Multimedia Integration to Enhance Interactivity: A Cognitive Load Theoretical Approach in American Poetry Instruction

Enhancing e-Learning through understanding and taking into account the cognitive structures of learner and trainer in learning sports is a new avenue of research. E-Learning has made its steps into all disciplines, while sports domain remains a discipline that involves physiological variables in learning. Learning sport is incomplete until a learner is trained physically and is ready to actually play the sport. The curiosity to know how e-Learning methods can be utilized for learning sports has led the work to look into the learning theories. The behaviorist approach can be efficient at the initial level. The cognitive approach has been identified as an efficient approach in advanced level learning. Cognitive theory of learning also proposes feedback mechanism, contiguity, repetition, and reinforcement. This research is to explore the possibility of enhancing e-learning using cognitive theoretical approach in learning sports.

Reviewed by: Thomas Hardy’s Brains: Psychology, Neurology, and Hardy’s Imagination by Suzanne Keen Anne Stiles Thomas Hardy’s Brains: Psychology, Neurology, and Hardy’s Imagination. Suzanne Keen. Columbus: The Ohio State University Press, 2014. Pp. ix + 236. $64.95 (cloth). In Thomas Hardy’s Brains, Suzanne Keen makes a persuasive case for reading Thomas Hardy’s poetry and prose alongside the psychology and neurology of his time. While literary scholars have often applied twentieth-century psychological approaches to Hardy’s works, especially the psychoanalytic theories of Sigmund Freud and Carl Jung, these are sources that Hardy probably never encountered in his lifetime (due to his limited knowledge of German, among other reasons). By contrast, Hardy was well-versed in the psychological theories of Henry Maudsley, Théodule Ribot, Henry Head, Herbert Spencer, T. H. Huxley, Charles Darwin, William James, and G. H. Lewes (5, 18). Hardy was an adept “student of psychology” and “reader of neurology” throughout his career, Keen argues, particularly during the 1880s, as he was preparing to write his neurologically-themed verse drama, The Dynasts (1904, 1906, 1908)(6). His psychological expertise came not just from extensive reading but also from conversations with leading scientists such as James Crichton Browne, the co-founder of the journal Brain (1878-present). Although Hardy’s interest in evolutionary science, particularly Darwin’s work, has been well documented by critics, he also possessed “up-to-date knowledge of the psychology of his day,” a fact that has been less widely acknowledged (20). Thomas Hardy’s Brains aims to rectify this oversight and inspire other scholars to follow suit. Utilizing Hardy’s unpublished literary notebooks, Keen is able to pinpoint which authors Hardy read and when. She also demonstrates how specific psychological ideas find expression in his fiction. Her work is thus particularly valuable as a source study, although this book has broader appeal for Hardy scholars and students of Victorian psychology. [End Page 405] In terms of methodology, Keen’s book combines two related strands of contemporary literary criticism: historical study of the intersections between Victorian literature and science (practiced by Nicholas Dames, Alan Richardson, Jill Matus, and Vanessa Ryan, among others) and cognitive literary theory, exemplified by writers such as Alan Palmer, Patrick Colm Hogan, and Lisa Zunshine. It is difficult to say which approach predominates in her work. Whereas chapter 1 is a historically-based source study of Hardy’s psychological readings, chapter 2 draws on cognitive literary theory, particularly Alan Palmer’s work on intermental thinking, to illuminate Hardy’s narrative technique. Chapter 5, meanwhile, draws on a broad range of cognitive literary theory—including Keen’s own previous work, Empathy and the Novel (2007)—to discuss the expression of empathy in Hardy’s works. Even the chapters with a theoretical bias are rich in historical detail, showing that Keen can successfully combine historical and cognitive theoretical approaches. These two schools of thought all too rarely cohere in practice, for all of their apparent similarities. Keen is also adept at analyzing literary form, particularly in the sections on verse, wherein her expertise as a published poet stands her in good stead. The sections on Hardy’s novels likewise skillfully explain interactions between psychological content and literary form. In chapter 2, for instance, Keen discusses Hardy’s reliance on “thought report” (Palmer’s term) over other types of narration, such as free indirect discourse. Hardy’s unusual narrative style allowed him to “report conditions of mind of which the character remains unaware,” thus emphasizing his characters’ fateful ignorance of key information (64). This emphasis gels with Hardy’s pessimistic view of human destiny; his characters “proceed unaware of the rigged system that has made them feeling beings in a universe of action they cannot control” (52). While this chapter predominantly takes a cognitive approach to Hardy’s work, Keen also shows that Hardy’s contemporaries noticed his interest in psychology. Andrew Lang, for instance, criticized Hardy for using “language like that of Herbert Spencer” to describe the thoughts and feelings of common people, while sexologist Havelock Ellis lauded Hardy’s portrayal of instinct as a motive force (57, 83). While Keen successfully balances historical and cognitive approaches...

