Cumulative Learning Process Research Articles

Exploring Determinants of Desirable Financial Behaviors Using Decision Tree Analysis Evidence From Four Waves of National Financial Capability Study

The purpose of this article is to utilize decision tree (DT) analysis to examine the relationship between income level, financial satisfaction, financial confidence, financial knowledge, and several demographics with a goal of better understanding desirable financial behavior. The emphasis of this analysis is focused particularly upon better understanding the role of financial knowledge in desirable behavior outcomes. DT analysis is most useful when an analysis includes numerous variables and solving problems where the cumulative learning process is inherent. Our DT analysis of four FINRA National Financial Capability datasets (2009, 2012, 2015, and 2018) suggest that financial knowledge is a relevant variable only under specific circumstances and for respondents with relatively higher income levels. Key variables in the DT analysis included income level and financial satisfaction.

Let's Talk about the Talk: Exploring the Experience of Discussing Student Performance at the Mid- and Final Points of the Clinical Internship.

Purpose: The purpose of this study was to explore the experiences of physiotherapy students and clinical instructors (CIs) when discussing student clinical performance at the mid- and final points of clinical internships. The objectives were to identify why performance assessment discussions are valuable, explore the role of each participant throughout the discussion, identify the challenges associated with these discussions, and explore the effect of the standardized assessment tool on the discussion. Methods: This study used a qualitative descriptive design, consisting of student and CI focus groups in the Greater Toronto Area from January to June 2016. Results: All participants (N=29) recognized the importance of having face-to-face performance assessment discussions in a quiet and private space. Students and CIs agreed that the Canadian Physiotherapy Assessment of Clinical Performance helped to structure and focus the discussions. Valuable discussions occurred when students were open minded and self-reflected on their performance and when CIs were honest and used their expertise to guide learning. Other key features included mutual preparedness, two-way feedback that was constructive and tangible, and a goal-setting process. Students described the emotional component of these discussions as being challenging, and CIs found it difficult when a student took a more passive role in the discussion. Conclusions: Our findings indicate that valuable discussions can provide meaningful feedback, strengthen the student-CI relationship, and engage the learner in an ongoing and cumulative learning process that contributes to professional development.

The Use of Mobile Applications in Shopping

This exploratory paper focuses on the use of mobile applications in shopping from the customer activation point of view. Empirical survey data was collected from 23 mobile shopping application users, and the major findings indicate that mobile applications present a modern and flexible channel for supporting and intensifying customer participation. However, in order to guarantee a long-term customer relationship, the application must be integrated with the service development and refinement activities of a service company. It is also essential that applications have a high technological quality and create a long-term relationship between the customer and the company based on a cumulative learning process. In addition, the motivation to upload the application is strongly based on the perceived benefits of using the application. Therefore, it seems beneficial to develop mobile applications in conjunction with customers. In all, more research is needed, ideally involving close co-operation between practitioners and academic researchers.

Has the Green Revolution been a Cumulative Learning Process?

Most members of the development community take for granted that policy should be evidence-based. Accordingly declarations of the need to ‘learn the lessons of history’ are a commonplace in the literature. At the same time there are also indications that this task is not usually taken very seriously in policy formulation. Summarising the history of peasant-friendly plant breeding from Central Europe around 1900 to the global South today, this paper argues that attempts to assist smallholder agriculture since 1945 have repeatedly failed to take into account the success or failure of earlier approaches. The evidence suggests that this neglect has been the result less of ignorance of past experience than of indifference toward it. The paper concludes by briefly considering possible reasons for this.

An Empirical Two-Group Study into Electronic Note-Taking

The relationship between students learning traditionally or through virtual worlds using computer-oriented tools is of keen interest. Although, the extent to electronic learning varies in great degrees from entire online environments to partial complimentary tools which differ according to their functions. The focus of this research paper is to discuss the paradigm shift from traditional means of study to computerisation, in particular relating to the area of note-taking. Research into cognitive factors associated with learning and performance including memory have put forward suggestions, which could assist the cumulative learning process. Comparative analysis between a number of note-taking techniques refined the study with the electronic adaptation of the popular Cornell method with the proposed En-AISR platform. Emphasis has been placed on the influence and significance towards the amalgamation of multi-modal features to enhance and stimulate students learning experience. A two-group study measured students learning, performance, and experience between both systems using usability criteria. Outcomes from this experiment suggest a positive influence of a multi-modal note-taking tool as a complimentary learning aid.

