109,183 research outputs found
Letter - Sean O'Sullivan to John G. Doherty, 28 April 1975
No full textA letter from Sean O'Sullivan to John G. Doherty, editor of The Spectator, 28 April 1975. The letter includes comments from O'Sullivan regarding the direction of the Progressive Conservative Party
Telegram from A. J. Doherty to Amon G. Carter Family
No full textTelegram from A. J. Doherty, President of Goodwill Industries of Fort Worth to the Amon G. Carter Family upon the death of Amon Giles Carter. The telegram expresses condolences about his death.https://mavmatrix.uta.edu/specialcollections_meachamcarterpapers/1553/thumbnail.jp
The Doherty rag
No full textGift of Dr. Mary Jane Esplen.Piano. [instrumentation]F major. [key]Ragtime. [form/genre]Mr. Harry Stephenson playing the Doherty piano. [illustration]Respectfully dedicated to the Doherty Piano Co. [dedication]G. T. Hartwell, Grimsby ON. [dealer stamp]Publisher's advertisement on back cover. [note]Note by Doherty Piano Co. and Harry Stephenson on inside fold page. [note]Arpin photocopy on yellow paper. [note
Helping children think: Gaze aversion and teaching
No full textLooking away from an interlocutor's face during demanding cognitive activity can help adults answer challenging arithmetic and verbal-reasoning questions (Glenberg, Schroeder, & Robertson, 1998). However, such `gaze aversion' (GA) is poorly applied by 5-year-old school children (Doherty-Sneddon, Bruce, Bonner, Longbotham, & Doyle, 2002). In Experiment 1 we trained ten 5-year-old children to use GA while thinking about answers to questions. This trained group performed significantly better on challenging questions compared with 10 controls given no GA training. In Experiment 2 we found significant and monotonic age-related increments in spontaneous use of GA across three cohorts of ten 5-year-old school children (mean ages: 5;02, 5;06 and 5;08). Teaching and encouraging GA during challenging cognitive activity promises to be invaluable in promoting learning, particularly during early primary years
Doherty, G. (ed.; 2010), New Geographies 3. Urbanism of color
No full textDoherty, G. (ed.; 2010), New Geographies 3. Urbanism of color, Harvard University Press, Hong Kong, 184 p., ISBN 978-1-934510-26-
Gaze Aversion During Children's Transient Knowledge and Learning
No full textLooking away from an interlocutor’s face during demanding cognitive activity can help adults and children answer challenging mental arithmetic and verbal-reasoning questions (Glenberg, Schroeder, & Robertson, 1998; Phelps, Doherty-Sneddon, & Warnock, 2006). While such “gaze aversion” (GA) is used far less by 5-year old school children, its use increases dramatically during the first years of primary education, reaching adult levels by 8-years of age (Doherty-Sneddon, Bruce, Bonner, Longbotham, & Doyle, 2002). Furthermore GA increases with increasing mental demands, with high levels signalling that an individual finds material being discussed challenging but remains engaged with it (Doherty-Sneddon et al., 2002; Doherty-Sneddon & Phelps, 2006). In the current study we investigate whether patterns of gaze and gaze aversion during children’s explanations can predict when they are in states of transient knowledge (Karmiloff-Smith 1992; Goldin-Meadow, Kim, & Singer, 1999). In Study 1, fifty-nine 6-year-olds took part and completed a “Time Task” along with periodic teaching intervention to improve their comprehension of telling the time. Some children improved immediately, whereas others did so more gradually. The gradual improvers showed the highest levels of GA, particularly when they were at an intermediate level of performance. In Study 2, thirty-three 6-year-old children completed a balance beam task (Pine & Messer, 2000). Children who improved the representational level of their explanations (Karmiloff-Smith, 1992) of this task with training used more GA than those who did not. Practical implications for teaching and for recognizing transient knowledge states are discussed
Cognitive demands of face monitoring: Evidence for visuospatial overload
No full textYoung children perform difficult communication tasks better face to face than when they cannot see one another (e.g., Doherty-Sneddon & Kent, 1996). However, in recent studies, it was found that children aged 6 and 10 years, describing abstract shapes, showed evidence of face-to-face interference rather than facilitation. For some communication tasks, access to visual signals (such as facial expression and eye gaze) may hinder rather than help children’s communication. In new research we have pursued this interference effect. Five studies are described with adults and 10- and 6-year-old participants. It was found that looking at a face interfered with children’s abilities to listen to descriptions of abstract shapes. Children also performed visuospatial memory tasks worse when they looked at someone’s face prior to responding than when they looked at a visuospatial pattern or at the floor. It was concluded that performance on certain tasks was hindered by monitoring another person’s face. It is suggested that processing of visual communication signals shares certain processing resources with the processing of other visuospatial information
Visual signals and children's communication: negative effects on task outcome
No full textPrevious research has found that young children fail to adapt to audio-only interaction (e.g. Doherty-Sneddon & Kent, 1996), and perform difficult communication tasks better face-to-face. In this new study, children aged 6- and 10 year-olds were compared in face-to-face and audio-only interaction. A problem-solving communication task involving description of abstract stimuli was employed. When describing the abstract stimuli both groups of children showed evidence of face-to-face interference rather than facilitation. It is concluded that, contrary to previous research, for some communication tasks access to visual signals (such as facial expression and eye gaze) may hinder rather than help children’s communication
A 6W uneven doherty power amplifier in GaN technology
No full textIn this paper the design of a 6W uneven GaN Doherty power amplifier is presented. The Doherty PA is designed to achieve high efficiency for modulated signals with high peak to average power ratio used in modern wireless communication systems. The Doherty amplifier has been designed using two equal sized GaN devices for the Main Class AB and Peaking Class C amplifiers. An uneven power divider is used at the input to deliver more input power to the Peaking amplifier than the Main amplifier. The measured maximum output power of the realised uneven Doherty is 38 dBm with 60% of peak power added efficiency (76% of drain efficiency). The power added (drain) efficiency is higher than 52% (62%) up to 6 dB of back off, or 42% (45%) up to 10 dB of back off
Teachers' responses to children's eye gaze
No full textWhen asked questions, children often avert their gaze. Furthermore the frequency of such gaze aversion (GA) is related to the difficulty of cognitive processing (Doherty-Sneddon, Bruce, Bonner, Longbotham & Doyle 2002), suggesting that GA is a good indicator of children’s thinking and comprehension. However, little is known about how teachers detect and interpret such gaze signals. In Study 1 teaching interactions were analysed to determine teachers’ responses to different patterns of children’s eye gaze. In Study 2 a different group of teachers completed a questionnaire assessing teachers’ awareness of GA in determining children’s thinking, understanding and interest. Results showed that teachers did not typically respond to children’s GA in predicted ways and did not associate GA with children’s thinking. However when asked explicitly about GA cues they made predictions relating to question difficulty and children’s thinking in line with empirical work (Doherty-Sneddon et al., 2002). We conclude that whilst teachers have an implicit understanding of GA cues, they typically do not make full use of such cues during classroom teaching
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