Aesthetics and e-assessment: the interplay of emotional design and learner performance     

Charles Miller 《Distance Education》2011,32(3):307-337

The purpose of this study has been to examine the impacts of aesthetic design on learner experience in an e-assessment environment, specifically on cognitive load and task performance. Sixty-six postsecondary students were randomly assigned to one of two aesthetic design configurations of the e-assessment environment: (1) an environment with low consideration to aesthetic design (i.e., designed to provide the utility and usability necessary to complete the tasks), and (2) the same environment (i.e., identical utility, task objectives, and task media) designed with several aesthetic enhancements to heighten the learner experience. Findings suggest that aesthetic design significantly decreased participant cognitive load and increased participant satisfaction, willingness to continue use, voluntary self-assessment time, and task performance. Qualitative data support these findings. The results of this study provide practical insights for designers exploring the valuable relationship between aesthetic design and the learner experience.  相似文献   

Contributions of Maternal Attention-Deficit Hyperactivity and Oppositional Defiant Disorder Symptoms to Parenting     

Robert W. Miller  Dawn M. Gondoli  Bradley S. Gibson  Christine M. Steeger  Rebecca A. Morrissey 《Parenting, science and practice》2017,17(4):281-300

Objective. The goal of the current study was to examine the impact of maternal attention-deficit hyperactivity disorder and oppositional defiant disorder symptoms on several dimensions of parenting. Design. One-hundred seven mothers of young adolescents provided ratings of their own attention-deficit hyperactivity disorder, oppositional defiant disorder, depressive symptoms, and parenting behavior, as well as their adolescents’ aggressive behaviors. Results. Hierarchical regression analyses examined the relative contributions of attention-deficit hyperactivity disorder and oppositional defiant disorder symptoms to parenting. Greater levels of maternal attention-deficit hyperactivity disorder symptomatology were associated with poorer monitoring, whereas more oppositional defiant disorder symptoms were associated with lower levels of parenting involvement and positive reinforcement and higher levels of overreactivity and use of corporal punishment. Conclusions. Maternal oppositional defiant disorder behaviors were particularly associated with negative, affective dimensions of parenting. Understanding the impact of maternal attention-deficit hyperactivity disorder symptoms on parenting may require consideration of concomitant maternal oppositional defiant disorder symptoms.  相似文献   

Success at Scale: Outcomes of Community-Based Neurodevelopment Intervention (CASITA) for Children Ages 6–20 months With Risk of Delay in Lima,Peru     

Ann C. Miller  Nancy Rumaldo  Guadalupe Soplapuco  Alicia Condeso  Betsy Kammerer  Shannon Lundy  Fabiola Faiffer  Andy Montañez  Karen Ramos  Naysha Rojas  Carmen Contreras  Maribel Muñoz  Hilda Valdivia  Daojing Vilca  Nandy Córdova  Patricia Hilario  Martha Vibbert  Leonid Lecca  Sonya Shin 《Child development》2021,92(6):e1275-e1289

This study is a randomized controlled trial of a 12-week community-based group parenting intervention (“CASITA”) in Lima, Peru. CASITA improved neurodevelopment in a pilot study of 60 Peruvian children and subsequently scaled to 3,000 households throughout the district. The objective of this study was to assess intervention effectiveness when implemented at scale. A total of 347 children ages 6–20 months (52.7% male, 100% identified as “mestizo”) at risk for developmental difficulties were randomized to immediate or delayed CASITA. At 3 months after enrollment, the immediate arm showed significantly higher overall development, based on the Extended Ages and Stages Questionnaire and Home Observation for Measurement of the Environment scores (Cohen’s ds = .36 and .31, respectively). Programs demonstrably effective at scale could help address children’s development risks worldwide.  相似文献   

The photosynthetic membrane: prokaryotic and eukaryotic cells     

Kenneth R. Miller Ph.D. 《Endeavour》1985,9(4):175-182

Photosynthesis is one of the most important of all biochemical progresses, occuring not only in green plants but in certain algae and bacteria. This article reviews current ideas about the mechanisms of photosynthesis, with special reference to the role of photosynthetic membranes.  相似文献   

