Magister Artium (Social Work) - MA(SW) / It is a common fact that drug and alcohol abuse has become a complex problem with children in South Africa. There is also a risk that children of substance abusers will become substance abusers themselves. The aim of this study was to determine if there is a relationship between childhood exposure to substance use and substance use as an adult. The theory that was implemented in the study was the Social Learning Theory. The participants were obtained from an outpatient substance abuse treatment centre. A cross sectional study design was used whereby 192 participants were requested to complete an adapted version of the Child Exposure to Domestic Violence scale. The results of the study show that 48% of the respondents experienced exposure to substance abuse which they witnessed as a child. The results of the study indicated that past exposure to substance abuse accounted for a mean of 2.47. Respondents also responded in terms of exposure to parent/s that abused substances, which had a mean of 2.12. The results illustrated that there is a significant positive relationship between past experiences of substance abuse and current experiences of substance abuse within the total sample (r=.39, p:0.01). The study showed that for gender a positive relationship was found for males (r = .23, p:0.01) and for females (r = .34, p:0.01). In terms of family structure there was a significantly positive relationship, which for one parent was (r = .23, p: 0.05) and for two-parent families was(r = .38, p: 0.01). In conclusion early intervention strategies for children who are at risk and who are exposed to substance abuse, should be implemented.

Multimedia learning tools have the potential to benefit instructors and learners as supplemental learning materials. However, when such tools are designed inappropriately, this can increase cognitive taxation and impede learning, rendering the tools ineffective. Guided by the theoretical underpinnings provided by cognitive load theory and the cognitive theory of multimedia learning, this study sought to empirically evaluate the effectiveness of a multimedia simulation tool aimed at teaching immunology to novices in an instructional setting. The instructional mode and pace of the tool were manipulated, the three levels of each variable yielding nine experimental groups. The effects of mode and pace on workload and learning scores were observed. The results of this study did not support the theory-driven hypotheses. No significant learning gains were found between the configuration groups, however overall significant learning gains were subsequently found when disregarding mode and pace configuration. Pace was found to influence workload such that fast pace presentations significantly increased workload ratings and a significant interaction of mode and pace was found for workload ratings. The findings suggest that the learning material was too high in intrinsic load and the working memory of the learners too highly taxed for the benefits of applying the design principles to be observed. Results also illustrate a potential exception to the conditions of the design principles when complex terminology is to be presented. Workload findings interpreted in the context of stress adaptation potentially indicate points at which learners at maximum capacity begin to exhibit performance decrements.

There are many different training interventions that can be used in simulation based training systems (e.g., cueing, hinting, highlighting, deliberate practice, etc.). However, the most widely used training intervention in the military is feedback, most often presented in the form of a debrief. With advances in technology, it is possible to measure and diagnose performance in real-time. Thus it is possible to provide immediate feedback during scenarios. However, training systems designers should not consider the timing of feedback in isolation. There are other parameters of feedback that must also be considered which may have an impact on performance. Specifically, feedback content and modality may also have an impact on the appropriate timing of feedback and its’ effectiveness in simulation training environments. Moreno and Mayer (2000) propose a cognitive theory of multimedia learning which describes how instruction is perceived and processed by a trainee. Using this theoretical framework, I investigate the optimal use of feedback while considering the interaction of feedback timing, content, and modality in scenario-based training environments. In order to investigate the relationship between the timing, modality, and content of feedback, a 2 (immediate, delayed) X 2 (visual, auditory) X 2 (process, outcome) betweensubjects design was used (a no feedback control condition was also included). Ninety participants were randomly assigned to the nine experimental groups. These participants performed a visual-spatial military task called the Forward Observer PC-based Simulation. Results indicated that receiving feedback was beneficial to improve performance as compared to receiving no feedback. As hypothesized, during a visual-spatial task, auditory feedback presented during a scenario led to higher performance than visual feedback. Finally, iv while I did not support my hypothesis that an interaction between all three components of feedback would affect performance, it is promising that the pattern of results mirrored the hypothesized pattern. Theoretical and practical implications, as well as limitations of the current study and directions for future research are discussed.

