Assessing schematic knowledge of introductory probability theory

Birney, Damian P.; Fogarty, Gerard J.; Plank, Ashley

doi:10.1007/s11251-005-3198-7

Cited by 5 publications

(4 citation statements)

References 49 publications

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“…Intuition—that is pure guessing (IG)—turned out to be better than its reputation because NO was prone to be influenced by a confirmatory bias . Just like applying one or two of the rules showed improvements in problem solving , the SA algorithm as a whole did also increase the wealth of details observed and the validity of abductions made. Thus, its application decreased the risk to fall prey to biased perception, especially when the method was proficiently applied .…”

Section: Interpretation Of the Experimental Resultsmentioning

confidence: 99%

“…Two studies tested undergraduates’ ability to identify sufficient, missing, and irrelevant information in math problems. Identifying those problems with sufficient information was the task best solved with a standardized score of M = 0.84 (SD = 0.22), while the discovery of missing information and that of irrelevant information received much lower scores with M = 0.35 (SD = 0.25) and M = 0.24 (SD = 0.23), respectively . Then, the perception of both contradictions and missing information within math problems and brainteasers was also examined : Undergraduates received a booklet containing tasks to solve.…”

Section: Epistemological Principles Of Systematic Analysismentioning

confidence: 99%

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Analyzing the Psychological and Social Contents of Evidence—Experimental Comparison between Guessing, Naturalistic Observation, and Systematic Analysis

Haas

Fuerst

Tönz

et al. 2015

Journal of Forensic Sciences

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ABSTRACT:To improve inferences about psychological and social evidence contained in pictures and texts, a five-step algorithm-Systematic Analysis (SA)-was devised. It combines basic principles of interpretation in forensic science, providing a comprehensive record of signs of evidence. Criminal justice professionals evaluated the usefulness of SA. Effects of applying SA were tested experimentally with 41 subjects, compared to 39 subjects observing naturally (naturalistic observation) and 47 subjects guessing intuitively intuitive guessing group. After being trained in SA, prosecutors and police detectives (N = 217) attributed it a good usefulness for criminal investigation. Subjects (graduate students) using SA found significantly more details about four test cases than those observing naturally (Cohen's d = 0.58). Subjects who learned SA well abducted significantly better hypotheses than those who observed naturally or who guessed intuitively. Internal validity of SA was a = 0.74. Applying SA improved observation significantly and reduced confirmation bias.

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Section: Interpretation Of the Experimental Resultsmentioning

confidence: 99%

Section: Epistemological Principles Of Systematic Analysismentioning

confidence: 99%

Analyzing the Psychological and Social Contents of Evidence—Experimental Comparison between Guessing, Naturalistic Observation, and Systematic Analysis

Haas

Fuerst

Tönz

et al. 2015

Journal of Forensic Sciences

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“…Every individual including CWD has a natural tendency to emotionally fulfil their potential in all aspects of life. According to Birney et al, [2], CWD are eager to undergo new experiences, learn new ideas and skills and try out new things as well as feel complete and valid in all aspects of life. In regard to this, Hewitt, [9], affirmed that self actualization is an effective concept that assists CWD in dealing with depression, low self esteem and poor life circumstances while reducing them to passive participants.…”

Section: Self Actualization and Participation Of Cwdmentioning

confidence: 99%

Teacher Sustenance of Emotional Balance among Children aged 4-6 with Disability in Kenya: Addressing Safety, Actualization and Independence

Lilian¹,

Odundo²,

Kahiga³

et al. 2016

IJTIE

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Teacher management of individual's physical and psychological wellbeing of learners tend to deliver them from pessimistic and traumatic life threatening circumstances in which children with disabilities (CWD) find themselves particularly between ages 4-6 in Early Childhood Education (E.C.E) centres . The pessimistic and traumatic episodes creates emotional imbalance in children with disabilities particularly navigating around their safety, self actualization and independence in participation in school and community-based activities. Although teachers are instrumental in developing and creating positive relationships necessary for effective participation of CWD, Safety, actualization and independence is often not addressed resulting in frustration, neglect and negative perception which lower inclusion in the learning process. This study assessed teacher sustenance of emotional balance of preschool children aged 4-6 with disability in Nairobi County, Kenya, addressing Safety, Actualization and Independence. Descriptive research design was used to gather data. Target population was 153 preschool teachers, 102 head teachers and 150 preschool with CWD. Purposive and simple random samplings were used. Analysis was obtained through editing, coding classifying and tabulation. The study found inadequacies in emotional stability of CWD. In order to mitigate inadequacies, teachers should supplement core practices with interventions such as providing culturally relevant curricular that reflects experiences for CWD to experience love, joy, acceptance and optimism, create healthy inclusive learning environments and demonstrate appropriate pedagogy for CWD as well as establish and maintain positive relationships. The study recommends the government to adhere to principles of CRPP and CRC, and address barriers to effective participation as well emotional adjustment of CWD.

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“…In comparison to a full problem solving task, problem sorting provides a more direct test of whether subjects are able to identify a basic solution approach, independent of whether they have the skill to execute the chosen approach. There have been alternative approaches to assess schema knowledge, such as problem editing [49] and writing down the first step of the solution under time pressure [50], but these techniques are more sensitive to the quality of the schema content, rather than to the category knowledge per se. Interview techniques have also been used, but the outcomes of such studies tend to be less directly linked to problem solving [21,51].…”

Section: B Assessment Of Schema Knowledge: Evaluating the Evidencementioning

confidence: 99%

Choosing the right solution approach: The crucial role of situational knowledge in electricity and magnetism

Savelsbergh

Jong

Ferguson-Hessler

2011

Phys. Rev. ST Phys. Educ. Res.

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Novice problem solvers are rather sensitive to surface problem features, and they often resort to trial and error formula matching rather than identifying an appropriate solution approach. These observations have been interpreted to imply that novices structure their knowledge according to surface features rather than according to problem type categories. However, it may also be the case that novices do know problem types, but cannot map the problem at hand to a known type, because they fail to create a sufficiently well-elaborated problem representation. This study aims to distinguish between these explanations. In this study novice physics students at high and low levels of proficiency completed two problem-sorting tasks from the domain of electricity and magnetism, one with and one without elaboration support. Results confirm that these students do distinguish problem types in accordance with their required solution approaches, and that their problem-sorting performance improves with elaboration support. Therefore, it was concluded that their major difficulty lies in the process of matching concrete problems to a proper category. Within-group analysis revealed that the performance of proficient novices clearly improved with elaboration support, whereas the effect for less proficient novices remained inconclusive. The latter finding is explained from the less proficient novices’ problem representations being too fragmented to integrate new information. These results suggest that, in order to promote schema-based problem solving, instruction in the domain of electricity and magnetism should be based not so much on restructuring the conceptual knowledge base but rather on enriching situational knowledge

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Assessing schematic knowledge of introductory probability theory

Cited by 5 publications

References 49 publications

Analyzing the Psychological and Social Contents of Evidence—Experimental Comparison between Guessing, Naturalistic Observation, and Systematic Analysis

Analyzing the Psychological and Social Contents of Evidence—Experimental Comparison between Guessing, Naturalistic Observation, and Systematic Analysis

Teacher Sustenance of Emotional Balance among Children aged 4-6 with Disability in Kenya: Addressing Safety, Actualization and Independence

Choosing the right solution approach: The crucial role of situational knowledge in electricity and magnetism

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