ethanporcaro/eric-fulltext-meta huggingface dataset:
How Wisdom Emerges from Intellectual Development: A Developmental/Historical Theory for Raising Mandelas
Author: Demetriou, Andreas
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Reflection,Intellectual Development,Conflict Resolution,Problem Solving,Decision Making,War,Piagetian Theory,Epistemology,Intelligence

This paper invokes cognitive developmental theory as a means for preparing citizens to deal with and resolve conflicts within or across nations. We take the centuries-old Greek-Turkish dispute as an example. We first outline a theory of intellectual development postulating that mental changes emerge in response to changing developmental priorities in successive life periods, namely, interaction control in infancy, attention control and representational awareness in preschool, inferential control and cognitive management in primary school, and advanced forms of reasoning and self-evaluation in adolescence. Based on this model, we outline a control theory of wisdom postulating that different aspects of wisdom emerge during development as different levels of control of relations with others: trust and care for others in infancy, taking the other's perspective, reflectivity, and empathy in preschool, rationality and understanding the rules underlying individual and group interactions in primary school, and understanding the general principles of societal operation explaining the differences in approach and interest between groups in adolescence and early adulthood. We also outline the educational implications of this theory for the education of citizens by capitalizing on intellectual strengths at successive developmental periods to comprehensively understand the world and to act prudently when dealing with interpersonal and social or national conflict. Finally, the paper discusses the political constraints and implications of this theory. This is the first attempt to derive wisdom from the development of cognitive and personality processes from infancy through early adulthood and to connect it to serious world problems.
Pedagogy + Reflection: A Problem-Based Learning Case in Interior Design
Author: Asojo, Abimbola
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Interior Design,Problem Based Learning,Design,Thinking Skills,Undergraduate Students,Museums,History,Architecture,School Business Relationship,Learning Experience,Student Attitudes,Cooperative Learning,Communication Skills,Student Projects,Outcomes of Education,Work Experience,Critical Thinking

Interior design education aims to provide students with real learning experiences. The authors, hence, combined problem-based learning (PBL) and design thinking to design a seven-week studio project in the Interior design program at a land-grant Midwest university. Thirty-two sophomores were engaged in different stages of the design process for the education wing of Minnesota's official natural history museum in collaboration with Perkins+ Will, a global architecture and design firm. Students explored design thinking via interactions with stakeholders and practitioners who participated in the creation of the Museum. This approach allowed students to gain insights about the design-challenge plus the pros and cons of their solutions. For seven weeks, students in teams of three immersed themselves in a diverse and real design environment. They learned how to communicate, collaborate, and compromise to accomplish the common goal of finding the most relevant solution for the design problem at hand. The authors collected students' reflections on their learning experiences at the end of the project. This paper discusses the lessons we learned from this interior design PBL case.
Technology and Inquiry-Based Instructional Methods: A Design Case in Student-Centered Online Course Design
Author: Dondlinger, Mary Jo
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Online Courses,Instructional Design,Graduate Students,Inquiry,Active Learning,Teaching Methods,Information Technology,Masters Programs,Educational Technology,Program Descriptions,Inservice Teacher Education,Kindergarten,Elementary School Teachers,Secondary School Teachers,Course Content,Evaluation Methods

Although online course design is no longer new, few design cases describe the development of entire courses based on principles of student-centered learning design. This design case chronicles the context, design challenges, and successes and failures of a graduate course on Technology &amp; Inquiry-based Instructional Methods for an online master's program in educational technology at a regional university in the southwestern United States.
The Cognitive Underpinnings of Multiply-Constrained Problem Solving
Author: Ellis, Derek M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Cognitive Ability,Problem Solving,Short Term Memory,Attention Control,Semantics,Intelligence,Task Analysis,Learning Strategies,Individual Differences,College Students,Cognitive Tests,Games,Intelligence Tests

Individuals encounter problems daily wherein varying numbers of constraints require delimitation of memory to target goal-satisfying information. Multiply-constrained problems, such as the compound remote associates, are commonly used to study this type of problem solving. Since their development, multiply-constrained problems have been theoretically and empirically related to creative thinking, analytical problem solving, insight problem solving, and a multitude of other cognitive abilities. In the present study, we empirically evaluated the range of cognitive abilities previously associated with multiply-constrained problem solving to assess common versus unique predictive variance (i.e., working memory, attention control, episodic and semantic memory, and fluid and crystallized intelligence). Additionally, we sought to determine whether problem-solving ability and self-reported strategy adoption (analytical or insightful) were task specific or task general through the use of novel multiply-constrained problem-solving tasks (TriBond and Location Bond). Performance across these tasks was shown to be domain general, solutions derived through insightful strategies were more often correct than those derived through analytical strategies, and crystallized intelligence was the sole cognitive ability that provided unique predictive value after accounting for all other abilities.
Appropriate Teaching Methods for General English and English for Specific Purposes from Teachers&apos; Perspectives
Author: Khalil, Lubna
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,English (Second Language),Second Language Instruction,English for Special Purposes,Instructional Effectiveness,Language Skills,College Faculty,Communicative Competence (Languages),Conventional Instruction,Computer Assisted Instruction,Teacher Characteristics