Thesis (MA)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: The construction of macro-structures. Four reading-improvement courses were offered to grade ten pupils in an attempt to improve their general reading skills and more specifically their ability to abstract the gist (macrostructure - Van Dijk and Kintsch, 1983) of texts as well as their ability to recall detail about texts. The macro-structures that learners constructed and the number of propositions recalled from a specific section of the text during a pre-test were compared to the macrostructures they formulated and the number of propositions that they recalled during a post-test. The courses were presented in Afrikaans to four of the five grade 10 classes in a Western Cape school. (The course was also presented in English to the fifth class but that course was not taken into consideration.) The courses were conducted over eight periods of approximately 40 minutes. The content of the first three periods were the same for all four courses. During the first period the learners did a reading exercise in order to determine their reading speed and reading index. During the second and third periods they were taught skimming and study skills respectively. The first course focused on questioning skills in the last five sessions. The second course was presented in order to improve learners' structuring skills. The third course was a combination of the first two courses. A conventional speed reading course was presented to learners who did the fourth course. Multiple regression analyses were conducted to determine whether (1) the construction of macro-structures and (2) the recall of propositions from the texts could be ascribed to questioning skills, structuring skills or the combination of those skills. This was done after variance in the dependant variables brought about by differences in intelligence was controlled statistically. The results of this study indicate a statistically significant improvement to construct macro-structures for the learners who completed the courses aimed at improving structuring and questioning/structuring abilities. This improvement can be ascribed to the skills that they acquired during the courses. Traditional schema theories regard schemas or schemata as pre-fabricated structures that need only to be activated by readers. In these courses, however the emphasis was placed on the formation of a structure by the reader; on the activity performed by the reader. Hence it was referred to as a structuring course. During the courses the learners were encouraged not only to "chunk" the content of the texts, but to generalize and to construct the structure of the texts. They were encouraged to use their own words or categories. Several studies indicated that an improvement in the ability to structure texts lead to an improvement in text comprehension. There are five other reasons why structuring the content of texts will facilitate the construction of macro-structures. The first is that when subjects are given the task to remember unorganized material they structure the material to be remembered spontaneously. The second is that the semantic organization of material facilitate recall and the third that normal perception is highly structured. The fourth argument is that experts make effective use of schemes. The fifth argument is that the activity of structuring forces the reader to process the text at a deeper level of processmg. Since it was assumed that top achievers are good readers who have mastered the ability to construct macro-structures efficiently, it was argued that they would benefit more from a course that aimed at improving their question-generating skills. Thus, the fact that there was not a statistically significant improvement in their ability to construct macrostructures can be attributed to the fact that they have already mastered that ability sufficiently. It is also possible to attribute the fact that there was not a statistically significant improvement to the fact that they did not master the question-generating activities. The results of this study also indicated that learners who did the structuring, questioning and questioning/structuring courses improved their ability to recall propositions from the texts in a pre-test to a post-test. Their improved ability to recall propositions, can be ascribed to the fact that detail can be inferred from a hierarchical structure since detail facts are subsumed under thematic propositions. Put differently, micro-propositions can be inferred from macro-propositions. The improvement in the ability of subjects who did the questioning course can be ascribed to the fact that questioning helps to focus attention and that the activity of questioning leads to deeper levels of processing. Three assumptions concerning macro-structures were made in this study. It was assumed that the construction of macro-structures is an automatic and integral part of the (normal) reading process. Readers do not construct macro-structures only when they are required to do so. Good readers construct better macro-structures than poor readers. / AFRIKAANSE OPSOMMING: Die konstruksie van makrostrukture. Vier leesverbeteringskursusse is vir graad 10-leerders aangebied ten einde hul leesvaardighede te probeer verbeter; meer spesifiek, hul vermoe om die kern (die makrostrukture - Van Dijk en Kintsch, 1983) van tekste te kan konstrueer en ook om proposisies van die tekste te kan herroep. Die makrostrukture wat leerders gevorrn het en die getal proposisies wat