<p>This study aims to examine memory performance in monolingual and bilingual children, and whether novel information (compared to familiar information) is differently recognized by bilingual children compared to monolingual children, and for boys compared to girls. A sample of 49 pupils from Swedish schools (28 bilingual children and 21 monolingual children; and 24 girls and 25 boys) was used in this study. Both bilinguals and monolingual had to remember or make decisions about different lists of words. They also performed two tasks of semantic memory. After that, they had to rate themselves in their proficiency of Swedish knowledge (writing, reading, speaking and understanding) and knowledge in mother tongue (only for bilinguals). In all memory tasks, no differences were found between bilingual and monolingual groups. Also, novel information was recognized similarly to familiar information and none of the groups was different in this regard.</p> / <p>Syftet med denna studie är att undersöka minnesprestationer hos enspråkiga- och tvåspråkiga barn och om ny information känns igen på ett annat sätt än bekant information hos enspråkiga jämfört med tvåspråkiga barn samt hos killar jämfört med tjejer. Ett stickprov på 49 elever från svenska skolor (28 tvåspråkiga och 21 enspråkiga, 24 tjejer och 25 killar) användes i studien. Både enspråkiga- och tvåspråkiga fick i uppgift att komma ihåg och besluta om olika ordlistor. De fick också två test om semantiskt minne. Efteråt fick de bedöma sin förmåga i svenska språket (skriva, läsa, tala och förstå) och tvåspråkiga bedömde även sin förmåga i hemspråket. Inga skillnader fanns mellan grupperna avseende resultaten av minnsestesterna. Vidare upptäcktes inga skillnader i att komma ihåg ny och bekant information hos någon av grupperna.</p>

This study aims to examine memory performance in monolingual and bilingual children, and whether novel information (compared to familiar information) is differently recognized by bilingual children compared to monolingual children, and for boys compared to girls. A sample of 49 pupils from Swedish schools (28 bilingual children and 21 monolingual children; and 24 girls and 25 boys) was used in this study. Both bilinguals and monolingual had to remember or make decisions about different lists of words. They also performed two tasks of semantic memory. After that, they had to rate themselves in their proficiency of Swedish knowledge (writing, reading, speaking and understanding) and knowledge in mother tongue (only for bilinguals). In all memory tasks, no differences were found between bilingual and monolingual groups. Also, novel information was recognized similarly to familiar information and none of the groups was different in this regard. / Syftet med denna studie är att undersöka minnesprestationer hos enspråkiga- och tvåspråkiga barn och om ny information känns igen på ett annat sätt än bekant information hos enspråkiga jämfört med tvåspråkiga barn samt hos killar jämfört med tjejer. Ett stickprov på 49 elever från svenska skolor (28 tvåspråkiga och 21 enspråkiga, 24 tjejer och 25 killar) användes i studien. Både enspråkiga- och tvåspråkiga fick i uppgift att komma ihåg och besluta om olika ordlistor. De fick också två test om semantiskt minne. Efteråt fick de bedöma sin förmåga i svenska språket (skriva, läsa, tala och förstå) och tvåspråkiga bedömde även sin förmåga i hemspråket. Inga skillnader fanns mellan grupperna avseende resultaten av minnsestesterna. Vidare upptäcktes inga skillnader i att komma ihåg ny och bekant information hos någon av grupperna.

