Denna rapport behandlar arbetet kring 3D-moduler med egyptiskt tema samt tillhörande guide till spelet Testament. Syftet var att skapa moduler som var lätta att anpassa och arbeta med, men samtidigt ha rum för god estetik och grafisk variation. I arbetet har en förstudie om forntida Egypten genomförts med bland annat Brier och Hobbs (1999) och Grönblom (2000) som referenser. Modulerna har genomgått testning utifrån Bryman (2001) med utgångspunkterna: variation, kombination och anpassning där testresultatet sedan analyserats. Tre frågeställningar ställdes upp som hjälp vid utvecklingen av modulerna och guiden. • Finns det något naturligt sätt att bryta ned en byggnad till logiska moduler?Svaret på frågeställningen är att logiska mått varit mer viktigt än eftersträvan att skapa logiska moduler. Måttet 100 centimeter är det mått som alla moduler utgått från i detta arbete. • Hur byggs objekt upp för att de ska fungera som moduler?Om moduler baseras på units och använder funktionerna grid och snap samt bra pivotpunkter, kan objekt utnyttjas och hanteras på ett effektivt och modulärt sätt. • Hur skapas grafisk variation med hänsyn till både tidsoptimering och grafisk estetik? Vid grupperingar av moduler i konstruktioner är fyra moduler per konstruktion en god regel för god grafisk variation samt tidseffektivt.Teorier som använts i arbetet inkluderar klassisk arkitektur med Vitruvius (1989) och McGregor (2007) som referenser för att svara på den första och andra frågeställningen. Millers (1956) teori om chunking, omprövad av Cowan (2001) samt Benyon, Turner och Turners (2005) text om korttidsminne togs till hjälp för att reda ut den tredje frågeställningen. Även råd och tips från området spelutveckling (Mader, 2005) har varit till hjälp i utvecklingen av modulerna. Resultatet är ett verk bestående av 47 moduler samt en guide i vilken dessa presenteras i dess modulkategorier tillsammans med beskrivande text med tips och idéer. I guiden ligger även ett modulindex med alla modulerna.

The testing effect refers to the phenomenon that, relative to restudying, being tested on a previously learned material leads to better retention. The present study investigated the hypothesis that part of the testing effect in free recall, can be explained by increased memory organization due to testing. Forty-one participants learned either semantically related or unrelated words. The words were either repeatedly studied six times, or recalled from memory three times and studied three times, with each test trial following a study trial. Following the learning session, all participants conducted two free recall tests, one after five minutes and one after seven days. The study did not replicate the testing effect and therefore no conclusions could be drawn about the hypothesis. The results did, however, indicate that the related material facilitated later retrieval, relative to the unrelated material. Furthermore, opposite to what was predicted, restudying lead to higher rates of category clustering compared to testing.

<p>Denna rapport behandlar arbetet kring 3D-moduler med egyptiskt tema samt tillhörande guide till spelet Testament. Syftet var att skapa moduler som var lätta att anpassa och arbeta med, men samtidigt ha rum för god estetik och grafisk variation. I arbetet har en förstudie om forntida Egypten genomförts med bland annat Brier och Hobbs (1999) och Grönblom (2000) som referenser. Modulerna har genomgått testning utifrån Bryman (2001) med utgångspunkterna: variation, kombination och anpassning där testresultatet sedan analyserats. Tre frågeställningar ställdes upp som hjälp vid utvecklingen av modulerna och guiden.</p><p>• Finns det något naturligt sätt att bryta ned en byggnad till logiska moduler?Svaret på frågeställningen är att logiska mått varit mer viktigt än eftersträvan att skapa logiska moduler. Måttet 100 centimeter är det mått som alla moduler utgått från i detta arbete.</p><p>• Hur byggs objekt upp för att de ska fungera som moduler?Om moduler baseras på units och använder funktionerna grid och snap samt bra pivotpunkter, kan objekt utnyttjas och hanteras på ett effektivt och modulärt sätt.</p><p>• Hur skapas grafisk variation med hänsyn till både tidsoptimering och grafisk estetik?</p><p>Vid grupperingar av moduler i konstruktioner är fyra moduler per konstruktion en god regel för god grafisk variation samt tidseffektivt.Teorier som använts i arbetet inkluderar klassisk arkitektur med Vitruvius (1989) och McGregor (2007) som referenser för att svara på den första och andra frågeställningen. Millers (1956) teori om chunking, omprövad av Cowan (2001) samt Benyon, Turner och Turners (2005) text om korttidsminne togs till hjälp för att reda ut den tredje frågeställningen. Även råd och tips från området spelutveckling (Mader, 2005) har varit till hjälp i utvecklingen av modulerna. Resultatet är ett verk bestående av 47 moduler samt en guide i vilken dessa presenteras i dess modulkategorier tillsammans med beskrivande text med tips och idéer. I guiden ligger även ett modulindex med alla modulerna.</p>

