Based on metacognition theories we present a construct of metacognitive self(MCS)as self-awareness of biases.Contrary to counterintuitive idea metacognitive self fosters self-regulation in the area of goal’s attainme...Based on metacognition theories we present a construct of metacognitive self(MCS)as self-awareness of biases.Contrary to counterintuitive idea metacognitive self fosters self-regulation in the area of goal’s attainment.Study 1(N=118)showed that high metacognitive self individuals created more clear mental picture of their plans than low metacognitive self counter partners.Moreover participants high in metacognitive self undertook more actions to fulfill their goals then low MCS colleagues.Study 2(N=201)revealed that high metacognitive self individuals strive for autonomy and they work much better to attain their goals in the no load settings,while low metacognitive students work much better under supervision.展开更多
In this report, the author found out that the materials on hand imposed undue cognitive load on students. In order to maximize learning, the author changed her instructional design, kept a close eye on the whole proce...In this report, the author found out that the materials on hand imposed undue cognitive load on students. In order to maximize learning, the author changed her instructional design, kept a close eye on the whole process, and ultimately discovered that reducing the cognitive load of the learning materials is beneficial for the increase of learners＇ interest and the liven-up of the classroom atmosphere, which can finally maximize learners＇ language learning.展开更多
Our healthcare delivery system has accumulated complexity of payment, regulation systems, expectations and requirements. Often these are not designed to align with clinical thinking process flow of patient care. As a ...Our healthcare delivery system has accumulated complexity of payment, regulation systems, expectations and requirements. Often these are not designed to align with clinical thinking process flow of patient care. As a result, clinicians are utilizing enormous mental (cognitive) resource to comply with these complexities, over and above the baseline mental effort required to give good care to the patient. Recent studies suggest a significant number of physicians, advanced practice providers and nurses no longer want to stay in healthcare due to difficult work expectations and conditions that have become unreasonable. Technology has benefitted healthcare delivery, but also is a conduit of many expectations that have been grafted upon clinician workloads, exceeding the resources provided to accomplish them. Cognitive load is a measure of mental effort and is divided into Intrinsic, Germane and Extraneous Cognitive Load. Extraneous Cognitive Load (ECL) is what is not necessary and can be removed by better design. High cognitive load is associated with increased risk of both medical error and clinician burnout. Chronic high level occupational stress occurs from dealing with this job/resource imbalance and is showing serious personal health impact upon clinicians and the quality of the work they can provide for patients. Since organizational systems have become more complex, leadership methods, clinician wellbeing and patient safety efforts need to adjust to adapt and succeed. Safety efforts have tended to predominantly follow methods of a few decades ago with predominant focus upon how things go wrong (Safety I) but are now being encouraged to include more of the study of how things go right (Safety II). Human Factors/Ergonomics (HFE) science has been used in many industries to preserve worker wellbeing and improve system performance. Patient safety is a product of good system performance. HFE science helps inform mechanisms behind Safety I and II approach. HFE concepts augment existing burnout and safety interventions by providing a conceptual roadmap to follow that can inform how to improve the multiple human/technology, human/system, and human/work environment interfaces that comprise healthcare delivery. Healthcare leaders, by their influence over culture, resource allocation, and implementation of requirements and workflows are uniquely poised to be effective mitigators of the conditions leading to clinician burnout and latent medical error. Basic knowledge of HFE science is a strategic advantage to leaders and individuals tasked with achieving quality of care, controlling costs, and improving the experiences of receiving and providing care.展开更多
Cognitive development theories differ on how young students can meaningfully process new information and retain that information for future knowledge-building through scaffolding within their zone of proximal developm...Cognitive development theories differ on how young students can meaningfully process new information and retain that information for future knowledge-building through scaffolding within their zone of proximal development.More traditional theories like the cognitive load theory adhere to the rote memorization approach by categorizing students as passive learners and the teachers as initiators who provide information in a structured,often rigid format,to be stored and retrieved for future application using their working memory.In contrast,the more progressive theories,like constructivism,are premised on the belief that students should proactively initiate their own learning while teachers act more as facilitators.The current trend in government policy under ESSA is to embrace the latter approach in the classroom,which is also more inclusive of all types of students,especially neurodiverse students.Moreover,teachers can utilize the wider range of assistive technology tools to accommodate and support their students’unique learning styles.展开更多
