skills in children with ASD, while detecting and storing learning patterns for later study.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004306, http://purl.flvc.org/fau/fd/FA00004306
Subject Headings: Autism spectrum disorders in children -- Treatment -- Technological innovations, Children with autism spectrum disorders -- Education -- Technological innovations, Communication disorders in children -- Treatment -- Technological innovations, Computers and people with disabilities, Learning, Psychology of, Optical pattern recognition
Format: Document (PDF)

Title: THE EFFECTS OF UTILIZING VERBAL AND GRAPHIC ADVANCE ORGANIZERS ON LEARNING AND RETENTION OF AN AERONAUTICAL CONCEPT.
Creator: RICHARDSON, CHARLES EDWARD, Florida Atlantic University
Abstract/Description: This study sought to determine the effects of two types of advance organizers on the learning and retention of an aeronautical concept, and the interaction of both advance organizers across the learner variable of Cumulative Grade Point Average (CGPA). The 126 subjects selected for testing consisted of students enrolled in the Aircraft Turbine Engine Theory course at Embry-Riddle Aeronautical University, Daytona Beach, Florida. Students were randomly assigned to one of three experimental...
Show moreThis study sought to determine the effects of two types of advance organizers on the learning and retention of an aeronautical concept, and the interaction of both advance organizers across the learner variable of Cumulative Grade Point Average (CGPA). The 126 subjects selected for testing consisted of students enrolled in the Aircraft Turbine Engine Theory course at Embry-Riddle Aeronautical University, Daytona Beach, Florida. Students were randomly assigned to one of three experimental groups within four intact class sections. The treatment instrument was two different modes of "The Bernoulli Principle of Energy Conservation in a Moving Fluid." The experimental treatment was administered at the beginning of the sixth week of a 14 week course. The first group read a verbal advance organizer; the second examined a graphic organizer; and the third received a placebo. Following the treatments, the subjects began a six hour block of instruction, Aircraft Turbine Compressor Theory, which extended over two weeks. Following the instruction, a learning test was administered to each intact class section. Seven weeks later, a delayed retention test was administered. A statistical analysis of the results indicated that: (1) the advance organizer in verbal or graphic form was an effective approach to learning and retention of an aeronautical concept; (2) the verbal advance organizer tended to be more effective than the graphic in both learning and retention; and (3) the graphic advance organizer was most effective in the retention of material by those students who had exhibited a lower standand of over-all performance (CGPA) in the past.
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Date Issued: 1985
PURL: http://purl.flvc.org/fcla/dt/11867
Subject Headings: Teaching--Aids and devices, Learning, Psychology of, Memory, Aeronautics--Study and teaching (Higher)--Florida--Daytona Beach, Embry-Riddle Aeronautical University --Daytona Beach Campus--Students
Format: Document (PDF)

Title: Effects of teaching mathematics to learning style perceptual preference on academic achievement of seventh-grade middle school students.
Creator: Colarulli, Rosemary, Florida Atlantic University, Kerensky, Vasil M.
Abstract/Description: Teaching methods that are effective with some students, fail with other students, because students perceive and process information differently. The personal preference by which one perceives and processes new material is called one's learning style. Using the Dunn and Dunn Learning Style Inventory assessment instrument, the learning style perceptual preference of 262 seventh grade students from a large, urban, middle school in southeast Florida were identified. This research investigated the...
Show moreTeaching methods that are effective with some students, fail with other students, because students perceive and process information differently. The personal preference by which one perceives and processes new material is called one's learning style. Using the Dunn and Dunn Learning Style Inventory assessment instrument, the learning style perceptual preference of 262 seventh grade students from a large, urban, middle school in southeast Florida were identified. This research investigated the effects of teaching mathematics to the preferred perceptual preference of these students in terms of academic achievement. Four teachers were trained in the Dunn and Dunn learning style teaching model to acquaint them with the experimental treatment used in this study. A pretest-posttest design was used to observe the mean gain in achievement scores on a 25-element assessment between students taught using a traditional teaching format and those taught in the learning style treatment approach. All students in the experimental group were first introduced to new mathematics material with a global story and taught in their primary learning style perceptual preference: (a) auditory, (b) tactile, (c) kinesthetic, or (d) visual. The material was reinforced through their secondary preference and a creative, student-constructed project was shared with the classmates. Several two-way factorial analyses of variance were used to study the treatment effect on the dependent variable. Neither the main effect for treatment nor the interactions between treatment and demographic variables (race, gender, learning styles) were significant at the.05 level. Within the context of this study, teaching through a student's perceptual learning style preference does not appear to be significantly more effective than teaching in a traditional manner.
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Date Issued: 1998
PURL: http://purl.flvc.org/fcla/dt/12552
Subject Headings: Learning, Psychology of
Format: Document (PDF)