This study investigates how storytelling can be used when designing texts that are used during conversations meant to create insights and awareness about fraud. The purpose of the study is to build greater resilience against fraud by enabling the most educational conversations possible. The study was conducted in collaboration with Sparbanken Rekarne. It is no longer possible to ignore that fraud through social manipulation is one of the fastest-growing crime forms in Sweden and a significant issue for society. Information continues to play an important role in increasing awareness and resilience among potential victims. In the study, I present the support I have found for the idea that conversations aimed at informing about fraud can be effectively built around stories. In line with previous research, I have been able to show examples of how storytelling can be used to enhance the learning process of the user through the evoking of emotions and engagement towards the information that has been introduced. The work has also benefited from previous studies on chunking to further facilitate the user's learning. Chunking enhances learning by relieving our cognitive load. It does so by organizing information in a way that takes into account the limitations of working memory. The study was conducted as a user-centered design process where interviews and trials formed the basis for identifying the theoretical orientation and subsequent conclusions. Key words: storytelling, text design, chunking, fraud, conversation guide

Chez les humains et les animaux, l’exposition répétée à une séquence de stimulus conduit à la création de représentations mentales isomorphes aux régularités statistiques de cette séquence. Cette thèse étudie la dynamique avec laquelle les unités et sous-unités sont extraites, s’influencent et s’organisent lors de l’apprentissage séquentiel chez l’humain et le primate non-humain (babouin Papio papio). Nos résultats montrent que lors de l’apprentissage d’une séquence régulière ABC, la sous-unité finale BC est apprise plus rapidement que la sous-unité initiale AB chez les humains comme les primates non- humains. Avec une séquence plus longue ABCD, cet effet ne s’étend pas au-delà des deux termes précédents celui à prédire lors des 2000 essais d’apprentissage. Une seconde étude montre que les humains sont capables d’utiliser la prédictibilité des éléments à différents niveaux de complexité, alors que les singes sont limités aux dépendances locales. Enfin notre dernière étude montre que les humains comme les singes ne bénéficient pas d’un contexte d’homogénéité de longueurs des unités par rapport à un contexte d’hétérogénéité de longueurs des unités. Ensemble, ces études montrent des continuités et discontinuités entre les primates humains et non-humains dans l’extraction, l’influence et l’organisation des unités de différents niveaux. Elles donnent des informations d’une finesse nécessaires pour contraindre les différents modèles computationnels qui ont été proposés pour décrire l’apprentissage de régularités. / In humans and animals, the repeated exposure to a sequence of stimulus creates mental representations which have the same statistical regularities as that sequence. This thesis investigates the dynamics, influence and organization of units and sub-units during sequence learning, in humans and non-human primates (Guinea baboons, Papio papio).Our results show an advantage of the final sub- unit BC over the initial sub-unit AB during learning of sequences with the form ABC in both humans and baboons. We interpret this effect as resulting from the richer contextual information AB predicting C compared to the single term A predicting B. This effect is limited to the 2 previous terms before the one term to be predicted, across 2000 learning trials. A second finding shows that in learning sequences of 3 units (i.e. ABC, DEF, HGI), humans are able to use the predictability of elements at both local (within units) and global (within sequence) levels, whereas monkeys are limited to local dependencies. A third section investigates the extraction of regularities in homogeneous (i.e., units of the same length) and heterogeneous contexts (units of different lengths). Results in humans and monkeys showed no advantage for either of these contexts.Considered together, our studies show continuities and discontinuities between human and non-human primates in the extraction, influence and organization of units of different levels. This fine-grained level of information is necessary to constrain the computational models proposed to describe the mechanisms underlying regularity extraction.

