...Perception & Psychophysics 2004, 66 (6), 926-942 Effects of grouping and attention on the perception of causality HOON CHOI and BRIAN J. SCHOLL Yale University, New Haven, Connecticut Beyond perceiving patterns of motion in simple dynamic displays, we can also perceive higher level properties, such as causality, as when we see one object collide with another object. Although causality is a seemingly high-level property, its perception—like the perception of faces or speech—often appears to be automatic, irresistible, and driven by highly constrained and stimulus-driven rules. Here, in an exploration of such rules, we demonstrate that perceptual grouping and attention can influence the both perception of causality in ambiguous displays. We first report several types of grouping effects, based on connectedness, proximity, and common motion. We further suggest that such grouping effects are mediated by the allocation of attention, and we directly demonstrate that causal perception can be strengthened or attenuated on the basis of where observers are attending, independent of fixation. Like Michotte, we find that the perception of causality is mediated by strict visual rules. Beyond Michotte, we find that these rules operate not only over discrete objects, but also over perceptual groups, constrained by the allocation of attention. Long traditions in both philosophy and psychology have concerned themselves with the origin of our notions of cause and effect, precisely...
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...need to know different ways to teach grammar. There are many different methods to teach grammar, but the three that might be the most effective in retaining student interest are the following: 1. Situational Presentations 2. Text and Recordings 3. Test Teach Test 1. Teaching grammar via Situational Presentation I. What do students need to know? When presenting new language, the teacher must show following things very clearly: MPF: There are several aspects of a new item: that you need to know and learners need to learn. 1. What it means. They need to understand meaning within the given context. 2. What it sounds like. They need to know the natural pronunciation and spelling of the language. 3. What it looks like. They need to know how to form the language (how it is constructed). 4. How and when it is used. They need to know the function of the language. (This is often referred to as, MPF.) As well as knowing the MPF, students need to use the language - practice. Presentation is a rather controversial word! Experienced teachers know how best to develop a student’s awareness of the language without falling into the ’today we are going to do conditional sentences’ approach. Language needs context because context provides meaning. One way to illustrate meaning is via a situation. This can be done in a number of ways, including pictures....
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...MUET/RSQ800 MALAYSIAN UNIVERSITY ENGLISH TEST (MUET) REGULATIONS, TEST SPECIFICATIONS, TEST FORMAT AND SAMPLE QUESTIONS The information in this booklet applies to the end-2008 MUET and thereafter until further notice. 1 MAJLIS PEPERIKSAAN MALAYSIA (MALAYSIAN EXAMINATIONS COUNCIL) CHIEF EXECUTIVE MALAYSIAN EXAMINATIONS COUNCIL BANGUNAN MPM, PERSIARAN 1 BANDAR BARU SELAYANG 68100 BATU CAVES SELANGOR DARUL EHSAN MALAYSIA Telephone: 03-6136 9663 Facsimile: 03-6136 1488 Email: ceo@mpm.edu.my Website: www.mpm.edu.my © Malaysian Examinations Council 2006 All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopied, recorded or otherwise without prior permission in writing to the Chief Executive, Malaysian Examinations Council. 2 NATIONAL EDUCATION PHILOSOPHY Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a belief in and devotion to God. Such effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are responsible and capable of achieving a high level of personal wellbeing as well as being able to contribute to the betterment of the family, the society and...
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...Agile Software Test Strategy Summary Use this section to briefly describe the document purpose, scope and the approach in relation to the software under test. ________________________________________ Purpose The purpose of a Test Strategy is to create a shared understanding of the overall approach, tools, targets and timing of test activities. Use this section to describe the context and the approach to assessing the quality of the developed software. Guiding Principles Describe the principles underlying the testing approach. Consider the following basic principle as a starting point: Principle Description Shared Responsibility Everyone is Responsible for Testing and Quality Test Automation All types of tests (unit, integration, acceptance, regression, performance) should be automated. Manual testing will only be used for exploratory type testing. Data Management Production data must be obfuscated before being used for testing Test Management Test cases, code, documents and data will be treated with the same importance as production code. Quality and Test Objectives The following quality attributes have been identified as relevant and are used as a basis for the test approach in terms of priority and test targets. Attribute Description Measure and Target Priority Correctness Features and functions work as intended • 100% completion of agreed features • Severity 1 defects = 0 • Severity 2 defects = 0 • Severity 3 defects < 5 • Severity 4 defects < 10 Must...
