Deep Information Processing Research Articles

Special issue on deep learning-based neural information processing for big data analytics

Special issue on deep learning-based neural information processing for big data analytics

Research Progress Discussion on Deep Language Signal and Information Processing

This article focus on the progress discussion of deep speech signal and information processing. It will combine theory with practice, and deeply analyze the research progress of speech recognition technology, speech blending technique, and speech intensified technique. Based on the big data and cloud computing, the conclusion of valuable information can be effectively identified through deep speech signal and information processing technology. Hope it will help the relevant units.

Increased cognitive load during acquisition of a continuous task eliminates the learning effects of self-controlled knowledge of results

ABSTRACTPrevious research has demonstrated that providing learners with self-control over some aspect of practice enhances motor learning (for a review see Wulf, 2007). One explanation for the self-control effect is that learners engage in deeper information processing when they are allowed to make choices during practice. Recent research has supported this line of thinking by showing that the self-control effect was eliminated for learners who engaged in a cognitive load task during the interval following completion of discrete task trials (Carter & Ste-Marie, 2017). The current study tested the effects of imposing a cognitive load task during the completion of continuous task trials. Participants (N = 48) were divided into self-control (SC), self-control with load (SCL), and two corresponding yoked (YK, YKL) groups. Participants learned a continuous tracing task and then performed 24-hour retention and transfer tests. Retention and transfer test movement times were significantly faster for SC compared to YK participants within the No Load condition but did not differ between these participants within the Load condition. Errors were similar among all groups in retention and transfer. These results provide support for the importance of information processing in regards to the self-controlled learning benefit.

Pharmacy Students’ Perceptions of Reflective Portfolios and their Effect on Students’ Deep Information-Processing Skills

Objective. To evaluate pharmacy students' perceptions of the educational value of reflective portfolio and to gain an understanding of the factors that might influence these perceptions. Methods. Bachelor of Pharmacy (BPharm) students' perceptions of using reflective portfolios were evaluated by administering the same questionnaire at the beginning of years 2, 3 and 4 of the curriculum. Statistical analysis was carried out to determine the differences among the perception scores of different academic years. Semi-structured interviews were completed with fourth-year students to further explore their experiences with the reflective portfolio. Students' deep information processing (DIP) skills were compared with those of students from another pharmacy cohort whose curriculum did not include a reflective portfolio. Results. The students' perceptions of the reflective portfolio improved significantly as they progressed from year 2 to year 4 of the curriculum. The factors that contributed to a positive experience were a clear understanding of objectives and guidelines for the reflective portfolio, useful mentor feedback, a positive learning attitude and motivation, and having a user-friendly technology platform for submission of the portfolio. The students' DIP skills after completing the reflective portfolio were higher than those of students who did not have a reflective portfolio assignment in their curriculum. Conclusion. Pharmacy students' appreciation of the educational value of a reflective portfolio increased as they progressed to their final year, and their DIP skills improved. These findings support the use of a reflective portfolio as a learning tool for BPharm students' personal and professional development.

A Deep Convolutional Neural Network Inspired by Auditory Perception for Underwater Acoustic Target Recognition.

Underwater acoustic target recognition (UATR) using ship-radiated noise faces big challenges due to the complex marine environment. In this paper, inspired by neural mechanisms of auditory perception, a new end-to-end deep neural network named auditory perception inspired Deep Convolutional Neural Network (ADCNN) is proposed for UATR. In the ADCNN model, inspired by the frequency component perception neural mechanism, a bank of multi-scale deep convolution filters are designed to decompose raw time domain signal into signals with different frequency components. Inspired by the plasticity neural mechanism, the parameters of the deep convolution filters are initialized randomly, and the is n learned and optimized for UATR. The n, max-pooling layers and fully connected layers extract features from each decomposed signal. Finally, in fusion layers, features from each decomposed signal are merged and deep feature representations are extracted to classify underwater acoustic targets. The ADCNN model simulates the deep acoustic information processing structure of the auditory system. Experimental results show that the proposed model can decompose, model and classify ship-radiated noise signals efficiently. It achieves a classification accuracy of 81.96%, which is the highest in the contrast experiments. The experimental results show that auditory perception inspired deep learning method has encouraging potential to improve the classification performance of UATR.

TerminalsResearch and Implementation of Agricultural Information Recommendation System Based on Situational Awareness

With the development of mobile Internet and the popularity of smartphones, the mobile phone has become the preferred tool for farmers to get information online instead of computers. Therefore, the use of mobile phone to solve the information transmission “last kilometer” problem, will be the most convenient and efficient way. On the basis of possessing a large quantity of high quality agricultural information resources, this paper makes deep processing of information, at the same time, based on mobile terminals, collects the multidimensional factors such as real-time situation information, user history browsing behavior and interest, expands vector space model, designs the agricultural information recommendation algorithm of situational perception and interest adaptation. Finally, the research and development of agricultural information recommendation system is realized. This system will provide farmers with accurate agricultural science and technology information and expert intelligence to meet the needs of thousands of people.

Interference effects in competitive sponsorship clutter

AbstractThis article examines the effects on consumers’ attitudes of the concurrent exposure of competitive brands sponsoring different properties during an event (i.e., sponsoring an event vs. the athletes participating in this event), thus creating a competitive sponsorship clutter. In contrast with previous research having examined interference effects in advertising, the results of this research reveal that in a sponsorship setting, clutter effects on consumer responses depend on perceived sponsor–sponsee congruence and do not result from deeper information processing. More precisely, it was found that whereas the evaluation of a congruent sponsoring brand is negatively affected by clutter, the impact of clutter on attitude toward an incongruent sponsor is positive. In addition, articulating the sponsorship was shown to decrease the negative effects of clutter. Implications for research and practice are derived from these findings.

