Does thinking-aloud affect learning, visual information processing and cognitive load when learning with seductive details as expected from self-regulation perspective?

Park, Babette; Korbach, Andreas; Brünken, Roland

doi:10.1016/j.chb.2020.106411

Cited by 25 publications

(25 citation statements)

References 46 publications

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“…En resumen, el objeto de esta fase evaluativa persigue analizar e interpretar la información obtenida a partir de las entrevistas previas, los documentos audiovisuales, más su debida transcripción, ajustando de forma coadaptada puntajes de dominios y subdominios, un objetivo difícilmente alcanzable sin la aportación performativa y creativa del trabajo de usuarios, diseñadores y arte-terapeutas. de retención, entre otros aspectos (Park et al, 2020). 2.2.3.-Fase 3.…”

Section: Fase 1 Recepción Y Perfil Del Usuariounclassified

Una Propuesta Alternativa De Evaluación en El Diseño De Las Interacciones E Interfaces Tecnológicas Musicales: En La Búsqueda De Nuevos Paradigmas

Casillas-Martín¹,

Vallejo²,

Cabezas-González³

2022

Artseduca

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Actualmente el paradigma tecnosimbólico-positivista de la cuarta revolución industrial hipernormaliza nuestras diversas formas de creatividad. Su estandarización y automatización afectan a ciencia, educa- ción y salud a través del uso y la apropiación de la tecnología. La crisis sanitaria actual ha evidenciado aún más la necesidad de encontrar diseños cognitivos tecnológicos flexibles y resilientes. Gran canti- dad de literatura científica expone las intensas demandas cognitivas involucradas en el ejercicio de la música. Sus hallazgos revelan que la educación musical y la terapia musical son capaces de aportar alternativas a la psicología comportamental o al objetivismo radical, revolucionando el campo de la interacciones tecnológicas en favor de la salud y el bienestar. Teniendo en cuenta esta realidad cien- tífica, este artículo presenta una propuesta de evaluación alternativa construida a partir del método IMTAP (The individualized Music Therapy Assessmente Profile), afrontando así la actual necesidad de explorar enfoques creativos de evaluación en el diseño de la tecnología cognitiva, creativa y expresiva, proponiendo la integración proactiva de musicoterapeutas y arteterapeutas profesionales dentro de los equipos que diseñan las interacciones e interfaces tecnológicas creativas y expresivas, en la búsqueda de una posible alternativa evaluativa respetuosa con la educación, salud y el bienestar.

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Section: Fase 1 Recepción Y Perfil Del Usuariounclassified

Una Propuesta Alternativa De Evaluación en El Diseño De Las Interacciones E Interfaces Tecnológicas Musicales: En La Búsqueda De Nuevos Paradigmas

Casillas-Martín¹,

Vallejo²,

Cabezas-González³

2022

Artseduca

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“…Based on these conditions, it is likely that the millennial generation has knowledge of factual conditions in disasters. is shows that the cognitive ability in the information that is owned by the information received is well developed (Park et al, 2020;Torrens-Burton et al, 2017). Several cases obtained from the observation that knowledge about ood disasters, on the basis of learning from schools and or media coverage.…”

Section: Debugging Strategies (Ds)mentioning

confidence: 99%

The Millennials Metacognitive Assessment toward Flood-Disaster in Semarang City

Suharini

Kurniawan

2021

IJG

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Disaster management action should be built up through developing metacognitive and action skills. The metacognitive strategy includes aspects of knowledge about when and how to use it by type, specific technique, and response that are assumed related to deal with disasters. Therefore, this study was aimed to assess the metacognitive abilities of millennials who are affected by disasters and its relation to disaster management. This study used an observatory exploration and inventory (EOI) method involving 248 respondents in flood-prone areas in the city of Semarang. Data were obtained using a questionnaire-based Guttman model electronic survey as many as 52 statements to inventory metacognition abilities and 48 statements related to actions in flood disaster management. Data were analyzed using Pearson’s linear and regression analysis. The non-parametric analysis: Kruskal-Wallis test was run to distinguish metacognitive scores in dealing with food-related problems among millennials groups. For metacognitive awareness, the cognition knowledge was higher than controlling knowledge (p < 0.05). The highest score of metacognitive variables was debugging strategy, which represents a corrective attitude. As described in the value of conditional knowledge, the ability to think fast shows that the millennials are quickly responding and understanding how to act. Most of the respondent actively involved in mitigation and rehabilitation as a volunteer in youth-events such us mangrove planting and cleaning plastic-trash in coastal areas. But, lack involvement of millennial in arranging flood-disaster management make less youth’s responsibility during the disaster. It should be overcome to create a comprehensive approach to community-based disaster resilience.

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“…Past studies have shown that a think‐aloud procedure has positive effects on inference generation and text comprehension in children with language impairments (Gillam, Fargo, & Robertson, 2009; McClintock, Pesco, & Martin‐Chang, 2014), presumably because engaging in the think‐aloud might help reflect the children’s thoughts back to them in a way that shaped and benefited comprehension (McClintock et al., 2014; Sönmez & Sulak, 2018). The verbalization inherent to the think‐aloud might also help transform inferences from implicit to explicit information, and thus enables the processing of relevant information to facilitate problem‐solving (Baldo, Paulraj, Curran, & Dronkers, 2015; Carpendale, Lewis, Susswein, & Lunn, 2009; McClintock et al., 2014; Park, Korbach, & Brünken, 2020). Moreover, think‐alouds also provide a window into children’s thinking, and enable the mediator to provide appropriate mediation.…”

Section: Introductionmentioning

confidence: 99%

Early cognitive intervention using mediated learning for preschoolers with developmental delay: A randomized controlled trial

Keung

Ho²,

Shum

2022

Brit J of Edu Psychol

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Background. The use of mediated learning in cognitive training has been shown to be effective in enhancing students' cognitive development. Nonetheless, its effects on language development are less explored.Aims. This study examined the effects of an early cognitive intervention (Think Bright program) in enhancing the cognitive and language development of Hong Kong preschoolers with developmental delay.Method. Sixty-eight children (48 boys and 20 girls; mean age = 58 months) with developmental delay were recruited from preschool rehabilitation centres and randomized to two groups (Think Bright training vs. active control). Each child in the Think Bright group received 12 sessions of 1-hr individual training on thinking skills over 6 months. The control group received the same amount of training based on the regular training regimen adopted at the rehabilitation centres.Results. After a 6-month intervention, the Think Bright group significantly outperformed the control group in language, general cognition, analogical thinking, sequential thinking, and logical reasoning. The Think Bright teachers' mediation skills significantly improved during the course of intervention and correlated moderately with the improvement in students' language abilities. Conclusion.This study has shown promising results on the effectiveness of using mediated learning in early cognitive intervention in enhancing both the cognitive and language development of preschoolers with developmental delay.

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Does thinking-aloud affect learning, visual information processing and cognitive load when learning with seductive details as expected from self-regulation perspective?

Cited by 25 publications

References 46 publications

Una Propuesta Alternativa De Evaluación en El Diseño De Las Interacciones E Interfaces Tecnológicas Musicales: En La Búsqueda De Nuevos Paradigmas

Una Propuesta Alternativa De Evaluación en El Diseño De Las Interacciones E Interfaces Tecnológicas Musicales: En La Búsqueda De Nuevos Paradigmas

The Millennials Metacognitive Assessment toward Flood-Disaster in Semarang City

Early cognitive intervention using mediated learning for preschoolers with developmental delay: A randomized controlled trial

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