Including domain rules and generalities (principles) in instructions for procedural tasks is believed to help learners understand the task domain (or the system), and in turn make them better able to complete tasks. However, equivocal results of prior research indicate that principles are not always beneficial. The goal of the current research was to delineate the characteristics of the conditions under which principles are useful. In two studies I investigated the impact of the timing of principle use, the method used to study the principles, and the specificity of the procedural instructions accompanying the principles. The first study showed that the timing of principle use (studying the principles before, during, or after completing training tasks) did not affect declarative (knowledge of the system) or procedural learning (troubleshooting task performance). Therefore, the commonly advocated idea that principles should be provided before task engagement was not supported. Neither was the hypothesis that using principles while solving tasks would enhance procedural learning. When learners summarized the principles, they demonstrated better declarative learning compared to when they just read the principles. Better declarative learning was associated with better procedural learning, but the relationship between understanding and using a system is likely not as direct as often assumed. In the second study declarative and procedural learning were enhanced when the principles were accompanied by general rather than detailed procedural instructions. General procedural instructions appeared to encourage task engagement and the effective use of principles although this effect was reduced if leaners were required to summarize the principles rather than simply read them. Together the results of the two studies reveal how the learning situation and instructional materials can be constructed to create conditions where principles enhance learning and subsequent performance.

The rising cost in video game content creation, both in terms of man hours and in terms of monetary dollars, restricts the ability of video game developers to create unique, entertaining content. Motivated by how this cost is a direct result of "next-generation graphics", I am motivated to ask: what would a next-generation content creation tool look like? I investigate the problem by constructing several such tools. In particular, I construct a mesh quilting algorithm for random level generation, a rapid level construction toolkit based on the concept of an architectural blueprint but supporting features such as complex silhouette geometry and roof geometry, and a tool for rapidly painting world textures. I also introduce a new system for accessing barycentric coordinate data from within the fragment shader, which can be used in support of real-time 3D image quilting, more accurate normal interpolation, and texture rendering from within the world painting tool. Some history of video game content creation is discussed, and a roadmap is charted for future development. / Graduate

Esta tese trata a respeito de uma abordagem criativa específica em mídias digitais: o emprego expressivo da autoria procedural (isto é, da criação ou manipulação de algoritmos). Esta abordagem, denominada aqui como expressividade procedural, difere fundamentalmente do emprego do computador unicamente para emular formas e linguagens tradicionais. Nossa investigação inclui estudos práticos realizados no contexto do projeto Playing Beowulf (University College London), no qual trabalhei como parte da equipe de pesquisa e desenvolvimento do MissionMaker, um aplicativo educacional para criação de narrativas e jogos digitais. Esperamos com esta tese contribuir na compreensão sobre o uso expressivo da autoria procedural em mídias digitais, e no seu papel fundamental na realização da expressividade própria deste meio. / This thesis is about a specific creative approach in digital media: the expressive use of procedural authorship (i.e., the creation or manipulation of algorithms). This approach, which we call procedural expressiveness, distinguishes itself in a fundamental manner from the use of computers solely to emulate traditional forms and languages. Our investigation includes practical studies conducted in the context of the Playing Beowulf project (University College London), where I worked as part of the research and development team of MissionMaker, an educational software for creating digital narratives and games. With this thesis we hope to contribute in understanding the expressive use of procedural authorship in digital media, and its fundamental role in achieving the unique expressiveness of this medium.

The modeling of trees is challenging due to their complex branching structures. Three different ways to generate trees are using real world data for reconstruction, interactive modeling methods and modeling with procedural or rule-based systems. Procedural content generation is the idea of using algorithms to automate content creation processes, and it is useful in plant modeling since it can generate a wide variety of plants that can adapt and react to the environment and changing conditions. This thesis focuses on and extends a procedural tree generation technique that uses a space colonization algorithm to model the tree branches' competition for space, and shifts the previous works' focus from realism to fantasy. The technique satisfied the idea of using interaction between the tree's internal and external factors to determine its final shape, by letting the designer control the where and the how of the tree's growth process. The implementation resulted in a tree generation application where the user's imagination decides the limit of what can be produced, and if that limit is reached can the application be used to randomly generate a wide variety of trees and tree-like structures. A motivation for many researchers in the procedural content generation area is how it can be used to augment human imagination. The result of this thesis can be used for that, by stepping away from the restrictions of realism, and with ease let the user generate widely diverse trees, that are not necessarily realistic but, in most cases, adapts to the idea of a tree.

Procedural learning abilities have been shown to be deficient in children who meet criteria for Developmental Dyslexia (DD) and those who meet criteria for Specific Language Impairment (SLI; Lum et al., 2010; Menghini et al., 2006). Further, grammatical understanding has been linked to implicit sequence learning abilities across SLI and typically developing children (Lum, 2012). The present study examined implicit sequence learning, measured by the Serial Reaction Time Task (SRTT), in children who met criteria for DD with or without SLI. Implicit sequence learning was modeled using multi-level growth models of initial reaction time and learning slope across the repeated sequences of the SRTT. We further examined the predictive contributions of grammatical understanding, vocabulary abilities, phonological awareness, and diagnostic groups on implicit learning performance on the SRTT. Results showed language abilities and diagnostic group did not relate strongly to rates of implicit learning.