Do agreste de Pernambuco para o mundo: o caso pinga nordestina

O artigo apresenta o processo de internacionalização da Pinga Nordestina, que, por meio da participação Projeto Setorial Integrado da Cachaça de Pernambuco, começou a exportar em 2005. Os achados corroboram com a importância do estabelecimento de networks, da distância psíquica e da aprendizagem incremental e cumulativa da teoria de internacionalização de Uppsala. A participação em feiras e missões internacionais foi um fator impulsionador no processo de internacionalização por meio da reflexão do executivo sobre a sua aprendizagem, levando a mudanças de produtos, tanto para o mercado interno, quanto para o internacional. Verificou-se também que o governo foi um agente catalisador, contribuindo para esta inserção internacional. No entanto, a percepção de distância psíquica do país de destino foi reduzida devido à nacionalidade do empresário importador, e não apenas do país de destino, conforme advogado pelos teóricos de Uppsala, indicando a necessidade de mais estudos empíricos.

A parametric failure time model of international return migration

International return migration is conceptualized and modeled as the outcome of two opposing forces: assimilation into the host society and attachment to the home country. Assimilation is a cumulative learning process that, over time, lowers the tendency to return; attachment levels are less predictable: they might decrease, increase, or remain constant over time. From this proposition, we derive a generalized gamma function for the probability density function of the duration of stay, allowing for increasing, decreasing, and constant hazards of return. The applicability of the model is explored using the case of foreign migrants returning to their home countries from West Germany.

An information processing model for the development of aggression

A theory is presented to account for the development of habitual aggressive behavior during early childhood. It is argued that the aggressive child is one who has acquired aggressive scripts to guide behavior early in life. Once established these scripts become resistant to change and may even persist into adulthood. Aggressive scripts are acquired and maintained through both observational and enactive learning processes. These processes interact with each other as actual aggressive behavior engenders conditions under which the observation of aggressive behavior is more likely and creates conditions that provoke rather than inhibit aggression. The cumulative result is a network of cognitive scripts for social behavior emphasizing aggressive responding. A number of intervening variables may play a role in this cycle, and among the more important would seem to be popularity and academic achievement. Once encoded, the scripts for aggressive behavior may be elicited through a general activation of memory or by specific cues to which the person is exposed. Some of the most potent cues should be those present when the script was encoded, though any aggressive cue may trigger the retrieval of an aggressive script. Thus, observed violence not only provides scripts for future behavior but also triggers the recall of existing aggressive scripts. If these scripts are rehearsed, their recall in the future will be more likely. If undampened, this cumulative learning process can build enduring schemas for aggressive behavior that persist into adulthood.

Psychological Processes Promoting the Relation Between Exposure to Media Violence and Aggressive Behavior by the Viewer

A developmental theory is presented to account for the relation between increased exposure to media violence and increased aggressive behavior. It is argued that the effect of media violence on individual differences in aggression is primarily the result of a cumulative learning process during childhood. Aggressive scripts for behavior are acquired from observation of media violence and aggressive behavior itself stimulates the observation of media violence. In both childhood and adulthood, certain cues in the media may trigger the activation of aggressive scripts acquired in any manner and thus stimulate aggressive behavior. A number of intervening variables may either mitigate or exacerbate these reciprocal effects. If undampened, this cumulative learning process can build enduring schemas for aggressive behavior that persist into adulthood. Thus, early childhood television habits are correlated with adult criminality independently of other likely causal factors. It is concluded that interventions directed at mitigating the effects of media violence on delinquency and criminality should focus on the preadolescent years.