The subject matter of this thesis is the problem of learning to discover grammatical structure from raw text alone, without access to explicit instruction or annotation -- in particular, by a computer or computational process -- in other words, unsupervised parser induction, or simply, unsupervised parsing. This work presents a method for raw text unsupervised parsing that is simple, but nevertheless achieves state-of-the-art results on treebank-based direct evaluation. The approach to unsupervised parsing presented in this dissertation adopts a different way to constrain learned models than has been deployed in previous work. Specifically, I focus on a sub-task of full unsupervised partial parsing called unsupervised partial parsing. In essence, the strategy is to learn to segment a string of tokens into a set of non-overlapping constituents or chunks which may be one or more tokens in length. This strategy has a number of advantages: it is fast and scalable, based on well-understood and extensible natural language processing techniques, and it produces predictions about human language structure which are useful for human language technologies. The models developed for unsupervised partial parsing recover base noun phrases and local constituent structure with high accuracy compared to strong baselines. Finally, these models may be applied in a cascaded fashion for the prediction of full constituent trees: first segmenting a string of tokens into local phrases, then re-segmenting to predict higher-level constituent structure. This simple strategy leads to an unsupervised parsing model which produces state-of-the-art results for constituent parsing of English, German and Chinese. This thesis presents, evaluates and explores these models and strategies. / text

It has been suggested that improvement in the performance of many motor sequence tasks such as playing musical instruments, operating complex machinery or tools, and/or performing a variety of athletic activities results from the learner’s ability to parse the movement into fundamental action primitives called motor chunks. Moreover, it has been suggested that the organization of motor chunks within a sequential behavior can be influenced by consolidation occurring outside the boundary of practice during which reorganization can occur leading to faster sequence production. The present study involved modest practice of a discrete sequence production task (DSPT) followed by subsequent assessment of performance of this task either immediately after the completion of practice or after a 24-hr delay. Of critical interest was the change in performance from the end of training to the test phase in three features of the sequence implementation namely sequence initiation, motor chunk transition, and element execution components. It was anticipated that motor chunk transition would be susceptible to significantly greater offline enhancement in the 24-hr delayed test case. Based on the extant literature it was also expected that sequence initiation and/or execution processes may also be sensitive to offline consolidation. No evidence emerged that supported the proposal that motor chunk transitions revealed additional gains following a longer interval between training and test. It is possible this effect was underestimated because of some imprecision in the manner in which motor chunk transitions were identified. There was clear evidence for offline gains for both sequence initiation and element execution processes. These data are difficult to interpret within the framework of a number of contemporary accounts of sequence production such as the dual-processor model in which sequence production is governed by a cognitive and motor processor.

Doctor of Philosophy / Department of Educational Leadership / Sarah Jane Fishback / Today, educators try to maximize eLearning effectiveness by using various methodologies to engage the learner and increase learning and recall. If educators want to be able to continue this process, new eLearning methodologies must be investigated. The aim of this study was to determine if the method in which lesson content is present can affect learning. To this end, the research question was as follows: What difference, if any, does the random placement of small paragraphs, chunks, of text make in recall and learning in eLearning lessons? The research question was answered through an experiment that entails assigning an eLearning lesson to participants. The participants were randomly divided into two groups (control and experimental). Based on their assignment, they were either presented information in static paragraphs of text centered on the eLearning screen (control), or presented with randomly placed chunks of text on each new eLearning lesson screen. Although the data analysis showed no significant difference in assessment scores for either group, there are suggestions for continued research on this topic. The importance and value of this educational medium requires the use of the best and most impactful methodologies to maximize attention, clarity, learning, and recall. More research needs to be conducted with varying forms of chunking with different populations using eye-tracking to ensure optimized educational endeavors.

The purpose of the study was to investigate the application of the chunking process to the design and delivery of workforce training. Students in a 1-hour course (N = 110) were measured on learner reaction, learning score achievement, and knowledge retention to see whether or not chunking training in a 1-hour session into three 20-minute sessions to match adult attention span resulted in a statistically significant difference from training for 1-hour without chunking. The study utilized a repeated measures design, in which the same individuals in both the control group and experimental group took a reaction survey instrument, a posttest after the training, and again 30 days later. Independent samples t tests were used to compare the mean performance scores of the treatment group versus the control group for both sessions. Cohen's d was also computed to determine effect size. All hypotheses found a statistically significant difference between the experimental and control group.

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