Procedural Content Generation (PCG) has become more common in usage in game development nowadays, with the motivation of finding new ways to make games replayable, new ways for games to be played or for generating content during development. This paper explores the question how often Procedural Generation is used in practice and furthermore how often it is used by different game genres and how they use PCG in their particular games. This paper will try to answer these questions through both an industry review, discovering which games have used Procedural Generation and also through a literature study to find out what kind of research has been done within the area ofPCG and how Game Developers could utilize that in the future. The findings were that even if the usage of PCG differentiated between genres, certain areas like Level Generationand entity instancating were more commonly using Procedural Generation compared with others such as Puzzle generation, Plot generation and Dynamic Systems. The literature study gave a perspective that there are plenty of research done within PCG on how to create new, different and unique ways to generate content, but it is usually in forms of prototypes and not ready to be used in games yet.This gives the conclusion that game genres use Procedural Generation to maximize the user experience with what the game wants out from that genre or use it to make game development more efficient. However, certain genres such as Adventure-games and Role-playing-games could benefit from having PCG for parts of the games where it is not used today which means there is still room for potentially using Procedural Generation. But with that also comes a discussion about what areas of PCG can be improved to meet the needs of the developers and make them more willing to use PCG on areas where it is not currently used.

This thesis details the results and conclusions of a project conducted at the game studio FromSoftware in Tokyo, Japan during the autumn of 2008. The aim ofthe project was the design and implementation of a system able to generate 3D graphical representations of road networks.

A procedural method is proposed to generate volumetric data for terrain using a surface height map and information about materials as input. In contrast to previous explored methods this approach takes advantage of the extensive research on surface terrain generation by adapting the material layers to the topology of the input terrain. The method allows the user to specify materials as stratified or eroded, which are generated differently: stratified materials are stacked to generate material layers while eroded materials accumulate on even terrain. We compare a thermal erosion method and an original approach that uses information about the slope of the terrain as a shortcut to generate eroded layers and performs significantly better. The advantages and drawbacks of each technique are explored and discussed. / En proceduell metod har framställts för att generera volymdata för terränger med hjälp av en höjdkarta samt information om terrängens material. Till skillnad från tidigare metoder har följande nyttjat den omfattande forskningen kring genererad terräng. Det här genom att anpassa materialens lager till terrängens topologi. Metoden tillåter användaren att specifiera materialen som stratifierade eller eroderade, vilket genereras olika: stratifierat material staplas och generar på så vis materialen i lager, medan eroderat material samlas på jämn terräng. Vi jämför en termisk erosionsmetod med originellt tillvägagångssätt som nyttjar användarinformation om terrängens lutning som en genväg till att generera eroderade lager samt presterar signifikant bättre. Fördelar samt nackdelar med båda teknikerna utforskas och diskuteras.

No description available.

Developmental dyslexia is a specific reading and spelling disability with several explanatory proposals. Previous research has shown that there is a strong relation between developmental dyslexia and difficulties in phonological processing, which has resulted in the theory that the cause of developmental dyslexia is a specific weakness in phonological awareness. However, such a specific weakness does not explain the non-linguistic difficulties that are also common in developmental dyslexia. According to the Procedural Deficit Hypothesis (PDH), several (both linguistic and non-linguistic) difficulties that are observed in developmental dyslexia can be explained by abnormal development of the procedural memory system. Moreover, this hypothesis implies that the declarative memory system remains intact and may have a compensatory role for the reading disabilities in developmental dyslexia. In this study, the aspect of declarative memory that is visual recognition memory after incidental encoding was examined. 10 children with diagnosed developmental dyslexia and 10 typically developed children participated in the study. The results indicated an intact declarative memory in children with developmental dyslexia. However, no significant correlation between declarative memory and reading ability was found. Thus, the prediction that declarative memory can serve a compensatory role in developmental dyslexia was not supported. / Dyslexi är en specifik läs- och skrivsvårighet med flera förklaringsmodeller. Tidigare forskning har visat på ett starkt samband mellan dyslexi och svårigheter med fonologiskt processande, vilket har lett fram till hypotesen att orsaken till dyslexi är en specifik svaghet i fonologisk medvetenhet. En sådan specifik nedsättning kan dock inte förklara de icke-språkliga svårigheter som också är vanligt förekommande vid dyslexi. Enligt the procedural deficit hypothesis (PDH) kan många (både språkliga och icke-språkliga) svårigheter vid dyslexi förklaras av en nedsättning i det procedurella minnet. Vidare innebär hypotesen att det deklarativa minnet är intakt och kan fungera som kompensation för svårigheterna vid dyslexi. I denna studie undersöktes det deklarativa minnet i form av visuellt igenkänningsminne efter oavsiktlig inkodning. I studien deltog 10 barn med dyslexi och 10 barn utan dyslexi. Resultatet indikerade att det deklarativa minnet var intakt hos barnen med dyslexi. Däremot kunde inget signifikant samband mellan deklarativt minne och läsförmåga ses. Antagandet att deklarativt minne kan fungera som kompensation vid dyslexi kunde därför inte stödjas.