The current study uses a lottery-based paradigm to examine how risk taking is affected by two specific types of good and bad experiences, luck and fortune. Though the terms are often used interchangeably, we suggest that they refer to two separate aspects of risk. Fortune refers to the overall positivity or negativity of the overall context, whereas luck refers to the probability of a better or worse outcome. To make the lottery context fortunate or unfortunate, a set of mixed-valence control lotteries were surrounded by all gain (good fortune) or all loss lotteries (bad fortune). To make the lotteries lucky or unlucky, the proportion of better outcomes received was fixed to be well above (good luck) or well below (bad luck) 50%. Results of the study suggest that, fortune, but not luck, had a significant influence on risk taking behaviors. Participants who experienced good fortune decreased risk taking, and those who experienced bad fortune increased risk taking. When asked, however, participants were unable to differentiate between the luck and fortune manipulations. Gains and losses due to fortune were undifferentiated from gains and losses due to luck. Yet, it was found that the number of gain outcomes received, which was determined by the luck-fortune combination, largely determined subjective experiences of luck and fortune. Consistent with the somatic marker and hedonic editing hypotheses, more gain outcomes led to a heightened sense of good luck and good fortune. Following on SPA (security/ potential aspiration) theory, we suggest that these differences in risk taking behavior in response to fortune may be due to increased attention to goals emphasizing security versus potential.

This investigation of risky decision making models the standard forced-choice two outcome lottery task by incorporating elements of complexity present in real-world decision making. Potential decision criteria such as current wealth and quality of life information were made available to examine the influence of time-dependent contextual cues on decision strategy selection, since previous investigations of decision making have not included specific contextual cues that would allow for people to use complex or "dynamic" decision strategies. Two studies explored simulated decision strategies requiring more or less complexity. Results suggest that strategies using dynamic, time-dependent criteria provide important advantages over simpler strategies. Also, as 'aspirations' become closer to the most likely outcome and as trajectories include a larger margin of previous experiences, there is more control over improvements to the likelihood of ending up in an extremely good place over an extremely bad place. Certain changes to the decision environment seem to affect the accuracy of dynamic decision strategies, which in turn can help or hinder their effectiveness. As a test of convergence, an empirical test was conducted to compare actual decision strategy use with simulated decision strategies. Two distinctly different decision tasks were used: one required only passive choices between two lotteries and the other required active changes to a given lottery situation. Information about lottery outcomes, current wealth, and quality of life were provided to participants to provide additional context to the decision environment. Participants seemed to be using a variety of different strategies, including strategies that focus on dynamic information. Simple risk policies were often very good at describing risk preferences, though a subset of participants were relying on a complex decision strategies. There were also systematic differences in dynamic decision strategy usage. The combination of simulations and the empirical investigation elucidate the advantages to exploring risk preferences with attention to different decision strategies in specific environments, especially including more complex or "dynamic" decision strategies.

This research was concerned with furthering theoretical and practical understanding of student learning at university through a longitudinal, cross-sectional, in-depth study of first year students in a specific learning context, namely Educational Psychology. The main aim of the study was to investigate ways of assisting students to be effective learners. The particular role that affect played in learning and the relationship between learning behaviour and learning outcomes, was explored. A Conceptual Model of student learning incorporating student cognition, metacognition, motivation, affect and academic performance in a specific social and cultural context, underpinned the study. The study documented the design, implementation and evaluation - from both the students' and teacher's perspectives - of an in-context learning support program for first year students, using both quantitative and qualitative methodologies.The program was based on a theoretical framework which integrated cognitive, behavioural and social learning perspectives and focussed on increasing students' repertoire of learning strategies, promoting their higher level thinking and understanding, developing their metacognitive skills and managing their affect. It included an emphasis on student goal setting and time management, reading and writing strategies, learning for tests and exams, self-management, reflecting on and evaluating learning, and dealing with test anxiety.The main findings of the study were that providing in-context learning support was associated with positive changes in students' learning strategy use, motivational orientations, and affective reactions. Students valued teacher support and instructional strategies that promoted active learning. The instructor found that providing learning support was more challenging and rewarding than teaching content alone. The role of context - ++ / in particular, assessment tasks - in learning, was highlighted. The implications for teaching and learning were examined and the Conceptual Model was further refined. The research resulted in a more holistic and integrated perspective on learning support provision and on the role of cognitive, metacognitive, motivational and affective factors, and academic performance, in student learning.

