Three major principles of learning a chord keyboarding task were investigated. Five subjects were taught 18 characters on a chord keyboard, then practiced improving their keying speed for about 60 hours. The first objective of the study was to observe long-term learning on a keyboarding task. The performance, in characters typed per minute, was recorded over the entire range of the experiment. Typing skill improved quickly in the beginning and then slowed, but performance had not reached a stable peak by the end of the experiment. The second objective of this study was to determine a function that describes performance progress from initial training to a high keying speed. Five functions were evaluated; a function which predicts the logarithm of the dependent variable (characters per minute) from the logarithm of the regressor variable provided a good fit to the actual data. The final form of the equation was CPM; = e^B₀T_i^B₁ where CPM_i; = performance in characters per minute on the i-th interval, T_i = the i-th interval of practice, and B₀ and B₁ are fitted coefficients. The second objective also considered the form that T_i (from the above equation) should take. Performance can be predicted from number of repetitions such as trials, or from amount of practice such as hours. Both trials and time were used as predictor variables and both provided equally accurate predictions of typing speed. Both also provided excellent fits in conjunction with the Log-Log equation. Thus, it appears the Log-Log function is fairly robust in predicting performance from different variables. The third objective was to investigate how many trials of performance are needed before the entire learning function can be reasonably determined. In this experiment, subjects practiced for an extended period of time (about 60 hours) so a fairly complete progression of performance could be gathered. Yet, it would be more convenient to collect data for only a few hours and deduce the ensuing performance of the subject. The coefficients of the Log-Log function were determined using only the first 25, 50, 100, 150, and 200 of the initial performance points (out of about 550 total actual data points). The mean squared error (MSE) was calculated for each of these fits and compared to the MSE of the fit using all points. It appears that at least 50 performance data points are required to reduce the error to a reasonably acceptable level. / Master of Science

No description available.

Целью данного исследования является оценка использования замещающего онтогенеза А.В. Семенович (2007) в нейропсихологической реабилитации обучающихся детей. Четверо детей амбулаторно (мужчины 6-10 лет), получающие нейропсихологическое лечение в отделении психологии реабилитационной клиники доктора Волковой, Екатеринбург, Россия изучались в течение 12 недель. Дети были целенаправленно отобраны для участия в исследовании на основе их наличия. Перед началом исследования была проведена первичная диагностика детей, чтобы установить базовые характеристики. Диагноз, поставленный в конце исследования, будет использоваться для сравнение. / This study seeks to evaluate the use of substituting (or replacement) ontogenesis by A.V. Semenovich (2007) in the neuropsychological rehabilitation of children with learning disabilities. Four children outpatients (males, age 6-10) receiving neuropsychological treatment in the Psychology Unit of Rehabilitation Clinic of Dr. Volkova, Yekaterinburg, Russia are being studied for 12 weeks. The children were purposefully sampled to participate in the study based on their availability. Before the start of study, an initial diagnosis of the children was carried out to establish baseline features. Diagnosis carried out at the end of the study would be used for comparison.

Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: In South Africa, selection from a diverse population poses a formidable challenge. The challenge lies in subgroup difference in the performance criterion. Protected group members perform systematically lower on the criterion due to systematic, group-related differences in learning and job competency potential latent variables required to succeed in learning and on the job. These subgroup differences are attributable to the unequal development and distribution of intellectual capital across racial-ethnic subgroups due to systemic historical disadvantagement. This scenario has made it difficult for organisations in South Africa to meet equity targets when selecting applicants from a diverse group representative of the South African population, while at the same time maintaining production and efficiency targets. Therefore there is an urgent need for affirmative development. Ensuring that those admitted to affirmative development interventions successfully develop the job competency potential and job competencies required to succeed on the job requires that the appropriate people are selected into these interventions. Selection into affirmative development opportunities represents an attempt to improve the level of Learning performance during evaluation of learners admitted to affirmative development opportunities. A valid understanding of the identity of the determinants of learning performance in conjunction with a valid understanding of how they combine to determine the level of learning performance achieved should allow the valid prediction of Learning performance during evaluation. The primary objective of the present study was to integrate and elaborate the De Goede (2007) and the Burger (2012) learning potential models in a manner that circumvents the problems and shortcomings of these models by developing an extended explanatory learning performance structural model that explicates additional cognitive and non-cognitive learning competency potential latent variables that affect learning performance and that describes the manner in which these latent variables combine to affect learning performance. A total of 213 participants took part in the study. The sample was predominantly made up of students from previously disadvantaged groups on the extended degree programme of a university in the Western Cape Province of South Africa. The proposed De Goede – Burger – Mahembe Learning Potential Structural Model was tested via structural equation modeling after performing item and dimensional analyses. Item and dimensional analyses were performed to identify poor items and ensure uni-dimensionality. Uni-dimensionality is a requirement for item parcel creation. Item parcels were used due to sample size restrictions. The fit of the measurement and structural models can generally be regarded as reasonable and both models showed close fit. Significant relationships were found between: Information processing capacity and Learning Performance during evaluation; Self-leadership and Motivation to learn; Motivation to learn and Time-engaged-on-task; Self efficacy and Self-leadership; Knowledge about cognition and Regulation of cognition; Regulation of cognition and Time-cognitively-engaged; Learning goal orientation and Motivation to learn; Openness to experience and Learning goal orientation. Support was not found for the relationships between Conscientiousness and Time-cognitively-engaged, as well as between Time-cognitively-engaged and Learning performance. The hypothesised moderating effect of Prior learning on the relationship between Abstract reasoning capacity and Learning performance during evaluation was not supported. The statistical power of the test of close fit for the comprehensive LISREL model was examined. The discriminant validity of the item parcels were ascertained. The limitations of the research and suggestions for future studies have been highlighted. The results of the present study provide some important insights for educators and training and development specialists on how to identify potential students and talent for affirmative development in organisations in South Africa.

Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2010. / Bibliography / ENGLISH ABSTRACT: This study stems from the concern about the over-reliance on and limitations of using isolated psychometric measures in psycho-educational assessments. Despite claims in literature that dynamic assessment is a valuable tool in linking assessment and intervention, many proponents of dynamic assessment (for instance Bosma & Resing, 2008; Woods & Farrell, 2006; Elliot, 2003; Tzuriel, 2001; Lidz & Elliot, 2000) have found that it has not been fully incorporated into educational psychologists‘ assessment practices. The present study aimed to explore educational psychologists‘ views on the relevance and challenges of practising dynamic assessment in the changing context of educational psychology practices in South Africa, particularly assessment practices. It reports on the value, relevance and potential of dynamic assessment for educational psychologists, but also sheds light on the factors and challenges that hamper its implementation in practice. The researcher utilised a basic qualitative, interpretive research design. Twelve educational psychologists either in private practice or in state education services who had knowledge of dynamic assessment were selected by means of criterion-purposive sampling to participate in the study. Data were collected by means of an extensive literature review and semi-structured interviews, and analyzed using a synthesis of content and interpretive analysis. The findings suggest that educational psychologists in South Africa found dynamic assessment to be relevant to their practices. Participants report that it yields valuable information about learning (on cognitive, affective and behavioural levels) and that it is especially useful for assessing learners from diverse backgrounds for whom no standardized tests exist. However, they experienced some obstacles in implementing dynamic assessment. These were related to insufficient training, too few experts to assist with supervision, expertise residing in too few retired or nearly retired persons, as well as the perceived labour-intensive and time-consuming nature of dynamic assessment. Therefore, recommendations for theory and further research indicate that more research (especially with regard to training presented at tertiary institutions) is needed to boost its momentum and ensure its further development. Recommendations for practice focus on raising educational psychologists‘ awareness of dynamic assessment, increasing the availability of courses, as well as interested professionals‘ access to training. Keywords: Dynamic assessment; educational psychology; assessment in South Africa / AFRIKAANSE OPSOMMING: Hierdie studie spruit voort uit kommer oor die oormatige vertroue op en beperkings van die gebruik van geïsoleerde psigometriese maatreëls in psigo-opvoedkundige assesserings. Ongeag aansprake in die literatuur dat dinamiese assessering 'n waardevolle instrument is om assessering en intervensie te verbind, het baie voorstanders van dinamiese assessering (byvoorbeeld Bosma & Resing, 2008; Woods & Farrell, 2006; Elliot, 2003; Tzuriel, 2001; Lidz & Elliot, 2000) bevind dat dit nog nie volledig in die assesseringspraktyke van opvoedkundige sielkundiges geïnkorporeer is nie. Die doel van die onderhawige studie was om opvoedkundige sielkundiges se sieninge oor die relevansie en uitdagings van die praktisering van dinamiese assessering in die veranderende konteks van opvoedkundige sielkundige praktyke in Suid-Afrika, in besonder assesseringspraktyke, te verken. Dit doen verslag oor die waarde, relevansie en potensiaal van dinamiese assessering vir opvoedkundige sielkundiges, maar werp ook lig op die faktore en uitdagings wat die implementering daarvan in die praktyk bemoeilik. Die navorser het 'n basiese kwalitatiewe, interpretatiewe navorsingsontwerp gebruik. Twaalf opvoedkundige sielkundiges in privaatpraktyk of in staatsopvoedkundige dienste wat kennis van dinamiese assessering gehad het, is deur middel van kriteriagerigte steekproefneming geselekteer om aan die studie deel te neem. Data is deur middel van 'n uitgebreide literêre oorsig en semi-gestruktureerde onderhoude versamel en geanaliseer deur 'n sintese van inhoud- en interpretatiewe analise te gebruik. Die bevindings dui daarop dat opvoedkundige sielkundiges in Suid-Afrika dinamiese assessering relevant vir hulle praktyke vind. Deelnemers rapporteer dat dit waardevolle inligting oor leer (op kognitiewe, affektiewe en gedragsvlakke) daarstel en dat dit veral nuttig is vir die assessering van leerders uit uiteenlopende agtergronde vir wie geen gestandaardiseerde toetse bestaan nie. Hulle het egter 'n paar hindernisse ervaar in die implementering van dinamiese assessering. Dit was verwant aan onvoldoende opleiding, te min kundiges om met toesig behulpsaam te wees, kundigheid wat in te min afgetrede en byna afgetrede persone setel, asook die waargenome arbeidsintensiewe en tydrowende aard van dinamiese assessering. Aanbevelings vir teorie en verdere navorsing dui daarop dat meer navorsing (veral ten opsigte van opleiding wat by tersiêre inrigtings aangebied word) benodig word om die momentum daarvan 'n hupstoot te gee en die verdere ontwikkeling daarvan te verseker. Aanbevelings vir die praktyk fokus op die bevordering van opvoedkundige sielkundiges se bewustheid van dinamiese assessering, die verhoging van die beskikbaarheid van kursusse asook toegang van geïnteresseerde professionele lui tot opleiding.

