8,943 research outputs found
Helping children think: Gaze aversion and teaching
Get PDFLooking 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
Gaze Aversion During Children's Transient Knowledge and Learning
Get PDFLooking 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
Teachers' responses to children's eye gaze
Get PDFWhen 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
Development of gaze aversion: qualitiative changes over the early school years
Get PDFLooking away from an interlocutors’ 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, in press). Whilst 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). The current study investigates whether developmental changes also occur in a qualitative aspect of GA - the direction of movement involved in GA shifts. Video data from 18 5-year-olds and 19 8-year-olds answering verbal and arithmetic questions were analysed for direction of GA. We found very different profiles of direction of GA across the two ages: whilst the 5-year-olds used predominantly rapid multi-directional ‘flicking’ movements and some sustained left lateral movements, the 8-year-olds used predominantly sustained rightward movements. It is concluded that, as well as quantitative increases in the use of GA across these age groups, there are concomitant qualitative changes in the nature of GA shifts. A model of human attention in face-to-face interaction is discussed as are implications for the assessment of children’s learning and development
GA-Fuzzy PID control simulation waveform diagram.
No full textAs is well known, the metal annealing process has the characteristics of heat concentration and rapid heating. Traditional vacuum annealing furnaces use PID control method, which has problems such as high temperature fluctuation, large overshoot, and long response time during the heating and heating process. Based on this situation, some domestic scholars have adopted fuzzy PID control algorithm in the temperature control of vacuum annealing furnaces. Due to the fact that fuzzy rules are formulated through a large amount of on-site temperature data and experience summary, there is a certain degree of subjectivity, which cannot ensure that each rule is optimal. In response to this drawback, the author combined the technical parameters of vacuum annealing furnace equipment, The fuzzy PID temperature control of the vacuum annealing furnace is optimized using genetic algorithm. Through simulation and comparative analysis, it is concluded that the design of the fuzzy PID vacuum annealing furnace temperature control system based on GA optimization is superior to fuzzy PID and traditional PID control in terms of temperature accuracy, rise time, and overshoot control. Finally, it was verified through offline experiments that the fuzzy PID temperature control system based on GA optimization meets the annealing temperature requirements of metal workpieces and can be applied to the temperature control system of vacuum annealing furnaces.</div
U.S.N.S. Eltanin Cruises 22-27, January, 1966-February, 1967 : Preliminary Report of Volume 21.
No full text"Technical Report No. 2-CU-2-69, National Science Foundation Grant GA-894.
U.S.N.S. Eltanin Cruises 16-21, January, 1965-January, 1966 : Preliminary Report of Volume 20.
No full text"Technical Report No. 3-CU-3-69, National Science Foundation Grant GA-894.
Gaze aversion as a cognitive load management strategy in autism spectrum disorder and Williams syndrome
No full textDuring face-to-face questioning typically developing children and adults use gaze aversion (GA), away from their questioner, when thinking. GA increases with question difficulty and improves the accuracy of responses. This is the first study to investigate whether individuals with autism spectrum disorder (ASD; associated with reduced sociability and atypical face gaze) and Williams syndrome (WS; associated with hypersociability and atypical face gaze) use GA to manage cognitive load during face-to-face interactions
Increasing science, technology, engineering, and mathematics skills using Project Lead the Way
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High-loading Ga-exchanged MFI zeolites as selective and coke-resistant catalysts for nonoxidative ethane dehydrogenation
Get PDFIn this paper, we investigated the effects of the Ga loading amount and H-2 treatment temperature for the reductive solid-state ion-exchange reaction on the generated Ga species in Ga-exchanged MFI zeolites (Ga-MFIs) as well as their catalysis for ethane dehydrogenation (EDH). For the formation of isolated Ga hydrides in the zeolites, [GaH](2+) ions were preferentially formed in the low-loading Ga-MFI (Ga/Al = 0.3) treated with H-2 at 550 degrees C, corresponding to the conventional preparation conditions, (Ga-MFI-0.3(550)), while the high Ga loading (Ga/Al = 1.0) and high-temperature H-2 treatment (800 degrees C) (Ga-MFI-1.0(800)) induced the formation of [GaH2](+) ions as the major Ga hydrides, as revealed by in situ Fourier transform infrared spectroscopy including the isotope experiment using D-2. In the context of other Ga species, such as Ga+ cations and partially reduced Ga oxides (GaOX), Ga+ cations and GaOX coexist in Ga-MFI-0.3(550), as indicated by pyridine adsorption experiments. On the other hand, GaOX was hardly observed and a larger amount of Ga+ cations was formed in Ga-MFI-1.0(800). The remaining Bronsted acid sites (BASs) were also characterized by the NH3 adsorption experiment. In the EDH reaction, Ga-MFI-1.0(800) exhibited high selectivity owing to low coke formation, resulting in the highest durability among the series of Ga-MFIs tested. Under the optimized conditions, Ga-MFI-1.0(800) exhibited the highest C2H4 formation rate among previously reported Pt-free catalysts. Based on the combined results of characterization, catalyst tests, and kinetic studies, the high selectivity and durability of Ga-MFI-1.0(800) can be ascribed to the low amount of the remaining BASs by isolated Ga species ([GaH](2+), [GaH2](+) ions and Ga+ cations) as well as the major formation of [GaH2](+) ions among isolated Ga hydrides
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