The relevant studies using a cross sectional view of speech organs supplemented with visuospatial cues and verbal text to explore EFL learners’learning effectiveness and behavior through mobile devices when learning ...The relevant studies using a cross sectional view of speech organs supplemented with visuospatial cues and verbal text to explore EFL learners’learning effectiveness and behavior through mobile devices when learning English phonetics are scarce.This study was attempted to investigate whether the presence of visuospatial cues can benefit EFL learners with different levels of prior knowledge in learning English phonetics through mobile devices.The present study investigated the interaction between the experimental condition and the learners’prior knowledge on their task performances and cognitive load ratings.Fifty-six English as a foreign language(EFL)learners recruited from two sections of a linguistics course participated in the experiment.First,their background knowledge concerning English phonetics was evaluated to determine their prior knowledge level.Then,they were randomly assigned into two experimental conditions-picture-plus-text and picture-plus-text-plus-cueing.After the experimental treatment,the participants were administered retention and transfer tests as well as cognitive load measurement.Experimental treatment and prior knowledge were the independent variables,while retention test,transfer test,study time,and number of clicks were the dependent variables.The results of the present study emphasized the importance of visuospatial cues on inducing deep cognitive processing as indicated by the learners’test performance and study patterns.展开更多
The purpose of this quasi-experimental study is to examine whether attention cueing benefits learners of ancient Egyptian culture using mobile-assisted instrumentation.A self-regulatory,mobile phone based set of visua...The purpose of this quasi-experimental study is to examine whether attention cueing benefits learners of ancient Egyptian culture using mobile-assisted instrumentation.A self-regulatory,mobile phone based set of visualizations depicting ancient Egyptian culture served as the primary instrument.A total of 50 learners of English as a foreign language(EFL)from two sections of a reading course were randomly assigned to one of two groups.First,the participants were tested to assess their English reading level and prior knowledge of Egyptian culture.Next,they were randomly assigned to one of two modes:picture-plus-text or picture-plus-text-plus-signal.Immediately after experimental treatment,participants were administered tests of pictorial recall,matching,jigsaw puzzles,and retention as well as cognitive load measurement and attitude questionnaires.Experimental treatment was the independent variable,while the comprehension test,cognitive load questionnaire,and attitude questionnaire were the dependent variables.The results indicated that learners in the cueing condition outperform those in a non-cueing condition for matching and total score,but not for retention.The analysis of cognitive load revealed that learners in the cueing condition experience lower germane load than those in the non-cueing condition.However,the result of the questionnaires indicated that all the students felt mobile phones were convenient and useful in English learning regardless of the presence or not of attention cueing.The results stress the importance of presenting attention-capturing arrows in external representation as it can result in better learning efficiency.展开更多
文摘Based on metacognition theories we present a construct of metacognitive self(MCS)as self-awareness of biases.Contrary to counterintuitive idea metacognitive self fosters self-regulation in the area of goal’s attainment.Study 1(N=118)showed that high metacognitive self individuals created more clear mental picture of their plans than low metacognitive self counter partners.Moreover participants high in metacognitive self undertook more actions to fulfill their goals then low MCS colleagues.Study 2(N=201)revealed that high metacognitive self individuals strive for autonomy and they work much better to attain their goals in the no load settings,while low metacognitive students work much better under supervision.
文摘In this report, the author found out that the materials on hand imposed undue cognitive load on students. In order to maximize learning, the author changed her instructional design, kept a close eye on the whole process, and ultimately discovered that reducing the cognitive load of the learning materials is beneficial for the increase of learners＇ interest and the liven-up of the classroom atmosphere, which can finally maximize learners＇ language learning.