In the organizational domain, it is well established that a significant relationship exists between cognitive ability and job performance (e.g., Hunter, 1986); however, there is less research surrounding the relationship between how intelligent people think they are and expectations of job performance. Although self-estimates have been used in the educational domain since the early 1900s (e.g., self-estimates of ability; Koerth & Rush, 1923; Schutte, 1929; personality traits; Cogan, Conklin, & Hollingworth, 1915; Shen, 1925) they have only recently been applied to the workplace as predictors of job search behavior and occupational choice (e.g., Prediger, 1994; Tracey & Hopkins, 2001). As a result of changing technologies and organizational structures, an employee's ability to learn new job skills is critical to his/ her continued success in the workplace. However, an employee's perception of his/ her learning potential may be as informative as or more informative than objectively measured ability for subsequent decision making (e.g., job choice). The purpose of this study was to investigate prospective estimates of job performance and learning potential, including gender differences in self-estimates, the determinants of self-estimates, and the predictive validity of self-estimates for decisions about engaging in career-related tasks. The goal of the current study was to evaluate self-estimates of job performance and learning potential for 20 jobs. A total of 153 participants watched short video clips depicting each of the 20 jobs and answered a series of questionnaires, assessing future-oriented estimates of job performance, estimates of learning potential, task interest, task value, task experience, and task engagement. Significant gender differences were found in estimates of job performance across job domains, as well as interactions of gender and self-estimates of job performance over anticipated time-on-task. Some significant relations were found between non-ability traits and self-estimates of job performance and learning potential, while significant relations were found between prior job experience and decisions about task engagement. The practical utility of this research is an understanding of how individual differences in non-ability traits such as personality, interest, and motivation may impact an individual's expectations of future job performance, and consequently, an individual's career choice decisions and job pursuits.

Thesis (M.Ed.)--University of Waikato, 2009. / Title from PDF cover (viewed October 2, 2009) Includes bibliographical references (p. 102-119)

M.Ed. / South Africa has already moved into a post-apartheid society, but its education system is till to date not yet fully transformed. Though the names of the various former education departments in the existing provinces have changed, because of the change in government, the integration is not completed yet. As a result, former "white" education departments and the former Department of Education and Training (DET) have been formally integrated, but in reality they are still separate. There are a number of differences among the schools of the different departments. For example, the schools which were previously controlled by the Transvaal Education Department (TED) are still maintaining the status quo in terms of curricula, syllabi, governance, appraisal and many other issues. Similarly all the schools which were previously controlled by the DET, also maintain their status quo regarding curricula, syllabi and governance. To just prove a point: in the black schools, governing bodies are presently transformed where all stakeholders are involved, whereas in the white schools, learners are excluded from governance; the names also differ: some are known as PTSA's (Parents, Teachers, and Students Associations) and others just management councils. The question is whether a new education dispensation can respond to broad social, economical and political goals, without continuing to be just political - that is, controlled by a particular ideology, not necessarily supported by all members of the society the education system serves. This is our past and present experience. This study hopes to contribute to the search for that common purpose, by considering the process by which we in South Africa Might prepare ourselves for that future education, and contribute to it in a way that is consistent with its long-term goals. There are several crises in education that are affecting the teaching and learning process directly or indirectly countrywide, but particularly in the schools previously controlled by the DET as well as former TBVC (Transkei/Bophuthatswana/Venda/Ciskei) states' schools. There have been genuine attempts on the part of government to resolve the education crises through negotiations with communities, political structures, religious structures, non-government organisations, teacher unions and student organisations. In spite of all these efforts, very little progress has been made so far. Tensions are still rife between the education authorities and the different stakeholders or structures. In the various schools now under the jurisdiction of provincial education departments, the picture is one of continuing deterioration in the relationships between the department and its teachers and pupils. The serious disruptions and ups and downs in attendance, especially in the rural schools, resulted in the total breakdown of the teaching-learning environment in most schools. Teachers are dispirited, pupils are restless, demotivated and disturbed by what is going on around them. The general environment is not conducive to learning at all. Regular learning habits have broken down, and discipline is loose or non-existent. Discipline has collapsed as a result of the abolition of corporal punishment in the schools by the government. The problem is that no alternative forms of punishment have been put into place to maintain discipline in the schools. These measures taken by the government have negative implications. There is now little respect for teachers as well as education authorities. Even where it is warranted - and sometimes it is not warranted - many teachers have given up trying to survive in the classroom. Those who try to impose punishment, are threatened or assaulted by students. Teachers, on the other hand, are also insubordinate to their immediate superiors or authorities. Lawlessness is the order of the day in the schools. Departmental professional supervision is meagre and some schools are "no-go areas" for departmental officials and inspectors of education. A further disturbing factor is the influence in education of the young people not in school. The drop-outs become street children who engage themselves in criminal activities such as burglary, car hijackings, alcohol and drug abuse. The generally negative image of the teacher, held even among teachers themselves, contributes to the breakdown of the positive learning environment. They are under pressure, criticised from all sides for inadequacies or inefficiency - for which they are often not to blame - and treated by the government not as professionals, but instruments of policy. It is not surprising, therefore, that the morale, confidence and self-image of many are at low ebb. Both public and civil servants, including teachers, are from time to time engaged in strikes or meetings during school hours, hence the pupils' interest in school attendance and learning has lessened. The impact of the transformation process is confusing the minds of educators, pupils, the general public and the authorities. Pupils do not regard their teachers as their leaders and educators anymore, but as government stooges. Teachers, on the other hand, are also negative towards the authorities, because their plight for recognition as professionals is not addressed or receiving immediate attention. They are continuously demanding, amongst other things, autonomy in. their teaching profession, like all other professions. Furthermore, the conditions of service do not motivate teachers to dedicate themselves to their work. The enrolment in the schools had risen tremendously after the general elections of 1994, due to the free education call campaign made by the new government (see Table 5). The facilities available can therefore not cope with the demands of the resultant overcrowding. The schools are now understaffed, overcrowded, there are shortages of learning materials, furniture, classrooms and teaching aids (see Table 4). The culture of teaching and learning is far from being restored, if till to date some pupils are taught in the open air or in shacks. The teacher-pupil ratio is abnormally high, it ranges from 1:50 to 100 in most of the rural schools. As a result, teachers resort to teaching without evaluating pupils regularly. Both the national and provincial education departments' authority and influence are from time to time challenged by community groupings, teachers' associations, students' organisations, young people outside the schools, parents, churches, trade unions, the business community, political parties and economic forces. There is a growing realisation that there is no certainty that the democratic changes in government and political structures would necessarily lead to democracy in education. Broad agreement has to be sought and negotiated in South Africa and a commitment found to a common purpose in education and society. Without this, questions of control, power and excess ideological baggage, will continue to dominate education to its detriment and that of its users. In spite of all the circumstances and difficulties described above, the education authorities, parents, political parties and the general public expect good results at the end of every academic year. The people who are to produce good examination results are the educators and teachers whose status and professionalism have collapsed completely.