“How can design for learning with technology facilitate knowledge transfer from educational to non-educational contexts?” To answer this question, we start with a review of five theoretical approaches to transfer: behaviorist, cognitive, situated, participationist, and developmental practices approach. We stress that they are not mutually exclusive, but that they emphasize different types of knowledge. We distinguish between declarative knowledge, procedural knowledge, and relational knowledge. Next, we identify four strategies for utilizing educational technologies to enhance transfer: coupling of educational and non-educational contexts, separate context of training, simulating a non-educational context, and introduction of educational context within non-educational setting. We illustrate each of them with paradigmatic learning designs and link them to the different strategies for technology use. Specifically, we discuss the learning designs of computer-based skills training (behaviorist approach), model-based learning (cognitive approach), epistemic games (situated cognition approach), mediational practices (participationist approach), and knowledge co-creation (developmental practices approach). We emphasize that all learning designs have greater chances of being effective if they are well integrated in wider learning contexts. This places limits on their scalability, both in terms of student numbers and in terms of situations of use.

Identifying Cognitive Mechanisms Targeted for Treatment Development in Schizophrenia: An Overview of the First Meeting of the Cognitive Neuroscience Treatment Research to Improve Cognition in Schizophrenia Initiative

Deception detection is a crucial yet formidable process within the criminal justice system. The cognitive load approach is a novel methodology for deception detection, which draws upon the cognitive theory emphasising that lying imposes a greater mental tax than truth-telling. This approach has garnered significant attention and is currently undergoing rigorous laboratory testing. Nevertheless, most researchers who advocate for the effectiveness of the cognitive load approach tend to overlook the potential impact of specific contexts that might undermine the accuracy of employing this approach. This review paper addresses three types of contexts that may impact the effectiveness of the cognitive load approach: a) the stakes of deceptions, b) the age of candidates, and c) the authenticity of interviews. In general, the cognitive load approach exhibits more reliability and a higher likelihood of enhancing the deception detection rate in high-stakes contexts than in low-stakes contexts. In comparison with adolescents or adults, this approach appears to be less predictable or consistent when used among young children. Moreover, the cognitive load approach in legal systems seems less viable in real-life applications than in controlled laboratory settings.

In this chapter, Driskell and Driskell examine research on the cognitive load approach to lie detection, and review the foundational theories of multitasking and cognitive load that underlie this approach. Based on this analysis, specific theoretically based propositions are derived that elaborate the cognitive load approach to lie detection and offer greater specificity in applying cognitive load theories. The propositions presented suggest further avenues for research on cognitive load and lie detection.

Traditional psychological approaches to animal learning and behavior have involved either the atheoretical behaviorist approach proposed by B. F. Skinner (1938), in which input-output relations are described in response to environmental manipulations, or the theoretical behaviorist approach offered by C. L. Hull (1943), in which associations mediated by several hypothetical constructs and intervening variables are formed between stimuli and responses. Recently, the application of a cognitive behaviorist approach to animal learning and behavior has been found to have considerable value as a research tool. This perspective has grown out of E. C. Tolman's cognitive approach to learning in which behavior is mediated by mechanisms that are not directly observable but can be inferred from the results of critical experiments. In the present article, the author presents several examples of the successful application of the cognitive behaviorist approach. In each case, the experiments have been designed to distinguish between more traditional mechanisms and those mediated by hypothesized internal representations. These examples were selected because the evidence suggests that some form of active cognitive organization is needed to account for the behavioral results.