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...my personal interest in studies of L2 vocabulary development. Because vocabulary has become one of the key elements in ELT and ELL, through decades, many research have been conducted to identify how vocabulary is learned and developed, and what factors that impede or boost learners’ lexical competence. Hence, this study attempts to respond to the research questions as follow: 1. What are existing vocabulary learning strategies that EFL learners use? 2. What are factors that affect vocabulary development in EFL learners? 3. What are effective vocabulary learning strategies for EFL learners? The findings suggested that EFL learners learn L2 vocabulary through multifarious strategies such as making a personal word list, guessing from contexts, and using word cards. From the results, these different strategies, however, vary in learning effectiveness. The studies also revealed that more than single factors impact on learners’ lexical competence. For...
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...The East vs. the West In recent years, cross-cultural intelligence has been researched in various cultures to determine how they measure intelligence differently. Intelligence is always displayed in a cultural context (Sternberg & Grigorenko, 2004). Cultural intelligence (CQ) is a relatively new theoretical concept. It has been defined by Earley and Ang (2003) as an individual’s ability to engage successfully in diverse cultural environments. Researchers are still continuing the effort to identify and define the cultural factors that influence the individual’s capacity to be successful in different environments. The objective of this paper is to explore two different cultures and compare how each of the cultures perceive intelligence, explain three cultural factors that might influence how intelligence is perceived within each culture, and explain how intelligence might be measured in each culture. The Western culture are individuals that have characteristics that make them distinctive and unique. They like to be in control of their own behavior and feel more empowered when they are in control their own actions. They are goal-oriented and success-driven (Nisbett 2004), and relationships can sometimes interfere with attaining success. Personal success and feeling positive about oneself are important for the sense of well-being. People in Western cultures, tend to view intelligence as a means for individuals to devise categories and to engage in rational debate (Nisbett...
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...1 Database testing The following represents a series of test plans that were developed and then carried out during the first iteration of the websites’ development phase. The purposes of this testing are to test the designed database suitability to the system’s functional requirements analysed in section () and to identify any defects and errors made during the analysis and design phases. The testing considered the following points: • The testing only covered structured database testing and functional testing. Database security was not taken into consideration as security is applied to the developed web applications. • A web browser, SQL Server 2014 Management Studio and a dynamic data website that was created in Visual Studio 2015 were used for the testing. • The website used to conduct the testing was ran locally without the need of an Internet connection. • Testing was performed on a copy database to prevent any risks from occurring, such as damaging the database. • Test data was inserted to the database prior to the testing. Steps in the test scripts that passed the testing have been carried out in the final database without modification or alteration as they meet the requirements and were considered functional. Steps failed to function or did not meet the system requirements were modified...
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...ICOTS-7, 2006: Bijker, Wynants, and van Buuren (Refereed) A COMPARATIVE STUDY OF THE EFFECTS OF MOTIVATIONAL AND ATTITUDINAL FACTORS ON STUDYING STATISTICS Monique Bijker, Gabriëlle Wynants, Hans van Buuren Open Universiteit Nederland, the Netherlands mmbijker@planet.nl This study focuses on the differential effects of motivations and attitudes on Critical Thinking and Self-Regulation. Two different samples of Psychology students of Open Universiteit Nederland have been studied. The first sample is composed of students, confronted with an integrated, research-based teaching and learning design; the second sample is composed of students, exposed to classic service courses in statistics and research methods. Results reveal that motivations significantly affect Critical Thinking and Self-Regulation and that motivations and attitudes affect learning processes and achievement in their own characteristic way. Moreover the crucial role of an integrated teaching and learning design as a significant contributor to optimal motivations, more favourable attitudes and more adequate learning strategies for studying statistics and research methods has been endorsed. BACKGROUND Most studies concerning statistics (service) courses in the social sciences focus on attitudes and achievement. However, in the domain of educational psychology particularly motivations are regarded as crucial contributors to the learning process (Pintrich and Schunk, 2002). In the domain of statistics...