The purpose of this project is to bring the subject of life sciences to second grade students through a diverse curriculum design. The theory of multiple intelligence and the principles of brain-based learning areused to incorporate elements that will reach each student on an individual basis.

The main assertion in this dissertation is that there is a lack of adequate and appropriate parent involvement in Hlanganani South Schools to make them centres of teaching and learning excellence. The empirical research was conducted in one of the most under-researched and often misunderstood areas of education in South Africa. The purpose was to investigate how effective parent involvement in the schools could improve the learning culture in the Hlanganani schools and their communities. A qualitative investigation of parent involvement in four secondary schools of Hlanganani South was conducted by collecting data through interviews with four school managers (principals), twenty-eight parents and six educators (teachers). The literature that was reviewed focused on the history of parent involvement in the world and South Africa, factors that increase and hinder parent involvement, legislation concerning parent involvement in education and issues involved in education provision to South African rural areas such as Hlanganani South. The research has revealed that the lack of a culture of learning in Hlanganani is influenced by factors such as high unemployment rate, poor socio-economic background, high illiteracy rate, high failure rate of learners, and urbanisation of the area. The investigation further found that there is an urgent need for school managers to acquire knowledge, skills, and strategies for active involvement of parents in schools. The participation of parents in schools needs effective school management strategies, regular communication between parents and schools, and clearly communicated community expectations for the schools. There must be training of School Governing Bodies, educators, and school managers for parent involvement to be effective in the improvement of a learning culture. / Educational Studies / M.Ed. (Comparative Education)