We examined the attentional sensitivity of the frequency-change mismatch negativity (MMN). Subjects listened to a binaural mixture of a narrative and a series of tone bursts that included 1200-Hz standards and two deviants (1000 and 1400 Hz). In the attend-tones condition, subjects responded to one deviant and ignored the narrative. In the attend-words condition, subjects responded to target words in the narrative and ignored the tones. Event-related potentials (ERPs) were recorded for the tones, and difference waves (deviant ERPs minus standard ERPs) were computed. Two negative peaks in the difference waves, DN1 (100-180 ms) and DN2 (200-300ms), overlapped the known scalp distribution and latency of the MMN. Mean DN1 and DN2 amplitudes were greater in the attend-tones condition than in the attend-words condition. These suggest that the frequency-change MMN is modulated by nonspatial shifts of auditory attention.
This report focuses on how 3-D graphical and interactive features of computer-based instruction can enhance learning and support human cognition during technical training of equipment procedures (where procedural training tasks are often highly spec~c to a piece of equipment). Studies of the effects of graphics, motion, and interactivity in technical training, and reports of success~y-ul instruction using state-of-the art graphics and animation were reviewed to extract a set of guideUnes for using 3-D interactive graphics to teach equipment procedures.
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ABSTRACT (Maximum 200 words)The objective of this effort was to develop an Instructional Quality Evaluation Tool to help instructional developers and instructional program managers quantitatively determine the quality of their instructional products, both during development and at project completion. The Tool can also support the comparison of courseware from different developers or courseware that uses different combinations of instructional media. Likert scaling techniques were used to develop 5-point rating scales for each evaluation criterion. Anchor descriptions were developed for each rating point on all scales. This report includes these anchored Likert scales, which can serve as a "stand-alone" Tool. The evaluation criteria are organized into two major sections: instructional features and user-interface design. For those who with additional information or with to conduct a more "in-depth" evaluation, the detailed discussions of each evaluation criterion include definitions of important terms and summaries of the literature that supports the criterion. The discussions also provide suggested techniques to improve courseware by optimizing the instruction from the perspective of each criterion.Recommendations for future improvement of the Tool are provided.
EXECUTIVE SUMMARY PROBLEMHigh quality instruction is essential to ensure people learn the knowledge and skills that will enable them to succeed at their jobs. Computer-and web-delivered instruction has the potential to provide much of this needed instruction. Although the military and industry are purchasing large numbers of computer-based and web-delivered courses, there is currently no method, supported by empirical and theoretical literature, to determine if this courseware is of good quality. This is also true for all types of instruction. However, it is especially critical for computer-and web-delivered courseware because these often do not include an instructor to make adjustments to the instructional content "on the fly."
OBJECTIVEThe objective of this effort was to develop a tool to help instructional developers and instructional program managers determine the quality of their instructional products, both during development and at project completion. The tool should also support the comparison of courseware from different developers or courseware that uses different combinations of instructional media. It should be designed to be used during all phases of instructional development (i.e., support both formative and summative ...
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