文摘Our healthcare delivery system has accumulated complexity of payment, regulation systems, expectations and requirements. Often these are not designed to align with clinical thinking process flow of patient care. As a result, clinicians are utilizing enormous mental (cognitive) resource to comply with these complexities, over and above the baseline mental effort required to give good care to the patient. Recent studies suggest a significant number of physicians, advanced practice providers and nurses no longer want to stay in healthcare due to difficult work expectations and conditions that have become unreasonable. Technology has benefitted healthcare delivery, but also is a conduit of many expectations that have been grafted upon clinician workloads, exceeding the resources provided to accomplish them. Cognitive load is a measure of mental effort and is divided into Intrinsic, Germane and Extraneous Cognitive Load. Extraneous Cognitive Load (ECL) is what is not necessary and can be removed by better design. High cognitive load is associated with increased risk of both medical error and clinician burnout. Chronic high level occupational stress occurs from dealing with this job/resource imbalance and is showing serious personal health impact upon clinicians and the quality of the work they can provide for patients. Since organizational systems have become more complex, leadership methods, clinician wellbeing and patient safety efforts need to adjust to adapt and succeed. Safety efforts have tended to predominantly follow methods of a few decades ago with predominant focus upon how things go wrong (Safety I) but are now being encouraged to include more of the study of how things go right (Safety II). Human Factors/Ergonomics (HFE) science has been used in many industries to preserve worker wellbeing and improve system performance. Patient safety is a product of good system performance. HFE science helps inform mechanisms behind Safety I and II approach. HFE concepts augment existing burnout and safety interventions by providing a conceptual roadmap to follow that can inform how to improve the multiple human/technology, human/system, and human/work environment interfaces that comprise healthcare delivery. Healthcare leaders, by their influence over culture, resource allocation, and implementation of requirements and workflows are uniquely poised to be effective mitigators of the conditions leading to clinician burnout and latent medical error. Basic knowledge of HFE science is a strategic advantage to leaders and individuals tasked with achieving quality of care, controlling costs, and improving the experiences of receiving and providing care.
文摘Cognitive development theories differ on how young students can meaningfully process new information and retain that information for future knowledge-building through scaffolding within their zone of proximal development.More traditional theories like the cognitive load theory adhere to the rote memorization approach by categorizing students as passive learners and the teachers as initiators who provide information in a structured,often rigid format,to be stored and retrieved for future application using their working memory.In contrast,the more progressive theories,like constructivism,are premised on the belief that students should proactively initiate their own learning while teachers act more as facilitators.The current trend in government policy under ESSA is to embrace the latter approach in the classroom,which is also more inclusive of all types of students,especially neurodiverse students.Moreover,teachers can utilize the wider range of assistive technology tools to accommodate and support their students’unique learning styles.
文摘The relevant studies using a cross sectional view of speech organs supplemented with visuospatial cues and verbal text to explore EFL learners’learning effectiveness and behavior through mobile devices when learning English phonetics are scarce.This study was attempted to investigate whether the presence of visuospatial cues can benefit EFL learners with different levels of prior knowledge in learning English phonetics through mobile devices.The present study investigated the interaction between the experimental condition and the learners’prior knowledge on their task performances and cognitive load ratings.Fifty-six English as a foreign language(EFL)learners recruited from two sections of a linguistics course participated in the experiment.First,their background knowledge concerning English phonetics was evaluated to determine their prior knowledge level.Then,they were randomly assigned into two experimental conditions-picture-plus-text and picture-plus-text-plus-cueing.After the experimental treatment,the participants were administered retention and transfer tests as well as cognitive load measurement.Experimental treatment and prior knowledge were the independent variables,while retention test,transfer test,study time,and number of clicks were the dependent variables.The results of the present study emphasized the importance of visuospatial cues on inducing deep cognitive processing as indicated by the learners’test performance and study patterns.
文摘The purpose of this quasi-experimental study is to examine whether attention cueing benefits learners of ancient Egyptian culture using mobile-assisted instrumentation.A self-regulatory,mobile phone based set of visualizations depicting ancient Egyptian culture served as the primary instrument.A total of 50 learners of English as a foreign language(EFL)from two sections of a reading course were randomly assigned to one of two groups.First,the participants were tested to assess their English reading level and prior knowledge of Egyptian culture.Next,they were randomly assigned to one of two modes:picture-plus-text or picture-plus-text-plus-signal.Immediately after experimental treatment,participants were administered tests of pictorial recall,matching,jigsaw puzzles,and retention as well as cognitive load measurement and attitude questionnaires.Experimental treatment was the independent variable,while the comprehension test,cognitive load questionnaire,and attitude questionnaire were the dependent variables.The results indicated that learners in the cueing condition outperform those in a non-cueing condition for matching and total score,but not for retention.The analysis of cognitive load revealed that learners in the cueing condition experience lower germane load than those in the non-cueing condition.However,the result of the questionnaires indicated that all the students felt mobile phones were convenient and useful in English learning regardless of the presence or not of attention cueing.The results stress the importance of presenting attention-capturing arrows in external representation as it can result in better learning efficiency.
