title: Semantic Bookworm: mining literary resources revisited

authors: Hinze, Annika

subjects: computer science

abstract: In this paper, we describe Semantic Bookworm-a tool that supports scholarly text analysis. In contrast to the text-based Bookworm tool, the Semantic Bookworm identifies semantic concepts.

text: Semantic Bookworm: mining literary resources revisited In this paper, we describe Semantic Bookworm-a tool that supports scholarly text analysis. In contrast to the text-based Bookworm tool, the Semantic Bookworm identifies semantic concepts.

year: 2016

title: The Effect of Effort: An analysis of Killeen's (1994) Mathematical Principles of Reinforcement

authors: Bjarnesen, Rebecca Claire

subjects: Mathematical Principles of Reinforcement

abstract: Mathematical Principles of Reinforcement (MPR, Killeen, 1994) is a mathematical model comprising three main concepts; an animal’s arousal to behaviour based on its motivation for a particular reinforcer, time and energy constraints on responding, and coupling between a response class and reinforcer. This experiment tested the ability of MPR to predict response rates when the minimum force requirement and topography of response was changed. Increasing the minimum force requirement was expected to increase the value of δ, the parameter related to response constraint. Altering the topography of the response was expected to also alter the δ value, as different response forms were expected to take different lengths of time to perform. There were four conditions; low force key, low force door, high force key and high force door, and 6 hens responded under each of these conditions in an ascending geometric series of Fixed Ratio (FR) values. It was shown that hens responded at a faster rate and to higher FR values when responding on the key than on the door, and for both apparatus, the hens stopped responding at lower FR values when weights were added. Unexpectedly, there were no statistically significant differences in the value of δ across conditions, but the values for a, meant to represent the animals’ arousal, did change. It was suggested that the changes in a reflected changes in the animals’ motivation to perform the different responses, probably due to rewarding or aversive properties of the operant response related to the different response forms.

text: The Effect of Effort: An analysis of Killeen's (1994) Mathematical Principles of Reinforcement Mathematical Principles of Reinforcement (MPR, Killeen, 1994) is a mathematical model comprising three main concepts; an animal’s arousal to behaviour based on its motivation for a particular reinforcer, time and energy constraints on responding, and coupling between a response class and reinforcer. This experiment tested the ability of MPR to predict response rates when the minimum force requirement and topography of response was changed. Increasing the minimum force requirement was expected to increase the value of δ, the parameter related to response constraint. Altering the topography of the response was expected to also alter the δ value, as different response forms were expected to take different lengths of time to perform. There were four conditions; low force key, low force door, high force key and high force door, and 6 hens responded under each of these conditions in an ascending geometric series of Fixed Ratio (FR) values. It was shown that hens responded at a faster rate and to higher FR values when responding on the key than on the door, and for both apparatus, the hens stopped responding at lower FR values when weights were added. Unexpectedly, there were no statistically significant differences in the value of δ across conditions, but the values for a, meant to represent the animals’ arousal, did change. It was suggested that the changes in a reflected changes in the animals’ motivation to perform the different responses, probably due to rewarding or aversive properties of the operant response related to the different response forms.

year: 2011

title: Computational thinking for young indigenous learners in New Zealand

authors: Fox-Turnbull, Wendy

subjects: authentic technological practice

abstract: This article presents the findings from a study aimed to investigate how the computational thinking aspect of digital technologies can be embedded authentically into students’ technological practice. The project explored teaching and learning computational thinking in context and particularly focus on technological needs and practice for young Māori learners.
There is recognition internationally about the need for digital technologies within the curriculum. Computational thinking is a critical component of this and is defined as an approach to problem-solving, designing computer systems, and understanding related human behaviours, while drawing on fundamental ideas of computing. Therefore, it is critical that all students acquire computational thinking skills. Technology practice is most successful when embedded within authentic contexts, thus this paper presents a study that facilitated the learning of two concepts of computational thinking: sequencing and orientation within culturally embedded technology practice. The study’s vision is to assist mainstream Māori learners from low socio-economic backgrounds to develop an understanding of related concepts of computational thinking. The research design drew on Māori values and practice that situates learning within authentic Māori contexts. Kaupapa Māori pedagogies were used in our design-based intervention programme to achieve the research goal. The focus of the project was to improve digital technologies learning outcomes to ensure Māori tamariki (children) see themselves as comfortably situated in a digital world.

text: Computational thinking for young indigenous learners in New Zealand This article presents the findings from a study aimed to investigate how the computational thinking aspect of digital technologies can be embedded authentically into students’ technological practice. The project explored teaching and learning computational thinking in context and particularly focus on technological needs and practice for young Māori learners.
There is recognition internationally about the need for digital technologies within the curriculum. Computational thinking is a critical component of this and is defined as an approach to problem-solving, designing computer systems, and understanding related human behaviours, while drawing on fundamental ideas of computing. Therefore, it is critical that all students acquire computational thinking skills. Technology practice is most successful when embedded within authentic contexts, thus this paper presents a study that facilitated the learning of two concepts of computational thinking: sequencing and orientation within culturally embedded technology practice. The study’s vision is to assist mainstream Māori learners from low socio-economic backgrounds to develop an understanding of related concepts of computational thinking. The research design drew on Māori values and practice that situates learning within authentic Māori contexts. Kaupapa Māori pedagogies were used in our design-based intervention programme to achieve the research goal. The focus of the project was to improve digital technologies learning outcomes to ensure Māori tamariki (children) see themselves as comfortably situated in a digital world.

year: 2024