title: Psychological Time: The effect of task complexity upon the human estimation of duration.

authors: Webber, Simon

subjects: time

abstract: This thesis was designed to investigate the effect of task complexity upon how humans estimate duration.  Previous task complexity research suggests that duration is overestimated with simple tasks and underestimated with complex tasks.  One-hundred and forty-two first and second year university students participated.  Twelve experiments were conducted, which required participants to complete computer generated jigsaw puzzles and periodically estimate how long they thought they had been doing the puzzle.  In Experiment 1, participants were required to complete a jigsaw puzzle before making an estimate.  In the remaining eleven experiments, estimates were made throughout the session whilst participants worked on the jigsaw puzzle.  In the first four experiments, a task was complex if there were more puzzle pieces and simpler if there were fewer puzzle pieces.  There were no significant results obtained from the first four experiments.  Given the lack of effect from the first four experiments, the next two experiments partially replicated two task complexity studies to determine how task complexity can be used as an explanation for why estimations of duration differ.  Again, there were no significant results obtained from these two experiments.  The next four experiments tested whether people's estimates of duration were affected by the rate of reinforcement they receive (i.e., successfully moving a puzzle piece to a new location per unit time).  In the first of these two experiments (7 and 8) there was no effect of the manipulation, which consisted of decreasing the distance which a puzzle piece could be moved on the screen, relative to the distance the computer mouse was moved and fixing the speed at which a puzzle piece could be moved.  In Experiments 9 and 10, more discriminative stimuli were used to indicate to participants that a change in the reinforcement rate was occurring.  There was a significant result in Experiment 9 in one condition but this effect was not replicated in Experiment 10.  In Experiment 11, the reinforcement rate was reduced to zero and there was a significant effect on participants' estimates of duration.  However, these results suggested a confound between whether the reinforcement rate or not being able to access the jigsaw puzzle was affecting estimates of duration.  In Experiment 12, access to the jigsaw puzzle was limited, whilst simultaneously controlling the reinforcement rate and the results showed that not having access to the jigsaw puzzle affected how participants estimate duration.  These findings suggest that information can act as reinforcement, enabling a person to engage in private behaviour.  When there is no access to reinforcement, time 'drags' for humans.

text: Psychological Time: The effect of task complexity upon the human estimation of duration. This thesis was designed to investigate the effect of task complexity upon how humans estimate duration.  Previous task complexity research suggests that duration is overestimated with simple tasks and underestimated with complex tasks.  One-hundred and forty-two first and second year university students participated.  Twelve experiments were conducted, which required participants to complete computer generated jigsaw puzzles and periodically estimate how long they thought they had been doing the puzzle.  In Experiment 1, participants were required to complete a jigsaw puzzle before making an estimate.  In the remaining eleven experiments, estimates were made throughout the session whilst participants worked on the jigsaw puzzle.  In the first four experiments, a task was complex if there were more puzzle pieces and simpler if there were fewer puzzle pieces.  There were no significant results obtained from the first four experiments.  Given the lack of effect from the first four experiments, the next two experiments partially replicated two task complexity studies to determine how task complexity can be used as an explanation for why estimations of duration differ.  Again, there were no significant results obtained from these two experiments.  The next four experiments tested whether people's estimates of duration were affected by the rate of reinforcement they receive (i.e., successfully moving a puzzle piece to a new location per unit time).  In the first of these two experiments (7 and 8) there was no effect of the manipulation, which consisted of decreasing the distance which a puzzle piece could be moved on the screen, relative to the distance the computer mouse was moved and fixing the speed at which a puzzle piece could be moved.  In Experiments 9 and 10, more discriminative stimuli were used to indicate to participants that a change in the reinforcement rate was occurring.  There was a significant result in Experiment 9 in one condition but this effect was not replicated in Experiment 10.  In Experiment 11, the reinforcement rate was reduced to zero and there was a significant effect on participants' estimates of duration.  However, these results suggested a confound between whether the reinforcement rate or not being able to access the jigsaw puzzle was affecting estimates of duration.  In Experiment 12, access to the jigsaw puzzle was limited, whilst simultaneously controlling the reinforcement rate and the results showed that not having access to the jigsaw puzzle affected how participants estimate duration.  These findings suggest that information can act as reinforcement, enabling a person to engage in private behaviour.  When there is no access to reinforcement, time 'drags' for humans.