Teaching methodology has a significant impact on the learning process of students. The English language has changed over time. This research investigates the most appropriate and useful teaching methods for teaching General English (GE) and English for Specific Purposes (ESP) in the Saudi context. This study is an attempt to share experienced English as a foreign language (EFL)/ English as a second language (ESL) teachers' methodology for teaching EG and ESP to Saudi EFL learners. The paper aims to answer the following questions: 1) What are the conventional methods for teaching GE and ESP?; 2) What are the English teachers' perceptions of these effective teaching pedagogies?; 3) What are the practical measures to improve student efficiency in learning English? The sample of the study was n = 63 English teachers randomly selected at different universities in Saudi Arabia. For collecting the quantitative data, 63 native and non-native experienced English teachers were requested to fill in a semi-structured questionnaire. The results show that 73% of the English language teachers prefer to use the Communicative Language Teaching (CLT) along with other teaching methods. The findings shed light on some highly useful teaching methods that have proved successful in EG and ESP classes. The researchers expect the study will be significant in contributing to the most appropriate methods used in Saudi Arabia for language teachers. Hopefully, teachers wishing to teach in the future will have an insight into the teaching methods that fulfill the requirements of the students.
A Review of Research into Google Apps in the Process of English Language Learning and Teaching
Author: Amin, Eman Abdel-Reheem
Date: 2020-03-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Teaching Methods,Educational Technology,Technology Uses in Education,Computer Oriented Programs,Language Skills,Educational Research,Translation,Reading Skills,Writing Skills,Speech Skills,Writing Instruction,Reading Instruction,Elementary Secondary Education,Postsecondary Education

GALL (Google Assisted Language Learning) refers to Google as a collaborative and communicative tool that supports online and blended language learning. This research paper presents an overview of previous studies on using Google Apps in the process of learning and teaching of English language. A systematic search on ERIC digital library and Google Scholar reviewed the previous studies published during the last ten years. There were one hundred seventy-eight articles, and thirty-four studies were sorted and analyzed using NVivo software. This systematic review showed that using some Google Applications, resulted in developing English language learning and teaching. The writing was the most language skill investigated. Translation practices have changed due to using machine translation with the help of Google Translate web site. Besides, more studies with concern for reading skills, speaking skills, oral reading, and the Google speech recognition system emerged as a promising field for further research.
Understanding and Assessing Cultural Intelligence: Maximum-Performance and Typical-Performance Approaches
Author: Sternberg, Robert J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Intelligence,Cultural Awareness,Adjustment (to Environment),Intelligence Tests,Construct Validity,Test Reliability,Undergraduate Students,Graduate Students,Correlation

Cultural intelligence is one's ability to adapt when confronted with problems arising in interactions with people or artifacts of diverse cultures. In this study, we conduct an initial construct-validation and assessment of a maximum-performance test of cultural intelligence. We assess the psychometric properties of the test and also correlate the test with other measures with which it might be expected there would be some connection. We found that our test was internally consistent and correlated significantly with maximum-performance tests of abilities but generally less or not at all with typical-performance tests, including cultural intelligence and openness to experience. However, our test appears to be distinct in what it measures from the other tests of cognitive abilities. The results lead us to suggest that cultural intelligence may have both maximum-performance and typical-performance aspects.
A Sociolinguistic Investigation of Compliments and Compliment Responses among Young Saudis
Author: Alqarni, Saad
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Language Usage,Sociolinguistics,Speech Acts,English (Second Language),Second Language Instruction,Gender Differences,Cultural Influences,Religion,Semantics,Interpersonal Communication,Cultural Awareness,Pragmatics,College Students

