Matching Items (4)
Filtering by
- All Subjects: Knowledge
- All Subjects: Saliency Bias
- Creators: Brewer, Gene A
- Creators: Alvarez, Melanie
Description
Collaborative learning is a potential technique for teachers to use to meet the diverse learning needs of the students in their classrooms. Previous studies have investigated the contexts in which the benefits of collaborative learning show greater presence. The most important factor found was the quality of the interactions. Studies have suggested that high achieving students are capable of improving the quality of interactions. This bears the question if prior knowledge plays an influence in the learning outcome of students in collaborative learning. Results show that high prior knowledge students do not face a detriment in having low prior knowledge students as a partner comparing to having another high prior knowledge student and that low prior knowledge students show significantly higher learning outcome when partnered with a high prior knowledge partner than with another low prior knowledge student. It is therefore likely that having a high prior knowledge student within a dyad improves the quality of interaction, resulting in greater learning outcome through collaborative learning.
ContributorsKeyvani, Kewmars (Author) / Chi, Michelene (Thesis director) / Wylie, Ruth (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / School of Life Sciences (Contributor)
Created2014-05
Description
Research has demonstrated observers have a generic bias for top saliency in object identification, such that random shapes appear more similar to ones that share the same tops versus same bottoms (Chambers et al., 1999). These findings are consistent with the idea that in nature, the tops of most important objects and living things tend to be the most informative locations with respect to intentionality and functionality, leading observers to favor attending to top. Yet, such a bias also may imply a generic downward vantage bias, suggesting that unlike natural objects, the more informative aspects of scenes tend to lie below their horizon midpoints. In two experiments, saliency bias was investigated for objects and scenes with both information-balanced and naturalistic stimuli. Experiment 1 replicates and extends the study of the top-saliency effect for information-balanced objects. Here 91 participants made 80 similarity judgments between an information-balanced object and two comparison objects that contain either the same top or the same bottom. Participants also made 80 similarity judgments of information-balanced scenes in which the coordinates of the vertices of the random shapes were replaced with little objects to create a scene. Experiment 2 extends Chambers et al. (1999) by examining top-saliency bias in naturalistic object perception when 91 participants made similarity judgments between a photographed test object and two comparison objects which contain either the same top or the same bottom. Experiment 2 also tests the idea of a downward vantage bias by predicting that naturalistic scenes will be judged more similar when the portions that lie below the horizon are identical versus when the portions above are the same. Results of the two experiments confirm that observers tend to assume a downward vantage when viewing pictures of objects and objects within scenes, which supports that saliency varies as a function of the informative aspect of the visually attended component.
ContributorsLangley, Matthew (Author) / Mcbeath, Michael K (Thesis advisor) / Brewer, Gene A (Committee member) / Lucca, Kelsey (Committee member) / Arizona State University (Publisher)
Created2021
Description
Arizona is a unique state in that rain is not a normal occurrence throughout most of the year (NWS). Arizona averages from less than three months to half a month of measurable precipitation days per year (WRCC). With that, it is important to know the public’s understanding as well as their general trend of likeness towards the weather forecasts they receive. A questionnaire was distributed to 426 people in the state of Arizona to review what they understand from the forecasts and what they would like to see on social media and television.
ContributorsHermansen, Alexis Nicole (Author) / Alvarez, Melanie (Thesis director) / Cerveny, Randall (Committee member) / Hondula, David M. (Committee member) / Walter Cronkite School of Journalism & Mass Comm (Contributor) / School of Geographical Sciences and Urban Planning (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Individuals encounter problems daily wherein varying numbers of constraints require delimitation of memory to target goal-satisfying information. Multiply-constrained problems, such as compound remote associates, are commonly used to study this type of problem solving. Since their development, multiply-constrained problems have been theoretically and empirically related to creative thinking, analytical problem solving, insight problem solving, intelligence, and a multitude of other cognitive abilities. Critically, in order to correctly solve a multiply-constrained problem the solver must have the solution available in memory and be able to target and access to that information. Experiment 1 determined that the cue – target relationship affects the likelihood that a problem is solved. Moreover, Experiment 2 identified that the association between cues and targets predicted inter- & intra-individual differences in multiply-constrained problem solving. Lastly, Experiment 3 found monetary incentives failed to improve problem solving performance likely due to knowledge serving as a limiting factor on performance. Additionally, problem solvers were shown to be able to reliably assess the likelihood they would solve a problem. Taken together all three studies demonstrated the importance of knowledge & knowledge structures on problem solving performance.
ContributorsEllis, Derek (Author) / Brewer, Gene A (Thesis advisor) / Homa, Donald (Committee member) / Blais, Chris (Committee member) / Goldinger, Stephen (Committee member) / Arizona State University (Publisher)
Created2021