The retention and recognition of landmarks within large-scale spaces (buildings or cities) plays an important role in way-finding and localization abilities. The current studies investigate our capacity for storing these views and the strategies used in deciding what information is stored and used. To investigate the issue of capacity we trained and tested subjects in six different environments with different levels of complexity. This manipulation was achieved by varying the number of states (position and orientations) within the environment from 10 to 132 in which each state generated a unique view. This manipulation generated environments in which the information content varied from 3 bits to 7.04 bits. We found no evidence of a capacity limitation for up to 7 bits of information. However, we did find that humans consistently lose about 1.25 bits of information regardless of the size of the environment. This finding was consistent in both virtual realty and in real environment. We further studied the nature of the information loss. Can gaze patterns reveal what information is being lost during the encoding process? / text

published_or_final_version / Sports Science / Master / Master of Science in Sports Science

Not available / text

Not available / text

No description available.

This study was designed to isolate variables that could predict classrooms where there is some risk of low academic achievement. Observations were conducted in 18 second through sixth grade classrooms in Tucson, Arizona. A minimum of three observations were conducted in each classroom for each of two subject areas, reading and mathematics. The California Achievement Test was used as the pre and post outcome measure. Multiple correlation analyses were used to predict classrooms that would be expected to have low academic achievement gains over the course of one year of instruction. These "at-risk" classrooms were identified using variables derived from a model of academic learning time. The results indicated that the best predictors of reading achievement were process variables such as focusing on task and receiving corrective feedback. This was true when both achievement gain and achievement residuals were time variables such as allocated and engaged time. Though further research is necessary, this study suggests that variables associated with a model of academic learning time appear promising as predictors of classrooms that are at-risk. The possibility of early and valid predictions of this kind has obvious implications for staff development programs. Using the data from classroom observations, specific inservice procedures could be used to alleviate the causes of academic risk. Staff development programs targeted to classrooms that are identified as at-risk would also allow more efficient use of scarce inservice dollars.

published_or_final_version / abstract / Psychology / Master / Master of Philosophy

No description available.

No description available.

No description available.