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2001

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A Non-Authoritative Educational Metadata Ontology For Filtering And Recommending Learning Objects, David Wiley, Mimi M. Recker Jan 2001

A Non-Authoritative Educational Metadata Ontology For Filtering And Recommending Learning Objects, David Wiley, Mimi M. Recker

Faculty Publications

Digital libraries populated with learning objects are becoming popular tools in the creation of instructional technologies. Many current efforts to create standard metadata structures that facilitate the discovery and instructional use of learning objects recommend a single, authoritative metadata record per version of the learning object. However, as we argue in this paper, a single metadata record -- particularly one with fields that emphasize knowledge management and technology, while evading instructional issues -- provides information insufficient to support instructional utilization decisions. To put learning objects to instructional use, users must examine the individual objects, forfeiting the supposed benefits of the …

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Kindness In Cyberspace? The Sharing Of Valuable Goods Online, Sheen S. Levine Jan 2001

Kindness In Cyberspace? The Sharing Of Valuable Goods Online, Sheen S. Levine

Research Collection Lee Kong Chian School Of Business

No abstract provided.

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On The Interaction Of Alphabetic And Logographic Words With Sounds And Images, Nader T. Tavassoli, Jin K. Han Jan 2001

On The Interaction Of Alphabetic And Logographic Words With Sounds And Images, Nader T. Tavassoli, Jin K. Han

Research Collection Lee Kong Chian School Of Business

It is well established that reading alphabetic words is dominated by phonological (sound-based) processes, whereas phonological processes do not appear to dominate the processing of Chinese logographs, where visual processes are more pronounced (for reviews, see Tavassoli, in press; Zhou & Marslen-Wilson, 1999). Most previous demonstrations of these linguistic differences have relied on low-level processes that potentially do not involve short-term memory. For example, they have attempted to assess differences in the speed (measured in milliseconds) by which phonological and semantic information get activated in the brain. Our research adds to a growing stream of consumer behavior research that has …

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Behavioral Inhibition, Social Withdrawal, And Parenting, Kim B. Burgess, Kenneth H. Rubin, Charissa S. L. Cheah, Larry J. Nelson Jan 2001

Behavioral Inhibition, Social Withdrawal, And Parenting, Kim B. Burgess, Kenneth H. Rubin, Charissa S. L. Cheah, Larry J. Nelson

Faculty Publications

The study of children's social and emotional development requires that attention be paid to such factors as dispositional/biological factors (e.g., temperament), familial interactions and relationships, social contexts (e.g., school, neighborhood), and culture. For example, Hinde (1995) has advanced the notion that development be considered from a multi-level perspective beginning with individual characteristics and progressing the interaction, relationship, and group levels of analysis and conjecture. At the level of the individual child, developmental scientists have studies such constructs as temperament that might lead to problematic social or behavioral outcomes. One such interpersonal characteristic is that of "difficult" temperament – a phenomenon …

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Non-Social Play As A Risk Factor In Social And Emotional Development, Charissa S. L. Cheah, Larry J. Nelson, Kenneth H. Rubin Jan 2001

Non-Social Play As A Risk Factor In Social And Emotional Development, Charissa S. L. Cheah, Larry J. Nelson, Kenneth H. Rubin

Faculty Publications

Children spend much of their youthful energy engaged in play. Indeed, play, in its various forms, represents a serious business – not only for the active participations, but also for students of the phenomenon. To many researchers, play is viewed as a generative fore in children's social, emotional, and cognitive development (see Rubin, Fein, & Vandenberg, 1983; Saracho & Spodek, 1998; Fromberg & Bergen, 1998). The extent to which children engage in play with others is of added developmental significance. In light of the complexity and developmental significance of children's play and especially play with peers, it seems important to …

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Psychological Mechanisms Underlying Individual Knowledge And Contribution In Learning Organizations, Bin Zhao, Hwee Hoon Tan Jan 2001

Psychological Mechanisms Underlying Individual Knowledge And Contribution In Learning Organizations, Bin Zhao, Hwee Hoon Tan

Research Collection Lee Kong Chian School Of Business

Although much has been written about how to set up learning organizations, there is a paucity of research on understanding employees’ willingness to learn or contribute knowledge in such activities, a key element in the success of organizational learning. This paper presents models for understanding individuals’ willingness to learn and individuals’ willingness to contribute in organizational settings. Through the examination of the psychological mechanisms underlying individuals’ willingness to learn and to contribute, we will further our understanding on the individual and contextual factors that affect employees’ decision to learn and contribute in organizational learning activities. Drawing from the literature, we …

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An Operator-Based Account Of Semantic Processing, Deryle W. Lonsdale, C. Anton Rytting Jan 2001

An Operator-Based Account Of Semantic Processing, Deryle W. Lonsdale, C. Anton Rytting

Faculty Publications

This paper explores issues of psychological plausibility in modeling natural language understanding within Soar, a symbolic cognitive model. It focuses on constructing syntactic and semantic representations in simulated real time, with particular emphasis on word sense disambiguation (WSD). We discuss (i) what level of WSD should be modeled and (ii) how to use resources such as WordNet to inform these models. A preliminary model of coarse-grained WSD is included to show how syntactic, semantic, and other knowledge sources interact in Soar. Finally, we explore issues of interleaving, learning, and integrating other WSD approaches with Soar's native model of learning.

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Spanish Epenthesis: Formal And Preformance Perspectives, David Eddington Jan 2001

Spanish Epenthesis: Formal And Preformance Perspectives, David Eddington

Faculty Publications

Epenthesis of /e/ before sC- clusters in Spanish is documented word-initially (e.g., eJfera) as well as in word-internal contexts (e.g., subestimar). Cases of alternating epenthesis also exist (e.g., arteriosclerosis I arterioeclerosis). Epe nthesis is examined in the formal frameworks of lexical phonology and optimality theory. Both formal analyses are able to account for the majority of the data presented, however, each requires some arguably ad hoc manipulation in order to do so. From a performance standpoint, it is argued that epenthesis plays no role in the processing of native Spanish words. The appearance of epenthesis in loan words (e.g., stress …

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Surface Analogy And Spelling Rules In English Vowel Alterations, David Eddington Jan 2001

Surface Analogy And Spelling Rules In English Vowel Alterations, David Eddington

Faculty Publications

Previous psycholinguistic research into the English vocalic system suggest that the vowel alternations [ei-re, ii-£, ai-1, ow- a, u"-A], termed SPELLING RULE ALTERNATIONS, are psychologically significant for English speakers, in that they can influence the pronunciation of unfamiliar words. In this paper, the influence of these salient alternations on nonce words and neologisms is assessed. The effect of su1face analogy on the pronunciation of novel words is also examined. Surface analogy may be defined as the influence exerted by the fu lly specified surface forms of the morphemic relatives of a word. It assumes that all allomorphs of a given …

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A Usage-Based Simulation Of Spanish S-Weakening, David Eddington Jan 2001

A Usage-Based Simulation Of Spanish S-Weakening, David Eddington

Faculty Publications

The pronunciation of Spanish /s/ as an aspirate [h] (or its deletion) is studied in a usagebased simulation that assumes that prior linguistic experiences are stored as memory traces, and that these stored experiences, instead of generalizations abstracted from them, are the source of the knowledge speakers have of their language. This exploratory simulation was carried out using the algorithm of Analogical Modeling of Language (Skousen 1989, 1992).

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