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91.
Catalano GD 《Science and engineering ethics》2004,10(2):409-415
A senior level capstone design experience has been developed and offered with a particular emphasis on many of the professional
issues raised in Accreditation Board for Engineering and Technology (ABET) Engineering Criterion IV. The course has sought
to develop student awareness of the ethical foundation of the engineering profession, the global and societal framework within
which engineers practice, and the environmental impact on engineering. The capstone design course also focused upon improving
the technical communications skills of the graduating senior class with both extensive instruction in writing and multiple
workshops dealing with the art of making an effective oral presentation. The effectiveness of the design course was assessed
using Kirkpatrick’s model for evaluating training programs.
An earlier version of this paper was presented at the “Ethics and Social Responsibility in Engineering and Technology” meeting,
New Orleans, 2003. 相似文献
92.
The authors examined how individuals adapt their gait and regulate their body configuration before altering direction during walking. Eight young adults were asked to change direction during walking with different turning angles (0 degree, 45 degree, 90 degree), pivot foot (left, right), and walking speeds (normal and fast). The authors used video and force platform systems to determine participants' whole-body center of mass and the center of pressure during the step before they changed direction. The results showed that anticipatory postural adjustments occurred during the prior step and occurred earlier for the fast walking speed. Anticipatory postural adjustments were affected by all 3 variables (turn angle, pivot foot, and speed). Participants leaned backward and sideward on the prior step in anticipation of the turn. Those findings indicate that the motor system uses central control mechanisms to predict the required anticipatory adjustments and organizes the body configuration on the basis of the movement goal. 相似文献
93.
Faculty members at Canadian business schools were surveyed regarding their ethical perceptions of behaviours related to undergraduate instruction. Fifty-five behavioural statements were listed and respondents were asked to rate the extent to which they felt each behaviour was ethical or unethical. The only item that respondents endorsed as unequivocally unethical (90% indicated it was definitely unethical) was Becoming sexually involved with an undergraduate in one of your classes. We also compared the results of our sample to those of an American sample. Overall, an interesting pattern of differences emerged between the responses obtained in Canada and the U.S. In general, the direction of the significant differences was such that Canadian professors viewed the behaviours in question as less ethical than did their American counterparts. 相似文献
94.
Xu M Bellezza FS 《Journal of experimental psychology. Learning, memory, and cognition》2001,27(5):1197-1210
Know and remember recognition judgments were made in 2 experiments. In Experiment 1 either 3 (new, know, remember) or 4 (new, guess, know, remember) judgment alternatives were used. Also, the recognition test was either immediate, delayed 2 days, or delayed 1 week. In Experiment 2 the proportion of test items that were studied items was either .20, .50, or .80. Predictions were made from 2 multimemory theories regarding how proportions of know and remember judgments would change with these manipulations. Predictions were also made from 2 detection theories regarding the values of memory sensitivity and judgment criteria. The results supported the revised detection theory, which assumes unequal variances for studied and unstudied items, more than the multimemory theories. Furthermore, general processing tree versions of the 2 multimemory models were created including guessing processes. These extended models were shown to be inadequate in accounting for the data from the 2 experiments. 相似文献
95.
In modern digital applications, users often interact with virtual representations of themselves or others, called avatars. We examined how these avatars and their perspectives influence stimulus–response compatibility in a Simon task. Participants responded to light/dark blue stimuli with left/right key presses in the presence of a task-irrelevant avatar. Changes in stimulus–response compatibility were used to quantify changes in the mental representation of the task and perspective taking toward this avatar. Experiments 1 and 2 showed that perspective taking for an avatar occurred in orthogonal stimulus–response mappings, causing a compatibility effect from the avatar’s point of view. In the following two experiments we introduced a larger variety of angular disparities between the participant and avatar. In Experiment 3, the Simon effect with lateralized stimulus positions remained largely unaffected by the avatar, pointing toward an absence of perspective taking. In Experiment 4, after avatar hand movements were added in order to strengthen the participants’ sense of agency over the avatar, a spatial compatibility effect from the avatar’s perspective was observed again, and hints of the selective use of perspective taking on a trial-by-trial basis were found. Overall, the results indicate that users can incorporate the perspective of an avatar into their mental representation of a situation, even when this perspective is unnecessary to complete a task, but that certain contextual requirements have to be met. 相似文献
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Zusammenfassung. Das hier vorgestellte Modell lernt graduell, Planungsaufgaben aus der Klasse der Maschinenbelegungsprobleme (job-shop-scheduling problems) zu lösen. Mit Hilfe des Chunking-Mechanismus von Soar wird episodisches Wissen über die Belegungsreihenfolge von Aufträgen auf Maschinen memoriert. Bei der Entwicklung des Modells wurden zahlreiche qualitative (z. B. Transfereffekte) und quantitative Befunde (z. B. Bearbeitungszeiten) aus einer früheren empirischen Untersuchung berücksichtigt. In einer Validierungsstudie wurden dieselben Aufgaben von 14 Probanden und dem Modell bearbeitet. Die Passung von Simulationsdaten und empirischen Ergebnissen fiel insgesamt gut aus. Allerdings löst das Modell die Aufgaben schneller und zeigt auch einen etwas besseren Lernverlauf als die Probanden. Das Modell liefert eine Erklärung für das Rauschen, das typischerweise bei Bearbeitungszeiten zu beobachten ist: es handelt sich um erworbenes Wissen, das mehr oder weniger gut und auch unterschiedlich häufig auf neue Situationen übertragen wird. Der Lernverlauf der Probanden entspricht nur für aggregierte Daten einer Potenzfunktion (power law). Der vorgestellte Mechanismus zeigt, wie ein symbolisches Modell der Informationsverarbeitung graduelle Verhaltensänderungen generiert und wie der offensichtliche Erwerb allgemeiner Prozeduren ohne explizites Lernen von deklarativen Regeln erfolgen kann. Es wird nahegelegt, daß es sich hier um die Modellierung einer Form impliziten Lernens handelt. Summary. The model presented here gradually learns how to perform a job-shop scheduling task. It uses Soar's chunking mechanism to acquire episodic memories about the order to schedule jobs. The model was based on many qualitative (e.g., transfer effects) and quantitative (e.g., solution time) regularities found in previously collected data. The model was tested with new data where scheduling tasks were given to the model and to 14 subjects. The model generally fit these data with the restrictions that the model performs the task (in simulated time) faster than the subjects, and its performance improves somewhat more quickly than the subjects' performance. The model provides an explanation of the noise typically found in problem solving times - it is the result of learning actual pieces of knowledge that transfer more or less to new situations but rarely by an average amount. Only when the data are averaged (i.e., over subjects) does the smooth power law appear. This mechanism demonstrates how symbolic models can exhibit a gradual change in behavior and how the apparent acquisition of general procedures can be performed without resorting to explicit declarative rule generation. We suggest that this may represent a type of implicit learning. 相似文献
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