Society for the Advancement of Biology Education Research (SABER)     

Offerdahl EG  Balser T  Dirks C  Miller K  Momsen JL  Montplaisir L  Osgood M  Sirum K  Wenderoth MP  White B  Wood WB  Withers M  Wright R 《CBE life sciences education》2011,10(1):11-13

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Recovery from blocking achieved by extinguishing the blocking CS     

Aaron P. Blaisdell  Lisa M. Gunther  Ralph R. Miller 《Learning & behavior》1999,27(1):63-76

Extinction-induced attenuation of single-phase and two-phase blocking was examined with rats in a conditioned lick-suppression task. In Experiment 1, which compared the effectiveness of single- and two-phase blocking, it was found that single-phase blocking was facilitated by the initiation of training with an A-US trial rather than an AX-US trial. Single-phase (but not two-phase) blocking was attenuated as a result of 200 extinction trials with the blocking stimulus (Experiment 2). Experiment 3 revealed recovery from two-phase blocking after 800 extinction trials with the blocking stimulus. Recovery from both types of blocking was specific to the blocked CS trained in compound with the extinguished stimulus (Experiment 4). This is the first article to report that the blocking deficit can be reversed by extinguishing the blocking stimulus. These results are discussed in light of acquisition models (i.e., retrospective revaluation) and expression models (i.e., the comparator hypothesis).  相似文献   

Temporal coding affects transfer of serial and simultaneous inhibitors     

James C. Denniston  Aaron P. Blaisdell  Ralph R. Miller 《Learning & behavior》1998,26(3):336-350

In three experiments with rats, the temporal relationships under which a conditioned inhibitor would transfer its inhibitory potential to an independently trained excitor in a summation test were investigated. Each experiment varied the temporal relationship between the inhibitor and the transfer excitor at test (serial or simultaneous) and, in addition, manipulated either the inhibitor-training excitor (serial or simultaneous), training excitor-unconditioned stimulus (US) (trace or delay), or the transfer excitor-US (trace or delay) temporal relationships. Conditioned inhibition was found only when the no-US expectation evoked by the conditioned inhibitor was temporally aligned with the US expectation evoked by the transfer excitor, independent of whether the inhibitor was trained as a serial or simultaneous signal for US omission. Results are discussed in terms of the temporal coding hypothesis and the comparator hypothesis.  相似文献   

Embracing Death: Mexican Parent and Child Perspectives on Death     

Isabel T. Gutiérrez  David Menendez  Matthew J. Jiang  Iseli G. Hernandez  Peggy Miller  Karl S. Rosengren 《Child development》2020,91(2):e491-e511

A mixed-method approach was used to explore parent and child perspectives on death in Mexico. Parents’ and children’s death-related experiences and understanding of death were examined. While all children in this sample displayed a biological understanding of death, older children were less likely to endorse that all living things die. Children also displayed coexistence of beliefs related to death that can be attributed to both their biological and spiritual understanding of death. We also found that older children were more likely to report that a child should feel sad following the death of a loved one. These findings highlight how cultural practices shape the development of cognitive and affective processes related to death.  相似文献   

Cataloging Collections—Erratic Starts and Eventual Success: A Case Study     

Paul E. Rivard  Steven Miller 《Curator: The Museum Journal》1991,34(2):119-124

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Technology Infusion and Higher Education: Changing Teaching and Learning     

John W. Miller  Leonard P. Martineau  Robert C. Clark 《Innovative Higher Education》2000,24(3):227-241

This article examines the position that, while technology infusion into the teaching and learning process has occurred, gains have nonetheless come slowly. The question of whether or not such infusion is necessary is considered. Barriers to more rapid expansion of technology assisted learning are enumerated, and changes needed to speed infusion are identified. These include changes at the system level and those to be made by individual faculty.  相似文献