year: 2007

title: Thai Students’ Understanding about Celestial Motion within Their Social and Cultural Context

authors: Anatasook, Sakanan

abstract: This study investigated forty-one Thai 9th grade students’ understanding about the motion of the sun, moon, and stars within their social and cultural context. Students' understanding was explored using a survey tool titled “Students’ Understanding about Celestial Motion within Their Social and Cultural Context Questionnaire (SCMSCQ).” This questionnaire gave students the opportunity to express their ideas about celestial motion within their social and cultural context. The study reveals some interesting features of student understanding, and particularly their difficulty in perceiving the relationship between the study of celestial motion and their social and cultural context. Many students used descriptions from their everyday observations of the daily motion of the sun, moon, and stars, rather than scientific explanations, to answer questions about the relationship between social and cultural context and celestial motion. This study has implications for the development of teaching the sociocultural approach in Thailand.

text: Thai Students’ Understanding about Celestial Motion within Their Social and Cultural Context This study investigated forty-one Thai 9th grade students’ understanding about the motion of the sun, moon, and stars within their social and cultural context. Students' understanding was explored using a survey tool titled “Students’ Understanding about Celestial Motion within Their Social and Cultural Context Questionnaire (SCMSCQ).” This questionnaire gave students the opportunity to express their ideas about celestial motion within their social and cultural context. The study reveals some interesting features of student understanding, and particularly their difficulty in perceiving the relationship between the study of celestial motion and their social and cultural context. Many students used descriptions from their everyday observations of the daily motion of the sun, moon, and stars, rather than scientific explanations, to answer questions about the relationship between social and cultural context and celestial motion. This study has implications for the development of teaching the sociocultural approach in Thailand.

year: 2015

title: Te Kahautu Maxwell on Te Kooti and Ringatu (Interviewed by Tama Muru)

authors: Maxwell, Te Kahautu

abstract: In October 1869 musket fire erupted at Te Porere about sixty kilometres north of here, in the shadow of Mount Tongariro in the last major battle of the New Zealand wars. 

Armed constabulary and Maori fighters, clashed with the forces of the prophet Te Kooti Arikinui Te Turiki who had built an earth redoubt at Te Porere.  It was overwhelmed during the battle, but Te Kooti and his surviving followers escaped. 

Today the site is a tourist attraction but what also endured is the Ringatu Church, founded by Te Kooti. In 2018 it celebrated its 150th anniversary. 

Ringatu mixes the Bible with Maori custom and, like Matariki, follows annual cycles such as Te Huamata in June for planting and Te Pure, the harvest, each November. 

We spoke to Professor Te Kahautu Maxwell , a minister in the Ringatu Church and a senior academic in Maori and Indigenous Studies at the University of Waikato.

text: Te Kahautu Maxwell on Te Kooti and Ringatu (Interviewed by Tama Muru) In October 1869 musket fire erupted at Te Porere about sixty kilometres north of here, in the shadow of Mount Tongariro in the last major battle of the New Zealand wars. 

Armed constabulary and Maori fighters, clashed with the forces of the prophet Te Kooti Arikinui Te Turiki who had built an earth redoubt at Te Porere.  It was overwhelmed during the battle, but Te Kooti and his surviving followers escaped. 

Today the site is a tourist attraction but what also endured is the Ringatu Church, founded by Te Kooti. In 2018 it celebrated its 150th anniversary. 

Ringatu mixes the Bible with Maori custom and, like Matariki, follows annual cycles such as Te Huamata in June for planting and Te Pure, the harvest, each November. 

We spoke to Professor Te Kahautu Maxwell , a minister in the Ringatu Church and a senior academic in Maori and Indigenous Studies at the University of Waikato.

year: 2025