| 1 |
Speaking Style Variability in Speaker Discrimination by Humans and Machines
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Validation of a simple screening test for elementary visuo-spatial perception deficit
|
|
|
|
In: ISSN: 1877-0657 ; Annals of Physical and Rehabilitation Medicine ; https://hal.archives-ouvertes.fr/hal-03034722 ; Annals of Physical and Rehabilitation Medicine, Elsevier Masson, 2020, 63 (4), pp.302 - 308. ⟨10.1016/j.rehab.2019.03.006⟩ (2020)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Representing young and older adult faces: Shared or age-specific prototypes?
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
The effects of collaboration on spatial reasoning task performance
|
|
|
|
Abstract:
Empirical thesis. ; Bibliography: pages 87-96. ; Chapter 1. Introduction -- Chapter 2. Theoretical framework and literature review -- Chapter 3. Methodology -- Chapter 4. Results -- Chapter 5. Discussion, implications and conclusions -- References -- Appendices. ; In the current study, I aimed to investigate the effect of children's collaboration on a spatial reasoning task as part of a larger study on spatial reasoning in the primary school. Existing research on collaboration show both advantages and disadvantages of working with other people. From a cognitive science perspective, research investigating the influence of collaboration on cognitive processing shows potential costs. This research has typically focused on adult populations and using encoding and retrieval paradigms to assess performance. None has focused on children performing other ecologically valid tasks, such as spatial reasoning tasks. Educational research into collaboration is broader in scope and most comes from mathematics education research, showing predominately advantageous outcomes for collaborators across a range of settings, but no research has investigated the effect on spatial reasoning. Spatial reasoning is, among other things, the ability to mentally form and rotate images and objects and it has been positively linked to STEM outcomes. ; The participants comprised 76 primary school students from Years 1 and 2 (6-8 years). Students were drawn from a metropolitan school and classes were allocated within Year group to one of two conditions: individual or collaborative. Scores on Raven's Progressive Matrices were used to ensure both that the groups were equivalent in spatial reasoning skills, and to pair students of similar ability in the dyads. The researcher observed students solving two spatial reasoning tasks; tower and bridge constructions. Data were collected in the form of measurements and photographs of the constructions and audio recordings of the dyads' conversations. On the first testing occasion, all students in both conditions individually solved the task. During the second testing occasion, half of the students worked individually (individual condition) while the other half worked in their dyads (collaborative condition). In the analysis, the students in the individual condition formed nominal dyads for comparative purposes between the conditions. A mixed method ANOVA (2x2x(2) was conducted indicating overall significant differences in favour of the collaborative group, and in particular for Year 2, as well as a 3-way interaction with Condition by Year by Task. Followup simple effects analysis indicated a positive significant difference for collaborating Year 2 students on the second task but not for Year 1. ; A secondary analysis of the data was conducted for qualitative differences in the students' levels of spatial structure in their construction process. Photographs were coded for one off our spatial structural levels: pre-structural/emergent, partial structural, structural and advanced structure. The analysis indicated the relative proportion of students at each level; Prestructural/Idiosyncratic, Emergent or Partial Structural, Structural, and Advanced Structural respectively. The findings support the notion that spatial structural development progresses from Years 1 to 2 and that collaboration did not affect the level of structural development i.e., students at each level were represented equally from both groups, dyads and individuals. The findings are discussed in relation to theoretical and pedagogical approaches to developing spatial reasoning and implications for mathematics education and cognitive science research. ; Mode of access: World wide web ; 1 online resource (119 pages) colour illustrations
|
|
Keyword:
cognitive science; collaboration; Group work in education -- Evaluation; mathematics education; primary school; Space perception in children; spatial reasoning
|
|
URL: http://hdl.handle.net/1959.14/1271084
|
|
BASE
|
|
Hide details
|
|
|
| 5 |
Vertical Mapping of Auditory Loudness: Loud is High, but Quiet is not Always Low
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Recognition and discrimination: Is there a role for context in face learning?
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Achieving abstraction: Generating far analogies promotes relational reasoning in children.
|
|
|
|
In: Developmental psychology, vol 54, iss 10 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Following instructions in a dual-task paradigm: Evidence for a temporary motor store in working memory. ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Following instructions in a dual-task paradigm: Evidence for a temporary motor store in working memory.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Paesaggio linguistico e atmosfere. Alcune riflessioni metodologiche
|
|
|
|
In: Lingue e Linguaggi; Volume 25 (2018) - Special Issue; 107-123 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Repetition, variation, distortion in Jealousy by Alain Robbe-Grillet ; Réemploi et déformation du déjà-là dans La Jalousie de Robbe-Grillet
|
|
|
|
In: ISSN: 0338-2389 ; EISSN: 2425-2042 ; Pratiques : linguistique, littérature, didactique ; https://hal.archives-ouvertes.fr/hal-02284813 ; Pratiques : linguistique, littérature, didactique, Centre de recherche sur les médiations (Crem) - Université de Lorraine 2017, ⟨10.4000/pratiques.3277⟩ (2017)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Réemploi et déformation du déjà-là dans La Jalousie de Robbe-Grillet
|
|
|
|
In: ISSN: 0338-2389 ; EISSN: 2425-2042 ; Pratiques : linguistique, littérature, didactique ; https://hal.archives-ouvertes.fr/hal-01699504 ; Pratiques : linguistique, littérature, didactique, Centre de recherche sur les médiations (Crem) - Université de Lorraine 2017 (2017)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Эмпирическое исследование субъективных представлений об искусственном билингвизме / The empirical study of the subjective perceptions of artificial bilingualism. ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Эмпирическое исследование субъективных представлений об искусственном билингвизме / The empirical study of the subjective perceptions of artificial bilingualism. ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Реальное и перцептуальное пространство в поэзии Е. А. Боратынского 1827–1835 годов ; Real and Perception Spaces in E. Boratynsky’s Lyric Poetry of 1827–1835
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Agrootics. A semiotic cubic model description for meaning interpretation
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