hulle kon herroep oor 'n spesifieke teksgedeelte nadat 'n leeskursus vir hulle aangebied is, is vergelyk met die makrostrukture wat hulle gevorrn het en getal proposisies wat hulle kon herroep, voordat die kursus vir hulle aangebied is. Die kursusse is in Afrikaans aangebied vir vier van die vyf graad 10-klasse van 'n skiereilandse skool. (Die kursus is ook in Engels aangebied vir die vyfde klas, maar hul resultate is nie in berekening gebring nie, aangesien die inhoud van die tekste verskil het.) Die kursusse het bestaan uit agt lesure van 40 minute. Die inhoud van die eerste drie ·lesure was dieselfde vir al vier kursusse. Tydens die eerste lesuur het die leerders 'n leesoefening gedoen en daarna het hulle hul leesspoed en leesindeks uitgewerk. Tydens die tweede en derde lesuur is vlugleesvaardighede vir die leerders aangeleer. In die eerste kursus IS die klem tydens die laaste vyf lesure geplaas op vraagstellingsvaardighede bene wens vlugleesvaardighede en studievaardighede. Leerders is geleer om kemvrae en detailvrae te forrnuleer. Tydens die tweede kursus is struktureringsvaardighede vir leerders aangeleer in die laaste vyf lesure. Die derde kursus was 'n kombinasie van die eerste twee kursusse. Tydens die vierde kursus is 'n konvensionele spoedleeskursus vir die leerders aangebied. Deur middel van meervoudige regressie-ontledings is vasgestel of vraagstelling, strukturering of die interaksie tussen vraagstelling en strukturering variansie in (1) die konstruksie van rnakrostrukture en (2) die herroep van proposisies of feite verklaar. Dit is gedoen nadat daar statisties gekontroleer is vir die variansie in die afhanklike veranderlikes wat opgewek is deur verskille in intelligensie. Uit die resultate het dit geblyk dat daar 'n statisties beduidende verbetering was by die leerders wat die strukturering-kursus gevolg het en ook by die leerders wat die vraagstelling/strukturering-kursus gevolg het om makrostrukture te konstrueer. Hierdie verbetering sou toegeskryf kon word aan die vaardighede wat hulle tydens die kursus aangeleer het. In teenstelling met skema-teoriee wat van die veronderstelling uitgaan dat skemas vaste strukture is wat slegs deur lesers geaktiveer word, is die klem in hierdie ondersoek geplaas op die aktiewe strukturering van teksinhoude. Dit is die rede waarom na die kursus verwys word as die "strukturering' -kursus. Tydens die kursus is die leerders aangemoedig om nie net die afdelings van die tekste te groepeer nie, maar om te veralgemeen; om die teksinhoude self te struktureer deur hul eie woorde te gebruik. Benewens die feit dat dit uit verskeie ander ondersoeke geblyk het dat die strukturering van tekste deur lesers hulle leesbegrip verbeter het en hulle gehelp het om meer proposisies van 'n teks te kon herroep, sou nog vyf ander argumente ook aangevoer word waarom strukturering die vorming van makrostrukture vergemaklik. Die eerste is dat toetslinge ongestruktureerde geheuemateriaal spontaan struktureer; die tweede dat semantiese organisasie die herroep daarvan vergemaklik; die derde dat ("alledaagse") persepsie hoogs gestruktureerd is en die vierde dat deskundiges skemas effektiewer benut as beginners. Die vyfde argument is dat die aktiwiteit van strukturering dieper prosessering van leesinhoude sal meebring as gewoonlees; wanneer lesers tekste struktureer, word hulle verplig om dit uitvoerig te prosesseer. Die vraagstelling-kursus is aangebied vir die leerders in die klas wat die beste presteer het, aangesien daar van die veronderstelling uitgegaan is dat hulle goeie lesers is en dat goeie lesers alreeds daartoe in staat is om goeie makrostrukture te kan konstrueer. Die feit dat diegene wat die vraagstelling-kursus gevolg het, se vermoe om rnakrostrukture te vorm, nie 'n statisties beduidende verbetering getoon het nie, sou dus moontlik daaraan toegeskryf kon word dat hulle die vaardigheid om goeie makrostrukture te vorm, alreeds in 'n groot mate bemeester het. 'n Ander moontlikheid waarom hul vermoe om makrostrukture te konstrueer, nie 'n statisties beduidende verbetering getoon het nie, is dat hulle nie die vraagstelling-aktiwiteite deeglik bemeester het rue. Uit die resultate van hierdie ondersoek het dit ook geblyk -dat daar 'n statisties beduidende verbetering was in die vermoe van leerders wat die vraagstelling-, strukturering-, asook die vraagstellinglstruktureringkursus gevolg het om na afloop van die leeskursusse meer proposisies oor die betrokke tekste te kon herroep. Die rede waarom die strukturering-kursus effektiewer herroepprestasie in die hand gewerk het, sou toegeskryf kon word aan die feit dat iemand wat 'n struktuur gekonstrueer het, detail kan herroep na aanleiding van die gekonstrueerde raarnwerk. Anders gestel, mikroproposisies sou afgelei kon word van makroproposisies. Die rede waarom die vraagstelling-kursus 'n verbetering van leerders se herroepvermoens meegebring het, sou waarskynlik daaraan toegeskryf kon word dat vraagstelling 'n leser se aandag fokus of rig. Daarby verplig die vraagstelling-aktiwiteit lesers om tekste uitvoerig te prosesseer. Hierdie vraagstelling-aktiwiteit verplig dieper prosessering van leesinhoude as die meer oppervlakkige prosessering wat tydens gewoonlees plaasvind. In hierdie ondersoek is van die verondersteIling uitgegaan dat die vorrmng van makrostrukture 'n outomatiese en integrale deel van die leesproses is. Lesers konstrueer nie net makrostrukture wanneer die leestaak dit vereis nie. Hoewel aIle lesers makrostrukture konstrueer, vorrn goeie lesers beter rnakrostrukture as swak lesers.

