Suchergebnisse

Expert systems are a type of decision aid that has emerged from the field of artificial intelligence. In this paper, it is hypothesized that two cognitive factors are important mediators of the quality of user/expert-system interaction: (1) the degree of consistency between the user's problem-solving and that of the expert system, and (2) the user's mental model of the system's operating processes. It is further hypothesized that when a user possesses an accurate mental model of expert-system processing, user/expert-system performance will remain high even when there is significant inconsistency between the problem-solving processes of the user and the expert system. Three experiments testing the impact of a user's mental model on user/expert interaction are summarized. Results support the preceding hypotheses.

This study aimed to find out what factors influenced the reading proficiency of first-year college students at Isabela State University, San Mariano in SY 2020-2021. This study employed descriptive statistics. A questionnaire was utilized to collect data from 125 respondents. Analysis used frequency % and ranking. Concerning student-related aspects, more than half of them stated that subject interest and selfmotivation influenced their reading proficiency. Regarding teacher-related aspects, respondents indicated that instructors' job experience influenced their reading competency. Parental involvement in home academic activities ranked #1 as a factor influencing their reading skills. Among the schoolrelated characteristics that influenced their reading ability, discipline scored first. Under studentrelated criteria, interest in a subject influenced reading proficiency, followed by teacher effectiveness with over half of the respondents. Most respondents said that discipline was the most important element influencing their reading ability. Instructors should use a variety of learning activities, and parents should help their children with homework. The government must also focus on good reading teacher training. Aside from providing a conducive area for reading enhancement activities, book borrowing must be encouraged.

Apparenté aux cas de remplissage figurai, le phénomène de transparence apparente se manifeste lorsque, dans certaines conditions spatiotemporelles, un objet est phénoménalement visible lorsqu'il passe derrière un écran opaque de surface homogène sous éclairement achromatique. La faible prégnance du phénomène observée chez les sujets «non avertis » et l'apparente nécessité d'une préparation de nature cognitive ont suscité cette série d'expériences dont l'objet principal est de déterminer l'influence respective de la centration perceptive, de l'information verbale et de la répétition des observations sur la fréquence des réponses mentionnant l'effet. En un premier temps, deux pré-expériences ont permis la mise au point d'une procédure de réponse répondant aux exigences d'une centration perceptive dont toute intervention cognitive de l'expérimentateur est absente. Les trois expériences menées ensuite mettent en évidence le rôle primordial de l'information verbale dans ce type de perception. En outre, l'expérience 3 montre la différence de prégnance entre ce phénomène et un cas de transparence physique comparable, et ce malgré l'intervention du langage dans la deuxième partie de cette expérience. Le manque de prégnance du phénomène est interprété en termes d'attention sélective et d'erreur de codage et de stockage du donné, ceux-ci opérant en faveur de l'effet Tunnel, nettement plus coërcitif et plus proche de l'expérience perceptive habituelle.

The present study addresses the social cognition of socially anxious children, with particular emphasis on their ability to understand others' mental states in interpersonal situations. The heterogeneous sample used in this preliminary investigation consisted of 63 primary school children in England and the USA. The English children were from a mainstream classroom of 8‐ to 9‐year‐olds, while the children from the USA ranged in age from 6 to 11 years and had been selected by school district officials for a variety of social interaction difficulties. All children completed measures of social anxiety, shy negative affect, and various social‐cognitive abilities, and teacher ratings of social skills were additionally available for the USA subgroup. Results showed that feelings of social anxiety are not associated with any basic deficit in the understanding of recursive mental states which concern facts about the physical world. However, there was evidence that socially anxious children—particularly those with high levels of shy negative affect—do experience specific social‐cognitive difficulties in understanding the links between emotions, intentions, and beliefs in social situations. Providing further support for this link, socially anxious children were rated by their teachers as poorer than non‐anxious children only on social skills that require insight into others' mental states. Directions for further examination of this complex interplay between cognitive and emotional factors in the development of social anxiety are discussed.

In study 1 different groups of female students were randomly assigned to one of four probabilistic information formats. Five different levels of probability of a genetic disease in an unborn child were presented to participants (within‐subject factor). After the presentation of the probability level, participants were requested to indicate the acceptable level of pain they would tolerate to avoid the disease (in their unborn child), their subjective evaluation of the disease risk, and their subjective evaluation of being worried by this risk. The results of study 1 confirmed the hypothesis that an experience‐based probability format decreases the subjective sense of worry about the disease, thus, presumably, weakening the tendency to overrate the probability of rare events. Study 2 showed that for the emotionally laden stimuli, the experience‐based probability format resulted in higher sensitivity to probability variations than other formats of probabilistic information. These advantages of the experience‐based probability format are interpreted in terms of two systems of information processing: the rational deliberative versus the affective experiential and the principle of stimulus‐response compatibility.

The purpose of this study was to examine the relationship between ethnicity, cognitive level, gender, drug use, and adolescent alcohol abuse. A sample of 194 white, black and Hispanic students from two high schools and one college participated in the study. The results indicated that whites report drinking more often; using alcohol more often to relieve tension; and experiencing more peer influence to drink than blacks or Hispanics. There was a significant correlation between cognitive development and degree of alcohol abuse for females, but not for males. There was no difference between high school seniors and college freshmen on drinking behavior or drinking due to stress, but there were differences between these students and high school freshmen. Peer pressure to drink was significantly greater for high school seniors than for college freshmen. While this study was exploratory, the findings offer plausible and potentially useful contributions to identifying and treating the adolescent drinker.