Developing and Evaluating ASMR-Based Digital Media to Enhance English Vocabulary Retention Among Indonesian High School Students: A Cognitive Approach. Objective: This study addresses the persistent challenge of English vocabulary retention among Indonesian high school students. Traditional rote memorization techniques remain inadequate in promoting long-term recall because they limit cognitive and sensory engagement. To overcome this issue, this research aimed to develop and evaluate an Autonomous Sensory Meridian Response (ASMR)-based digital media that leverages both cognitive and affective mechanisms to enhance vocabulary learning. Grounded in Cognitive Load Theory and Dual Coding Theory, the study sought to design an interactive platform that stimulates multisensory engagement, fosters focus, and reduces learning anxiety. Methods: A Research and Development (R&D) design, guided by the ADDIE model, was implemented with 90 Indonesian students from various public high schools in East Java. The study employed a mixed-methods approach involving pre-test and post-test vocabulary assessments, Likert-scale questionnaires on learner engagement, and semi-structured interviews. Quantitative data were analyzed using paired-sample t-tests and descriptive statistics, while qualitative data underwent thematic analysis to explore students’ experiences and perceptions. Findings: The results revealed a significant improvement in learners’ vocabulary retention (t(89) = 4.56, p < .001). Results revealed a significant improvement in learners' vocabulary retention (t(89) = 4.56, p< .001) with a large effect size (Cohen’s d = 1.40), indicating strong practical significance. Students in the ASMR-based learning condition reported high levels of motivation, attention, and enjoyment throughout the sessions, reflecting the intervention’s positive impact on cognitive and emotional engagement. Thematic findings highlighted enhanced focus, emotional relaxation, and metacognitive awareness of recall. Students with lower initial proficiency exhibited the greatest gains, indicating the intervention’s inclusive potential. Conclusion: The study concludes that a theory-driven, ASMR-based medium appears to be an engaging and promising approach for improving vocabulary acquisition. Integrating multisensory, affectively positive content transforms vocabulary learning into an immersive and emotionally safe experience. These findings provide both theoretical and practical evidence supporting ASMR as an innovative, low-cost pedagogical tool that can enhance language learning in diverse and resource-limited educational contexts. Keywords: ASMR-Based digital media, vocabulary retention, cognitive approach, research and development (R&D), transform vocabulary instruction.

An intelligent adaptable system, aware of a user’s experienced cognitive load, may help improve performance in complex, time-critical situations by dynamically deploying more appropriate output strategies to reduce cognitive load. However, measuring a user’s cognitive load robustly, in real-time is not a trivial task. Many research studies have attempted to assess users’ cognitive load using different measurements, but these are often unsuitable for deployment in real-life applications due to high intrusiveness. Relatively novel linguistic behavioral features as potential indices of user’s cognitive load is proposed. These features may be collected implicitly and nonintrusively supporting real-time assessment of users’ cognitive load and accordingly allowing adaptive usability evaluation and interaction. Results from a laboratory experiment show significantly different linguistic patterns under different task complexities and cognitive load levels. Implications of the research for adaptive interaction are also discussed, that is, how the cognitive load measurement-based approach could be used for user interface evaluation and interaction design improvement.

The Elementary School Journal Volume 85, Number 5 ? 1985 by The University of Chicago. All rights reserved. 001 3-5984/85/8505-0008$0 1.00 Research on teaching has always been carried out under the assumption that what happens in classrooms influences students' learning. In the heyday of the research guided by the process-product paradigm (Dunkin & Biddle 1974), there were two central determinants of students' learning that teachers could manipulate. One was the teacher's behavior. The second was the