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...Learning Environment in Constructivist Classroom Kulamani sahoo & Anita Behera M.phil scholar Ravenshaw university,Cuttack Email: klmnsahoo@gmail.com/ anitabehera44@gmail.com Phone.no-9853555132 In this paper the author had described about the constructivist classroom and how it differs from the traditional classroom. Knowledge is not attained but constructed. This statement is a new challenge in the present classroom. Construction of understanding is a core element in the highly complex process of teaching and learning underpinned by constructivist teaching. Constructivism is the latest buzzword among the teaching community across the world and National curriculum framework (2005) has shown the direction to nit in Indian classroom situation. Constructivism basically a theory based on observation and scientific study about how people learn .the basic idea about constructivism is that the learner must construct knowledge; the teacher cannot supply it. In the constructivist classroom the teacher must encourage students to use active techniques ,e.g. experiments, real world, problem solving , to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. In constructivist classroom focus shifts from the teacher to the students. In constructivist classroom learning is interactive; teachers have dialogue with students. Knowledge is dynamic and changing with experience in constructivist classroom. Students...
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...Page 5-6. Reliability * What is Reliability? * Why is Reliability important? * Think about it. Page 7-8. Validity * What is Validity? * Why is Validity important? * Think about it. Page 9-10. Synthesizing * What is Synthesizing? * Why is Synthesizing important? * Think about it. Table of Contents Chapter 3-Context Clue/Inference Page 1-2. Context clue * What is Reference? * Why is Reference important? * Think about it. Page 3-4. Inference * What is Reference? * Why is Reference important? * Think about it. Reference Use of a source of information in order to ascertain something. Reference is to tell or depict in written or spoken words give an account of to pronounce, as by a...
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...Fedora 12 Security-Enhanced Linux User Guide Murray McAllister Scott Radvan Daniel Walsh Dominick Grift Eric Paris James Morris Security-Enhanced Linux Fedora 12 Security-Enhanced Linux User Guide Edition 1.4 Author Author Author Author Author Author Copyright © 2009 Red Hat, Inc. Copyright © 2009 Red Hat, Inc. The text of and illustrations in this document are licensed by Red Hat under a Creative Commons Attribution–Share Alike 3.0 Unported license ("CC-BY-SA"). An explanation of CC-BY-SA is available at http://creativecommons.org/licenses/by-sa/3.0/. The original authors of this document, and Red Hat, designate the Fedora Project as the "Attribution Party" for purposes of CC-BY-SA. In accordance with CC-BY-SA, if you distribute this document or an adaptation of it, you must provide the URL for the original version. Red Hat, as the licensor of this document, waives the right to enforce, and agrees not to assert, Section 4d of CC-BY-SA to the fullest extent permitted by applicable law. Red Hat, Red Hat Enterprise Linux, the Shadowman logo, JBoss, MetaMatrix, Fedora, the Infinity Logo, and RHCE are trademarks of Red Hat, Inc., registered in the United States and other countries. For guidelines on the permitted uses of the Fedora trademarks, refer to https://fedoraproject.org/wiki/ Legal:Trademark_guidelines. Linux® is the registered trademark of Linus Torvalds in the United States and other countries. All other trademarks are the property of their respective owners...