There is a lack of awareness of the use of compliments and compliment responses in the Saudi Arabian context. This research investigates, from a sociolinguistic perspective, the speech acts of compliments and compliment responses as realized by eighty Saudi students who study English as a Foreign Language (EFL). It aims to identify the semantic and structural formulas used by the participants to express compliments and to respond to compliments. The study also examines the roles of the topic of conversation and the participants' first language in the realisation of compliments. Furthermore, the study investigates gender differences with regard to the use of compliments and compliment responses. A discourse completion test (DCT) consisting of twelve situations was used to collect data from the participants. The analysis of the responses found that the dominant form of compliments used was unbound semantic formulas that were not influenced by the social relationship between the participants. Topics that are socially delicate result in the use of more implicit compliments than explicit compliments. The religious norms require politeness in the interactions between people, and this is reflected in the prevalence of implicit compliments. There is a wide range of compliments used with no fixed pattern of usage. Compliments tend to be given using adjectives rather than verbs. Gender did not appear to affect the nature of usage of compliments and responses. The research suggests that the cultural influences of the English language and western culture may be influencing how young Saudis use compliments.
Levels of Emotional Awareness: Theory and Measurement of a Socio-Emotional Skill
Author: Lane, Richard D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Social Development,Interpersonal Competence,Cognitive Development,Measures (Individuals),Self Control,Physical Health,Mental Health,Emotional Experience,Theories,Test Reliability,Construct Validity,Psychometrics,Gender Differences

Emotional awareness is the ability to conceptualize and describe one's own emotions and those of others. Over thirty years ago, a cognitive-developmental theory of emotional awareness patterned after Piaget's theory of cognitive development was created as well as a performance measure of this ability called the Levels of Emotional Awareness Scale (LEAS). Since then, a large number of studies have been completed in healthy volunteers and clinical populations including those with mental health or systemic medical disorders. Along the way, there have also been further refinements and adaptations of the LEAS such as the creation of a digital version in addition to further advances in the theory itself. This review aims to provide a comprehensive summary of the evolving theoretical background, measurement methods, and empirical findings with the LEAS. The LEAS is a reliable and valid measure of emotional awareness. Evidence suggests that emotional awareness facilitates better emotion self-regulation, better ability to navigate complex social situations and enjoy relationships, and better physical and mental health. This is a relatively new but promising area of research in the domain of socio-emotional skills. The paper concludes with some recommendations for future research.
The Four-Panel Narrative: A Slice of Life from an Adapted and Evolving Assignment
Author: Huang, Jalin
Date: 2021-00-00
Type: Journal Articles
Subjects: Photography,Assignments,Masters Programs,Graduate Students,Instructional Design,Course Descriptions,Material Development,Foreign Countries,Communications,College Faculty,Student Attitudes,Educational Change,Team Teaching,Decision Making,Feedback (Response),Computer Software

This design case chronicles a photography assignment starting with its origins in the master's level lab of a communications design program in Taiwan's National Yunlin University of Science and Technology, directed by Jalin Huang. We follow this assignment through its adaptation for a basic media development course taught by Professor Elizabeth Boling in the instructional design master's program at Indiana University, and on to its evolution as a learning exercise and communication device in the instructional design studio sequence of that same program. Along the way, Yichuan Yan, a student from the development course, discusses the experience of receiving and carrying out this assignment in the context of the media development course. Revisions to the assignment for the communications students in Taiwan are also discussed.
When the Experimental Lab Is Itself the Experiment: Making Someone Else&apos;s Design Work
Author: Strycker, Jesse
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Facilities Design,Educational Environment,Higher Education,Stakeholders,Educational Change,Case Studies,Building Design,Information Technology

The redesign of learning spaces has been a growing trend in education, especially higher education. The redesign of such spaces takes time and involves a variety of stakeholders, sometimes resulting in ill-defined designs. This can be exacerbated when individuals leading such efforts depart and there is not a consensus on the design, sometimes leading to vendors having a disproportionate say in final implementations. Understanding these differences and finding a way forward can fall on new stakeholders who are tasked with supporting such spaces after most of the foundational decisions have been made and/or carried out. This case explores one faculty member and designer's experiences with helping to both design for and define such an ill-defined space. Included in this case are the story of the design of the space pieced together from before the author started his employment and the story since he became a stakeholder, stumbling blocks encountered after the space was built, strategies employed in the interim, discussing a path forward, and finally sharing realizations made during the process which will help his future efforts with designing such multi-stakeholder spaces in the future.
Facial Imitation Improves Emotion Recognition in Adults with Different Levels of Sub-Clinical Autistic Traits
Author: Kowallik, Andrea E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Nonverbal Communication,Imitation,Autism,Pervasive Developmental Disorders,Emotional Response,Pictorial Stimuli,Symptoms (Individual Disorders),Undergraduate Students,Young Adults