With an increasing amount of empirical research being conducted in interpreting studies through social science, humanities and interdisciplinary lenses, more interest is being paid to the nature of the research methods being used. This is evidenced by the publication of a monograph focusing solely on interpreting research methods (Hale & Napier 2013), as well as the inclusion of a dedicated panel (Moving boundaries in translation and interpreting research methods) in the program of the 8th European Society for Translation Studies (EST) Congress (Aarhus, Denmark, 2016), which was convened and facilitated by Napier and de Pedro Ricoy. The recently published Routledge Encyclopedia of Interpreting Studies (Pochhacker, 2015) has 21 entries referring specifically to interpreting research, including: action research, bibliometric research, corpus-based research, experimental research, mixed-methods research, survey research, ethnographic methods, methodology, eye tracking, retrospective protocols, the activist approach, cognitive approaches, discourse-analytical approaches, linguistic/pragmatic approaches, neuroscience approaches, psycholinguistic approaches, sociolinguistic approaches, sociological approaches, epistemology, interdisciplinarity, and paradigms. The publication of this special issue is, therefore, timely. It brings together a collection of articles that specifically discuss innovations in interpreting research methods. Its aim is to consider and discuss how research methods have been used in interpreting studies, and how innovation in the application of such methods can move boundaries in understanding the work of both spoken and signed language interpreters. Studies such as these, conducted on the basis of innovative, cross-disciplinary approaches, can have an impact on promoting best practice and influencing policy, thus yielding benefits for communities and society at large. Collectively, the articles present a critical exploration of how research methods that have been traditionally used in interpreting studies can be adapted to analyze the reality of professional practice in the 21st century. In addition, they also illustrate how the utilization of tools more commonly associated with other disciplines can add further insights into linguistically and/or culturally mediated encounters. In showcasing novel applications of well-established methods (quantitative, qualitative or mixed), the articles in this special issue provide an overview of the state of the art in the discipline from both established scholars and early career researchers. Each paper highlights how and why adopting an innovative research method can extend our understanding of the complexities of interpreting and promote a deeper appreciation of the work of interpreters. In considering the range of papers included in this special issue, we can see that each contribution introduces methods as yet under-utilized in interpreting studies, or they explore how previously used methods can be used more innovatively. Chen adopts a more quantitative approach in the analysis of note-taking in consecutive interpreting through the use of digital-pen technology, which she shows to be a useful method to gain insight into both the interpreting process and the management of the interpreters' cognitive load. The particular innovation in her study is the use of the digital-pen technology for capturing data. Digital pen technology has also been used to investigate how to teach note-taking to interpreting students (Orlando, 2010). Hokkanen employs an auto-ethnographic approach to exploring her position as an interpreter-researcher--a 'practisearcher' (Gile, 1994) and emotions experienced in interpreting fieldwork. Her emphasis is on this method as a non-traditional approach to processing first-hand research material that can throw light on the complex relationship between the researcher's multiple selves and the relevant social setting. …

Over the last few years, cognitive load theory has progressed and advanced rapidly. The articles in this special issue, which document those advances, are based on contributions to the 3rd International Cognitive Load Theory Conference (2009), Heerlen, The Netherlands. The articles of this special issue on cognitive load theory discuss new conceptualizations of the different categories of cognitive load, an integrated research perspective of process-oriented and cognitive load approaches to collaborative learning, an integrated research perspective of cognitive and social–cognitive approaches to example-based learning, and a specification of the theory focusing on the acquisition of generalized knowledge structures as a means to facilitate flexible problem-solving skills. This article provides a short introduction to the theory, discusses some of its recent advances, and provides an overview of the contributions to this issue.

Psychotherapy as a cultural achievement emerging in the last century lacks a coherent, unitary, epistemological program; this lack of a program explains the steady proliferation of competing approaches. The cognitive approach has represented, for many students, the promise of a new integrating paradigm. However, the proliferation of a number of cognitive therapies, along with the present inability of clinicians engaged in this kind of therapy to define a theoretical framework capable of including the basic contributions of developmental, experimental, and clinical psychology, seems to indicate that the cognitive approach, too, could fall into epistemological confusion. The theoretical framework delineated in the first section of our chapter is not only relevant to everyday clinical practice but also leads to a model of cognitive organization that can be used as a guideline for clinical research and psychotherapeutic work. Our second section deals with a clinical study of agoraphobia and suggests connections between the theoretical model and clinical practice.

Relationship between Rewards and Intrinsic Motivation for Learning – Researches Review

Drawing on the explosion of academic and public interest in cognitive science in the past two decades, this volume features articles that combine literary and cultural analysis with insights from neuroscience, cognitive evolutionary psychology and anthropology, and cognitive linguistics. Lisa Zunshine's introduction provides a broad overview of the field. The essays that follow are organized into four parts that explore developments in literary universals, cognitive historicism, cognitive narratology, and cognitive approaches in dialogue with other theoretical approaches, such as postcolonial studies, ecocriticism, aesthetics, and poststructuralism. Introduction to Cognitive Cultural Studies provides readers with grounding in several major areas of cognitive science, applies insights from cognitive science to cultural representations, and recognizes the cognitive approach's commitment to seeking common ground with existing literary-theoretical paradigms. This book is ideal for graduate courses and seminars devoted to cognitive approaches to cultural studies and literary criticism. Contributors: Mary Thomas Crane, Nancy Easterlin, David Herman, Patrick Colm Hogan, Bruce McConachie, Alan Palmer, Alan Richardson, Ellen Spolsky, G. Gabrielle Starr, Blakey Vermeule, Lisa Zunshine