Cognitive load theory uses the immense size of human long-term memory and the significantly limited capacity of working memory to design instructional methods. Five basic principles: information store principle, borrowing and reorganizing principle, randomness as genesis principle, narrow limits of change principle, and environmental linking and organizing principle explain the cognitive basics of this theory. The theory differentiates between three major types of cognitive load: extraneous load that is caused by instructional strategies, intrinsic cognitive load that results from a high element interactivity material and germane load that is concerned with activities leading to learning. Instructional methods designed in accordance with cognitive load theory rely heavily on the borrowing and reorganizing principle, rather than on the randomness as genesis principle to reduce the imposed cognitive load. As learning fractions incorporates high element interactivity, a high intrinsic cognitive load is imposed. Therefore, learning fractions was studied in the experiments of this thesis. Knowledge held in long-term memory can be used to reduce working memory load via the environmental linking and organizing principle. It can be suggested that if fractions are presented using familiar objects, many of the interacting elements that constitute a fraction might be embedded in stored knowledge and so can be treated as a single element by working memory. Thus, familiar context can be used to reduce cognitive load and so facilitate learning. In a series of randomized, controlled experiments, evidence was found to argue for a contextual effect. The first three experiments of this thesis were designed to test the main hypothesis that presenting students with worked examples concerning fractions would enhance learning if a real-life context was used rather than a geometric context. This hypothesis was tested using both a visual and a word-based format and was supported by the results. The last two experiments were intended to test the context effect using either worked examples or problem solving. The results supported the validity of the previous hypothesis using both instructional methods. Overall, the thesis sheds some light on the advantages of using familiar objects when mastering complex concepts in mathematics.

This dissertation presents an evaluation of a funded consultancy that was intended to bring about change in the education and training of police in Australia in response to illicit drugs. Sponsored by what was at the time known as the Commonwealth Department of Health and Aged Care, the ultimate goal of the consultancy was a national framework for police education and training to enhance frontline police response to illicit drug problems. The research used a case study design. Guba and Stufflebeam’s (1970) Context, Input, Process, and Product (CIPP) model was used to organise the presentation of a rich description of the design, development and implementation of the consultancy. Application of this framework enabled illumination of a number of issues related to social policy, change and innovation, and quality improvement processes. The study explores the role of education and training in organisational change and concludes that the potential of external consultancy activity to effect meaningful change in police education, training and practice is limited by a number of factors. Key findings of the study are that while a number of consultancy processes could have been enhanced, the primary determinants of the extent to which a change in police education and training will enhance frontline practice are contextual and conceptual factors. The study reveals that the response of frontline police to illicit drug use is influenced by multivariate factors. The findings of this study suggest that while frontline police are keen to provide solutions to a range of practice issues in response to illicit drug problems, they desire concrete strategies that are well defined and supported by management, consistent with policy and within the law. However, the complexity of police activity in response to illicit drugs; the dissonance between the conceptual frameworks of police and health agencies; and, resistance to what is perceived as externally initiated change in police practice, education and training; were found to be powerful inhibitors of an utopian attempt to enhance frontline police response to illicit drug problems. Using the metaphor of board games, the study concludes that the development of an education and training framework will be of little value in achieving enhanced frontline practice in response to illicit drug problems unless the criteria for enhanced response are made more explicit and seen to be congruent with both the conceptualisation and operationalisation of police roles and functions. Moreover, the study questions the mechanisms through which changes in policy are conceived, implemented and evaluated and highlights a need for greater congruence between evaluation frameworks and the nature of change.

<p>This paper intends to describe the work and result of the design project Meet App. Meet App lets users interact around their current locations in a direct manner. The user experience is evaluated to get an understanding of the usefulness and interaction with this type of design. The project is related to the context-awareness research field where findings put the project in a greater whole. The result indicates usefulness and enjoyment interacting with the application, but because of the low number of participants the findings cannot be validated.</p>

Data quality issues have taken on increasing importance in recent years. In our research, we have discovered that many “data quality” problems are actually “data misinterpretation” problems – that is, problems with data semantics. In this paper, we first illustrate some examples of these problems and then introduce a particular semantic problem that we call “corporate householding.” We stress the importance of “context” to get the appropriate answer for each task. Then we propose an approach to handle these tasks using extensions to the COntext INterchange (COIN) technology for knowledge storage and knowledge processing. / Singapore-MIT Alliance (SMA)

While navigating in an environment, a vision system has to be able to recognize where it is and what the main objects in the scene are. In this paper we present a context-based vision system for place and object recognition. The goal is to identify familiar locations (e.g., office 610, conference room 941, Main Street), to categorize new environments (office, corridor, street) and to use that information to provide contextual priors for object recognition (e.g., table, chair, car, computer). We present a low-dimensional global image representation that provides relevant information for place recognition and categorization, and how such contextual information introduces strong priors that simplify object recognition. We have trained the system to recognize over 60 locations (indoors and outdoors) and to suggest the presence and locations of more than 20 different object types. The algorithm has been integrated into a mobile system that provides real-time feedback to the user.

We report on a study of how people look for information within email, files, and the Web. When locating a document or searching for a specific answer, people relied on their contextual knowledge of their information target to help them find it, often associating the target with a specific document. They appeared to prefer to use this contextual information as a guide in navigating locally in small steps to the desired document rather than directly jumping to their target. We found this behavior was especially true for people with unstructured information organization. We discuss the implications of our findings for the design of personal information management tools.

Location is a primary cue in many context-aware computing systems, and is often represented as a global coordinate, room number, or Euclidean distance various landmarks. A user?s concept of location, however, is often defined in terms of regions in which common activities occur. We show how to partition a space into such regions based on patterns of observed user location and motion. These regions, which we call activity zones, represent regions of similar user activity, and can be used to trigger application actions, retrieve information based on previous context, and present information to users. We suggest that context-aware applications can benefit from a location representation learned from observing users. We describe an implementation of our system and present two example applications whose behavior is controlled by users? entry, exit, and presence in the zones.