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...(2003), there are nine views of intelligence namely: 1. Intelligence is a “general, underlying cleverness which is fixed for life”. 2. There can be multiple intelligences, not just one general intelligence. 3. Intelligence can be developed. 4. Intelligence depends on life opportunities. 5. Intelligence depends on what is needed and relevant within a culture. 6. Intelligence is about applying what you know to new contexts. 7. Intelligence is a question about how much you know. 8. Intelligence can be measured. 9. Intelligence depends on study habits and study skills which can be developed. 1st view: Intelligence is a “general, underlying cleverness which is fixed for life” According to this view, it was believed that each individual has a general level of intelligence, otherwise known as “intelligence Quotient” or the “IQ” for short. Intelligence was regarded by early psychologists as a single fixed underlying capacity. They believed that a person who did well on one test would do well on all or on most intelligence tests and no matter what happened in life, those “born very intelligent” would remain generally more intelligent than those “born less intelligent”. The author, Stella Cottrell, says that even more recently some psychologists have argued that some traits, including intelligence, are up to 80% dependent on genetic inheritance. However, not all psychologists have agreed with the above view. Gardner (1993) for example, argued that parents’...
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...English IVB (AKA English 12) | Activity | Points | % of Total | Discuss | 90 | 7% | Exam | 20 | 2% | Explore | 10 | 1% | Final Exam | 100 | 8% | Journal | 80 | 6% | Practice | 250 | 20% | Quiz | 390 | 31% | Test (CST) | 100 | 8% | Test (TST) | 200 | 16% | | Total Points for the Course : 1240 | Unit 1: The Romantics | Lesson 1.1: Introduction to the Romantics | Activity 1.1.1: Study - Historical and Literary Context | (Documents: Study Sheet) | Get an overview of the historical and literary context for the reading. | | Duration: 40 min | | | Activity 1.1.2: Quiz - Comprehending the Study | Take a quiz to assess your understanding of the material. | | Duration: 20 min | Scoring: 10 | Points Earned: _____ | Lesson 1.2: Romantic Poetry | Activity 1.2.1: Study - Romantic Poetry: Spontaneous Overflow | (Documents: Study Sheet) | Learn about the characteristics and leading writers of Romantic poetry. | | Duration: 40 min | | | Activity 1.2.2: Quiz - Comprehending the Study | Take a quiz to assess your understanding of the material. | | Duration: 20 min | Scoring: 10 | Points Earned: _____ | Activity 1.2.3: Read - Poems from the Romantic Canon | (Documents: Reading Guide) | Read selections from a variety of Romantic poets. | | Duration: 1 hr | | | Activity 1.2.4: Quiz - Comprehending the Readings | Take a quiz to assess your understanding of the material. | ...
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...The Changing Mathematics Curriculum: An Annotated Bibliography Third Edition April 2005 1 2 The K–12 Mathematics Curriculum Center The K–12 Mathematics Curriculum Center (K–12 MCC) supports school districts as they build effective mathematics education programs using curricula that align with the National Council of Teachers of Mathematics’ (NCTM) Curriculum and Evaluation Standards for School Mathematics (1989) and Principles and Standards for School Mathematics (2000). The K–12 MCC offers a variety of products and services to assist mathematics teachers and administrators. Our seminars address selecting and implementing new curricula, designing professional development and support, aligning curriculum with assessment, and examining leadership in curricular change. Our other resources include: About This Publication This publication, an annotated bibliography of articles relevant to Standards-based mathematics curriculum reform, is intended as a resource for educators and communities considering the selection and implementation of a Standards-based mathematics curriculum. It also may assist individuals who are interested in learning about the student achievement, classroom practices, and implementation challenges associated with the use of Standards-based materials. When gathering resources for this publication, the K–12 Mathematics Curriculum Center staff reviewed articles that either addressed important issues in mathematics curriculum change or shared experiences...
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...| | |Optimal Environment | |Methodologies To Ensure An Adequate Education | | | | | | | | | | | | | | | | ...
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