Learning, Psychology of (30)	+ -
Educational tests and measurements (5)	+ -
Experiential learning (5)	+ -
Academic achievement (3)	+ -
Adult learning (3)	+ -

Cognition in children (3)	+ -
Developmental psychology (3)	+ -
Motivation in education (3)	+ -
Psychological aspects (3)	+ -
Achievement in education (2)	+ -
Bilingualism (2)	+ -
Cognitive learning (2)	+ -
Constructivism (Education) (2)	+ -
Discrimination learning (2)	+ -
Executive ability (2)	+ -
Language and languages (2)	+ -
Learning, Psychology of. (2)	+ -
Memory (2)	+ -
Recollection (Psychology) (2)	+ -
School improvement programs (2)	+ -
Self-culture (2)	+ -
Academic achievement. (1)	+ -
Achievement motivation in education (1)	+ -
Adjustment (Psychology) (1)	+ -
Aeronautics--Study and teaching (Higher)--Florida--Daytona Beach (1)	+ -
Autism spectrum disorders in children -- Treatment -- Technological innovations (1)	+ -
Baseball -- United States -- History -- 19th century (1)	+ -
Behaviorism (Psychology) (1)	+ -
Brain--Psychophysiology (1)	+ -
Charitable uses, trusts, and foundations--United States--Management (1)	+ -

United States (2)	+ -
Academic achievement--Florida--Palm Beach County (1)	+ -
Cognitive styles--Florida--Palm Beach County--Case studies (1)	+ -
Individualized instruction--Florida--Palm Beach County--Case studies (1)	+ -
Mathematics--Study and teaching (Middle school)--Florida--Palm Beach County--Case studies (1)	+ -

Florida Atlantic University (25)	+ -
College of Education (10)	+ -
Charles E. Schmidt College of Science (9)	+ -
Department of Psychology (9)	+ -
Department of Educational Leadership and Research Methodology (8)	+ -

Bryan, Valerie (4)	+ -
Adamson, Robert E. (2)	+ -
Department of Curriculum, Culture, and Educational Inquiry (2)	+ -
Gardiner, Amy K. (2)	+ -
Guglielmino, Lucy M. (2)	+ -
Parra, Marisol. (2)	+ -
Pisapia, John (2)	+ -
Amey, Beth E. (1)	+ -
Ashworth, Sara (1)	+ -
Berstler, Wade (1)	+ -
Bidmead, Sarah (1)	+ -
Buchanan, John J. (1)	+ -
Causey, Kayla B. (1)	+ -
Colarulli, Rosemary (1)	+ -
College of Engineering and Computer Science (1)	+ -
DENNARD, KHA PHRANCES. (1)	+ -
Davis, Mary M. (1)	+ -
Dennett, Susan K. (1)	+ -
Department of Computer and Electrical Engineering and Computer Science (1)	+ -
Dickson, Daniel J. (1)	+ -
Duay, Deborah L. (1)	+ -
Echenique, Marcial Luis (1)	+ -
Findley, Brian W. (1)	+ -
Glick-Cuenot, Sheri L. (1)	+ -
Hart, Christina T. (1)	+ -

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