The effect of microlevel and macrolevel signaling on learning with 360° videos

The application of 360° videos raised the attention of educators and researchers, as it appears to be an approachable option to mediate complete environments in educational settings. However, challenges emerge from the perspective of educational psychology. Learning irrelevant cognitive strains might be imposed because it is necessary to navigate through spherical material. However, these potential downsides could be compensated for using signaling techniques. In a two (macrolevel vs. no macrolevel signaling) × two (microlevel vs. no microlevel signaling) factorial between-subjects design plus control group, 215 fifth-and sixth-grade students will watch a 360° video about visual and behavioral characteristics of animals. Learning outcomes, cognitive load, disorientation, and presence will be investigated. It is expected that macrolevel signaling will enhance learning and presence and reduce cognitive load and disorientation. Microlevel signaling will have comparable advantages, but these effects will be more pronounced when macrolevel signaling is implemented.     

A novel automatic procedure for measuring ocular counterrolling: A computeranalytical method to determine the eye’s roll angle while subjects work on perceptual tasks

In investigations of the perception of space, the consideration of ocular counterrolling-the movement of the eye around its visual axis in response to body movement-is crucially important. The angle of this movement must be known in order for one to determine the precise retinal coordinates of a distal object. Following transformation, this stimulus serves as a reliable cue for visual direction. The otolith organs provide information about body tilt and are responsible for ocular counterrolling. A novel, noninvasive method to measure ocular counterrolling, based on the cross-correlation of digitized video pictures of the eyes, is presented. The resolution attained was ≤ 0.1°. The computer analysis is fully automatic and fast, and it can be performed while subjects work on perceptual tasks. No direct access to the eyeballs is required. Data from 4 subjects showing the counterrolling profile in various body positions are presented.     

Grading the ‘cultural literacy’ project

The essay examines the argument advanced by E.D. Hirsch, Jr., for instituting ‘cultural literacy’ as a fundamental priority of schools. A number of confusions and equivocations in Hirsch's reasoning are identified, and the propensity of his project to indoctrinate is exposed. Among the features of Hirsch's argument shown to be troubling are his shifting construal of ‘language’, his inconsistency about the requirements of cultural literacy, and his uncritical relation to traditional images of the American past and present. The upshot is to raise the question why Hirsch's project has elicited wide support and praise.     

Referenzsemantik in der Partnermodellierung

How can we explain that an assertion on something perceived can be understood in the same manner by somebody who cannot perceive that scene? This problem bases the interest in computational linguistics in how listener modeling could possibly be harmonized with reference semantics. Mental images substituting real perception appear as a way out. The architecture of the listener model has to be adapted to the creation and use of such pictorial data structures. Furthermore, the relation between the latter and a verbal (i. e., propositional) representation must be understood. The resulting architecture of a listener model with reference semantics can be employed to solve communicational problems from three general classes in a better way, as is demonstrated by an example implementation.     

Intuitionistic uniformity principles for propositions and some applications

This note deals with the prepositional uniformity principlep-UP: p x N A (p, x) x N p A (p, x) ( species of all propositions) in intuitionistic mathematics.p-UP is implied by WC and KS. But there are interestingp-UP-cases which require weak KS resp. WC only. UP for number species follows fromp-UP by extended bar-induction (ranging over propositions) and suitable weak continuity. As corollaries we have the disjunction property and the existential definability w.r.t. concrete objects. Other consequences are: there is no non-trivial countable partition of;id is the only injective function from to; there are no many-place injective prepositional functions; card () is incomparable with the cardinality of all metric spaces containing at least three elements.     

Integrating velocity,time, and distance information: A developmental study

The development of understanding the relationships between velocity, time, and distance was investigated in three tasks. In each task, values of two dimensions were given, and 5-year-olds, 10-year-olds, and adults had to infer values of the third dimension. These inferences were made in all age groups. The integration rules were found to depend upon age and task. In the distance = time × velocity task, all age groups obeyed the normative multiplication rule. In the time = distance ÷ velocity task, the two older age groups obeyed the normative division rule, but the 5-year-olds shifted to a simpler subtraction rule. In the velocity = distance ÷ time task, which was the most difficult, the two older age groups simplified to use of a subtraction rule, and the 5-year-olds simplified even further to use of a distance-only rule. The knowledge level revealed for young children contrasts sharply with results from previous studies using Piagetian choice tasks, which apparently investigate selective attention to one dimension rather than conceptual understanding of relations.