We used computer-based automatic expression analysis to investigate the impact of imitation on facial emotion recognition with a baseline-intervention-retest design. The participants: 55 young adults with varying degrees of autistic traits, completed an emotion recognition task with images of faces displaying one of six basic emotional expressions. This task was then repeated with instructions to imitate the expressions. During the experiment, a camera captured the participants' faces for an automatic evaluation of their imitation performance. The instruction to imitate enhanced imitation performance as well as emotion recognition. Of relevance, emotion recognition improvements in the imitation block were larger in people with higher levels of autistic traits, whereas imitation enhancements were independent of autistic traits. The finding that an imitation instruction improves emotion recognition, and that imitation is a positive within-participant predictor of recognition accuracy in the imitation block supports the idea of a link between motor expression and perception in the processing of emotions, which might be mediated by the mirror neuron system. However, because there was no evidence that people with higher autistic traits differ in their imitative behavior per se, their disproportional emotion recognition benefits could have arisen from indirect effects of imitation instructions.
Two Cheers for the Cognitive Irregulars: Intelligence&apos;s Contributions to Ageing Well and Staying Alive
Author: Deary, Ian J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Intelligence,Cognitive Ability,Cognitive Tests,Brain,Aging (Individuals),Older Adults,Dementia,Neurological Impairments,Intelligence Tests,Health,Quality of Life,Death,Foreign Countries,Adults

Here, intelligence is taken to mean scores from psychometric tests of cognitive functions. This essay describes how cognitive tests offer assessments of brain functioning--an otherwise difficult-to-assess organ--that have proved enduringly useful in the field of health and medicine. The two &quot;consequential world problems&quot; (the phrase used by the inviters of this essay) addressed in this article are (i) the ageing of modern societies (and the resulting increase in the numbers of people with ageing-related cognitive decrements and dementias) and (ii) health inequalities, including mortality. Cognitive tests have an ubiquitous place in both of these topics, i.e., the important fields of cognitive ageing and cognitive epidemiology, respectively. The cognitive tests that have sprouted in these fields are often brief and not mainstream, large psychometric test batteries; I refer to them as 'irregulars'. These two problems are not separate, because results found with mental/cognitive/intelligence tests have produced a growing understanding that intelligence and health have a reciprocal, life-long relationship. Intelligence tests contribute to the applied research that is trying to help people to stay sharp, stay healthy, and stay alive.
The Role of General and Specific Cognitive Abilities in Predicting Performance of Three Occupations: Evidence from Bifactor Models
Author: ALMamari, Khalid
Date: 2021-00-00
Type: Journal Articles
Subjects: Cognitive Ability,Job Performance,Predictive Validity,Occupations,Air Transportation,Navigation,Effect Size

Cognitive abilities are related to job performance. However, there is less agreement about the relative contribution of general versus specific cognitive abilities to job performance. Similarly, it is not clear how cognitive abilities operate in the context of complex occupations. This study assessed the role of cognitive abilities on the performance of three aviation-related jobs: flying, navigation, and air battle management (ABM). Correlated-factor and bifactor models were used to draw a conclusion about the predictive relations between cognitive abilities and job performance. Overall, the importance of particular cognitive abilities tends to vary across the three occupations, and each occupation has different sets of essential abilities. Importantly, the interplay of general versus specific abilities is different across occupations, and some specific abilities also show substantial predictive power.
A Cascade Teacher Training Model in Disaster Education: A Case of Turkey
Author: Gökmenoglu, Tuba
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Emergency Programs,Models,Program Implementation,Faculty Development,Inservice Teacher Education,Teacher Education Programs,Instructional Design,Risk,Program Effectiveness

Individuals' reluctance to take precautions before disasters happen is one of the most critical concerns of the disaster management area. The disaster education given through schools is a critical process in addressing this problem. This paper aims to introduce the teacher training program model and the implementation practices of Turkey's School-Based Disaster Education Project. In Turkey, there are few studies regarding the planning, development, implementation, and evaluation stages of Disaster Risk Reduction education for teachers. The project has been carried out within the framework of the Ministry of National Education and Japan International Cooperation Agency. An at-scale cascade teacher professional development model was implemented. The model reached 135,375 teachers in 67 provinces by the 567 trainer teachers in a relatively short time with the cascade training system. This project has brought a documented nationwide disaster risk reduction training experience for Turkey with its economic and sustainable structure. [This article includes an extended summary in Turkish.]