Made available in DSpace on 2016-07-27T14:20:00Z (GMT). No. of bitstreams: 1 RAPHAEL MOURA CARDOSO.pdf: 1296913 bytes, checksum: 8b2625c1a0fa267fe8ef037e09343e1c (MD5) Previous issue date: 2008-09-19 / Pesquisas prévias indicam que os processos de facilitação social e intensificação do estímulo podem aumentar a aceitação de um item alimentar desconhecido dentro de grupos de macacos-prego. Os macacos-prego forrageiam em grupo e o sucesso individual é afetado pelo comportamento de outro membro do grupo. Ademais, os adultos de macacos-prego são socialmente tolerantes, principalmente em relação aos imaturos. Por exemplo, durante o processamento de frutos encapsulados os imaturos permanecem próximos ao indivíduo que processa o alimento, ou mesmo surrupiam pequenos pedaços de alimentos consumidos pelos companheiros. A tolerância, por sua vez, é considerada como um aspecto que favorece a troca de informações sociais em um grupo. Em Cebus nigritus, por exemplo, a emissão de assobios afeta o comportamento da audiência em relação à escolha de onde buscar alimento. Em contextos de exploração de uma fonte alimentar, o macaco-prego do cerrado (Cebus libidinosus) também emite assobios que, em geral, atraem outros indivíduos à fonte alimentar. No presente trabalho, realizamos experimentos envolvendo a apresentação, em uma estação alimentar (EA), de 20 itens alimentares conhecidos e 20 desconhecidos a um grupo semi-livre de Cebus libidinosus do Bosque Laranjeiras em Goiânia (16°43 S: 49°13 W). durante as sessões, registrávamos: o sexo e a faixa etária dos indivíduos em contato com a EA, a 05m e a 10 m da EA, em intervalos de 1 minuto; todas as ocorrências de interações que envolviam o interesse pelo alimento em posse de outro, e a identidade dos sujeitos envolvidos. Todas as sessões foram filmadas e gravadas digitalmente. Para cada indivíduo filmado na EA somamos o número de notas e sílabas de assobios foram contabilizadas a partir de sonogramas gerados pelo programa Avisoft LabPro 4.39. O tamanho e composição do grupo presente na área experimental foram similares entre as duas condições (alimento familiar e alimento novo), e indicou tolerância em relação à proximidade de imaturos. Os macacos mostraram-se sensíveis à novidade alimentar, emitindo mais comportamentos exploratórios e menos de familiaridade nesta condição. A probabilidade de ocorrência de interações do tipo Interesse pelo Alimento do Outro foi significativamente maior na condição onde o alimento apresentado era desconhecido ao grupo. A emissão de assobios foi maior na condição em que o alimento era familiar e apresentou uma correlação negativa com comportamentos de inspeção (uma medida indireta de novidade alimentar). Nossos resultados corroboram a ideia de que a tolerância e a troca de informações entre os indivíduos podem compensar os custos associados à competição durante o forrageio social, em particular no caso de informações sobre novos recursos. Sugerimos novas investigações sobre o papel das vocalizações associadas ao alimento no processo de aprendizagem de quais itens desconhecidos são seguros ou não.

abstract: The science, technology, engineering, and math (STEM) education community is interested in using virtual reality (VR) to help students learn STEM knowledge. Prior research also provided evidence that VR learning can increase students’ motivation and learning achievement. However, it was not clear whether the effect of VR on learning was partly from sensory novelty and whether the effectiveness was sustainable. This study was to satisfy the concern on the sustainability of VR STEM learning in instruction and address the research gaps in exploring the effect of VR on a STEM learning experience with a consideration of novelty. The study used a mixed-methods experimental design and involved a three-session VR STEM learning intervention. The quantitative data was collected through the intervention by survey questionnaire, session quiz, and pre- and post-tests, while the interviews were taken after the intervention. The structural equation modeling method was used to explore the relationships among factors in the VR learning experience. Longitudinal quantitative comparisons were conducted with the multiple imputation method. Its purpose was to evaluate the changing magnitude of factors across sessions. After quantitative analysis, interview transcripts were analyzed. They were used to triangulate or provide context for understanding of quantitative results. The results showed that motivation and engagement play a critical mediation role in an effective VR learning experience. While individuals’ psychological responses and motivation may significantly increase in a VR learning experience for novelty, the novelty effect may not steeply decrease when individuals are becoming familiar with the novelty. This phenomenon is more observable in a VR condition having a high degree of immersion and embodiment. In addition, novelty does not necessarily increase learning achievement. The increase of learning achievement is more dependent on a match between the learning content and the learning method. The embodied learning method is appropriate for instructing difficult knowledge and spatial knowledge. Reserving enough time for reflection is important to deep learning in a VR environment. / Dissertation/Thesis / Doctoral Dissertation Engineering Education Systems and Design 2020

In recent years, Swedish school children have experienced a decline in reading motivation. This is no less true for middle school students both in and outside of school. This thesis aims to find ways in which robot book-talks can be used in a school setting to motivate middle schoolers to read. With a Research through Design approach, the study also aims to find recommendations for designers in the future. These goals were achieved through a design process in three phases, in which the author developed and tested book-talks between fourth graders and the robot Furhat from Furhat Robotics, using the Wizard of Oz (WOZ) technique. In the final evaluative phase, the students had book-talks with Furhat in two different modes, over two sessions. In Passive mode, the robot asked general questions and made little effort to make sure the students were concentrating on the task. This mode served as a baseline for the “novelty effect”. The other – Active mode – built on the ideas created throughout the process. In this mode, the robot asked questions directly related to the students’ books and made more effort to guide the students through their task. Results show that while the robot interaction was appreciated by all partaking students, it was not possible to prove if it spurred genuine reading motivation. Nevertheless, results showed that the interaction could potentially fulfil the basic psychological needs of competence and relatedness. Along with autonomy, both needs are fundamental to motivation and well-being, according to Self-Determination Theory. The book-talks’ effect on students’ autonomy could not be tested properly, as there were too few copies of the books which the students could read for the book-talks. The study also showed signs of the “novelty effect”, as some students were interested in reading more so that they could talk to the robot again. Three main takeaways for future designers were found as a result of the study: using Self-Determination Theory to create UX goals and to design; make designs that encourage people to interact with people; both follow and guide the users throughout the WOZ interaction, to create moments where the students can experience relatedness and show competence.