The purpose of the study was to investigate the application of cognitive load theory to the design of online instruction. Students in three different courses (N = 146) were measured on both learning performance and perceptions of mental effort to see if there were any statistically significant differences. The study utilized a quasi-experimental posttest-only control group design contrasting modified and unmodified instructional lessons. Both groups were given a posttest to measure knowledge gained from the lesson (cognitive domain of learning) and perceptions of mental effort involved. Independent samples t-tests were used to compare the mean performance scores of the treatment groups (i.e. the sections using redesigned materials) versus the control groups for all three courses. Cohen's d was also computed to determine effect size. Mental effort scores were similarly compared for each group on the overall cognitive load score, for a total of six data points in the study. Of the four hypotheses examined, three (H1, H2, H4) found no statistically significant difference between the experimental and control groups. Negative significance was found between the experimental and control group on the effect of modality (H3). On measures of cognitive load, no statistically significant differences were found.

The research was conducted in Sydney and Hong Kong using students, from grades 5 to 9, whose first language or teaching medium was English, learning to read Chinese as second language. According to cognitive load theory, the processing of single Chinese characters accompanied by pictures should impose extraneous cognitive load and thus hinders learning. In Experiments 1a and 1b, simple Chinese characters appeared to be processed likes pictures. Reading Chinese characters without pictures produced significantly better learning outcomes than reading them with pictures, suggesting that subjects processed Chinese characters and their English translations according to the Dual Coding model. In Experiment 2, grade 6 students learned to read two-character compound words in word-and-word and picture-and-word conditions. As expected, phonetic compounds were learned more effectively when presented along with the same word written in English than when accompanied by a picture of the object represented. In Experiment 3, grade 6 students were used in an investigation of the differential learning effects of two-character-compound and two-single-characters formats. The two-single-characters format, being of low element interactivity, resulted in better learning outcomes than the compound format, in which the two components were necessarily of higher element interactivity. In Experiment 4, six concrete sentences and six abstract sentences were used to investigate the learning strategies used by grade 9 students in processing second-language Chinese sentences. In a &quotno-picture &quot condition, a Chinese sentence was printed on each learning card underneath the English translation; and in a &quotwith-picture &quot condition, a picture was positioned above the condition pair of sentences. As expected, the mean learning outcomes were greater for the no-picture s than for the with-picture conditions, and the difference between the no-picture and with-picture means was greater for concrete sentences than for abstract sentences. A logographic visual processing strategy was probably employed in reading concrete sentences but an analytic strategy used in reading abstract sentences. A new dual-coding model, based on the bilingual dual coding theory for different patterns in reading Chinese as a second language at various structural levels of processing was proposed.

Title from title page of PDF (University of Missouri--St. Louis, viewed February 24, 2010). Includes bibliographical references (p. 29-30).

The primarily goal of this study was to examine the patterns of cognitive and language processing of children with Specific Language Impairment (SLI) and how they related to their text comprehension, interpreted within constructivism. The study aimed to characterize the difference in language, character decoding, metacognitive processing and text comprehension between children with SLI and those under typical development; to identify the inter-relationships among their language processing, character decoding, metacognitive processing and text comprehension; and to investigate how the implementation of cognitive reading strategies instruction change their language processing, character decoding, metacognitive processing, belief towards reading and text comprehension. Two studies were carried out. In Study One, 73 participants were recruited from two Hong Kong primary schools; they were at second and third grade, 42 were diagnosed of SLI and the other were under typical development. Standardized instruments were used to tap children’s language processing and character decoding respectively. Researcher developed Metacognitive Processing Scale were adopted to rate their metacognitive and deep processing of text. A set of comprehension test, comprised of forced-choice inferential questions and two recall tasks, were used to assess their depth in understanding different types of text. Analyses indicated that SLI students did not only score poorer in language processing, but also in character decoding, metacognitive processing and text comprehension. Further analyses of both the entire sample and the SLI sample, indicated that there were significant correlations between character decoding, language processing, metacognitive processing with children’s text comprehension scores. In Study Two, there were 40 participants recruited from the SLI sample of the Study One. Cognitive reading strategy instruction program were developed. 21 participants was randomly selected to receive the experimental instruction and the another 19 were under conventional instruction as control. Besides the measures used in the Study One, interviews and teacher-reporting questionnaires were used to tap children’s belief towards reading and their classroom engagement. Analysis of pre-instruction and post-instruction tests indicated the experimental children showed significantly better progress on their oral language, text comprehension and belief about reading. Both the experimental and the control group showed similar progress on character decoding. The study offers both theoretical and educational contribution on the literacy development among the population of SLI. It identifies the role of metacognitive processing on literacy achievement. It provides the evidence of implementing cognitively-based reading strategies for literacy instruction for children with SLI within Chinese context. Upon the introduction of inclusive education, teachers now face students with much wider diversity, including a significant number of children with SLI. Possible collaboration between frontline teachers and speech therapists in designing potential classroom activities is discussed. / published_or_final_version / Education / Doctoral / Doctor of Education

Thesis (Ph. D.)--University of California, San Diego, 2009. / Title from first page of PDF file (viewed September 15, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.

Thesis (Ph.D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 269-289). Also available on the Internet.