Filtering by
- All Subjects: Adolescence
- Creators: Department of Psychology
- Resource Type: Text
- Status: Published
The next question: What do these changes in the roles and responsibilities look like for the auditors of the future? Cognitive technology will assuredly present new issues for which humans will have to find solutions.
• How will humans be able to test the accuracy and completeness of the decisions derived by cognitive systems?
• If cognitive computing systems rely on supervised learning, what is the most effective way to train systems?
• How will cognitive computing fair in an industry that experiences ever-changing industry regulations?
• Will cognitive technology enhance the quality of audits?
In order to answer these questions and many more, I plan on examining how cognitive technologies evolved into their use today. Based on this historic trajectory, stakeholder interviews, and industry research, I will forecast what auditing jobs may look like in the near future taking into account rapid advances in cognitive computing.
The conclusions forecast a future in auditing that is much more accurate, timely, and pleasant. Cognitive technologies allow auditors to test entire populations of transactions, to tackle audit issues on a more continuous basis, to alleviate the overload of work that occurs after fiscal year-end, and to focus on client interaction.
The thesis project merges interdisciplinary research to develop a self-directed creative intervention for immigrant youth, allowing them to make sense of their social and cultural identities. It takes research on self-awareness, multicultural identification, perceived belonging, and bibliotherapy to create a guided journal titled "Unearth," filled with art and writing prompts that are age-appropriate for adolescents and that serve as avenues for self-exploration. The project ultimately engages a focus group discussion to understand the usability and accessibility of the intervention.
In the present study, I will focus on several aspects of parenting (monitoring, structure, positive parenting, harsh discipline) and the relations with social competence. The larger study, on which this paper is based, was intended to study multiple types of parenting behaviors and social competencies, and development of measures was culturally and developmentally informed (including focus groups and pilot collection). However, utilizing each dimension that emerged from analyses of the parenting behaviors and social competence measures would result in a study with too large a scope. I will include each aspect of parenting that emerged in analyses. However, I will focus on just one of the two factors of social competence that emerged in analyses for adolescents. This first factor includes prosocial behavior (helping and sharing; Eisenberg et al., 2006) and also is composed of general social competence items capturing adolescents’ use of manners and politeness. For the purposes of this paper, I will refer to this first factor as “social competence,” and I will draw on the general social competence literature and prosocial behavior literature.