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This paper describes our use of pen-based electronic classrooms to enhance several computer science courses. After presenting our motivation for undertaking this work, and its relevance to the growing interest in using tablet PC's in the classroom, we present an overview of our use of this technology to engage students during class. Finally, we present the students' reaction to the approach as measured through attitude surveys and a focus group.

Event-related potentials (ERPs) were recorded from 27 children (14 girls, 13 boys) who varied in their reading skill levels. Both behavior performance measures recorded during the ERP word classification task and the ERP responses themselves discriminated between children with above-average, average, and below-average reading skills. ERP amplitudes and peak latencies decreased as reading skills increased. Furthermore, hemisphere differences increased with higher reading skill levels. Sex differences were also related to ERP amplitude variations across the scalp. However, ERPs recorded from boys and girls did not differ as a function of differences in the children's reading levels.

This paper describes our use of pen-based electronic classrooms to enhance several computer science courses. After presenting our motivation for undertaking this work, and its relevance to the growing interest in using tablet PC's in the classroom, we present an overview of our use of this technology to engage students during class. Finally, we present the students' reaction to the approach as measured through attitude surveys and a focus group.

Two experiments were performed to determine whether a computer sorting task could be used to collect data for auditory stimuli. Within each experiment, subjects were assigned to either a paired comparison task or a computer sorting task. For the first experiment, the stimuli were 18 graph representations constructed to vary on three parameters (shape, frequency, and amplitude). The stimuli for the second experiment were 30 sentences produced by actors portraying five emotions (anger, fear, happiness, sadness, and neutral). Multidimensional scaling solutions were produced and comparisons were made between the paired comparison and computer sorting task in each experiment. The results suggest that the computer sorting task is a viable alternative to the paired comparison task traditionally used for the investigation of the perception of auditory stimuli.

This paper describes a general methodological framework for evaluating the perceptual properties of auditory stimuli. The framework provides analysis techniques that can ensure the effective use of sound for a variety of applications including virtual realit) and data sonification systems. Specifically, we discuss data collection techniques for the perceptual qualities of single auditory stimuli including identification tasks, context-based ratings, and attribute ratings. In adllition, we present methods for comparing auditory stimuli, such as discrimination tasks, similarity ratings, and sorting tasks. Finally, we discuss statistical techniques that focus on the perceptual relations among stimuli, such as Multidimensional Scaling (MDS) and Pathfinder kialysis. These methods are presented as a staring point for an organized and systematic approach for non-experts in perceptual experimental methods, rather than as a complete manual for performing the statistical techniques and data collection methods. It is our hope that this paper will help foster further interdisciplinary collaboration among perceptual researchers, designers, engineers, and others in the development of effective auditory displays.

A cross-modal dual attention experiment was completed by 198 undergraduates in three blocks that each consisted of an orientation task and a concurrent listening task. For the orientation task, participants located regions on an LCD that were cued by speech or one of four types of symbolic auditory cues (i.e. earcons); the concurrent task required participants to listen to and answer questions about GRE sample test passages. Results indicated the orientation task had no effect on comprehension of the passages compared to a passage-only control for four of the five auditory cue types. All auditory cues resulted in high performance for the orientation task, with speech and complex sounds exhibiting the highest performance. Implications for auditory display design and for assistive technologies for visually impaired persons are discussed.