External Control of Knowledge of Results: Learner Involvement Enhances Motor Skill Transfer.

Providing the learner control over aspects of practice has improved the process of motor skill acquisition, and self-controlled knowledge of results (KR) schedules have shown specific advantages over externally controlled ones. A possible explanation is that self-controlled KR schedules lead learners to more active task involvement, permitting deeper information processing. This study tested this explanatory hypothesis. Thirty undergraduate volunteers of both sexes, aged 18 to 35, all novices in the task, practiced transporting a tennis ball in a specified sequence within a time goal. We compared a high-involvement group (involvement yoked, IY), notified in advance about upcoming KR trials, to self-controlled KR (SC) and yoked KR (YK) groups. The experiment consisted of three phases: acquisition, retention, and transfer. We found both IY and SC groups to be superior to YK for transfer of learning. Postexperiment participant questionnaires confirmed a preference for receiving KR after learner-perceived good trials, even though performance on those trials did not differ from performance on trials without KR. Equivalent IY and SC performances provide support for the benefits of task involvement and deeper information processing when KR is self-controlled in motor skill acquisition.

Serotonin, Stress, and the Emergence of Highly Sensitive Person (HSP) Traits

With origins in psychology research, the study of sensory processing sensitivity (SPS) is aimed at better understanding the estimated 20% of individuals classified as Highly Sensitive Persons (HSPs) according to the HSP Scale, a 27-item questionnaire developed by Elaine and Arthur Aron in the 1990s. SPS is hypothesized to be an innate, cross-species variation in temperament associated with increased responsivity to environmental stimuli. This includes, in humans, (1) strong emotional reactions, (2) deep processing of sensory information, (3) high awareness of environmental subtleties, and (4) susceptibility to overstimulation. Although SPS is thought to have an inherited, biological basis, no such basis has yet been identified. Limited findings published to date suggest that heritable variations in the serotonergic and dopaminergic systems, and exposure to stressful life events, may each contribute to an ‘HSP’ phenotype. Today, the researchers whose psychology studies gave rise to the SPS construct 25 years ago have been joined by colleagues across disciplines in calling for clarification of the ways that SPS relates to other concepts in psychology research, the biological basis of SPS, and how these insights might be applied to the development of targeted interventions. This narrative review covers research on the genetic and neurological bases of SPS proposed since the 1990s, while offering a concise introduction to the interdisciplinary origins of a concept that has sparked broad popular interest in recent years, and limited but growing interest within the scientific community.

Scanning and deep processing of information in hypertext: an eye tracking and cued retrospective think‐aloud study

AbstractWhen students solve problems on the Internet, they have to find a balance between quickly scanning large sections of information in web pages and deeply processing those that are relevant for the task. We studied how high school students articulate scanning and deeper processing of information while answering questions using a Wikipedia document, and how their reading comprehension skills and the question type interact with these processes. By analyzing retrospective think‐aloud protocols and eye‐tracking measures, we found that scanning of information led to poor hypertext comprehension, while deep processing of information produced better performance, especially in location questions. This relationship between scanning, deep processing, and performance was qualified by reading comprehension skills in an unexpected way: Scanning led to lower performance especially for good comprehenders, while the positive effect of deep processing was independent of reading comprehension skills. We discussed the results in light of our current knowledge of Internet problem solving.

Study on the impact of open and closed book formative examinations on pharmacy students’ performance, perception, and learning approach

ObjectivesTo study the impact of open and closed book formative examinations on pharmacy students’ learning approach and also to assess their performance and perception about open book (OB) and closed book (CB) systems of examination. MethodsA crossover study was conducted among Year 1 and Year 2 pharmacy students. Students were invited to participate voluntarily for one OB and one CB online formative test in a chemistry module in each year. Evaluation of their learning approach and perception of the OB and CB systems of examination was conducted using Deep Information Processing (DIP) questionnaire and Student Perception questionnaire respectively. The mean performance scores of OB and CB examinations were compared. ResultsAnalysis of DIP scores showed that there was no significant difference (p > 0.05) in the learning approach adopted for the two different examination systems. However, the mean score obtained in the OB examination was significantly higher (p < 0.01) than those obtained in the CB examination. Preference was given by a majority of students for the OB examination, possibly because it was associated with lower anxiety levels, less requirement of memorization, and more problem solving. ConclusionThere is no difference in deep learning approach of students, whether the format is of the OB or CB type examinations. However, the performance of students was significantly better in OB examination than CB. Hence, using OB examination along with CB examination will be useful for student learning and help them adapt to growing and changing knowledge in pharmacy education and practice.

A new conceptual basis for the development of the information activities of the All-Russian Institute for Scientific and Technical Information of the Russian Academy of Sciences

The directions of the development and implementation of the new scientific and information policy of the All-Russian Institute for Scientific and Technical Information of the Russian Academy of Sciences are considered. The purpose of this paper is to evaluate the potential of the Institute as a multifunctional information center that widely uses modern information and communications technologies and electronic information resources. Promising approaches are considered to deeper processing of information, multivariate analysis of collected data, and the possibility of establishing the actual types of information products and services that are focused on decision support in scientific, technical, and industrial applications, and, indirectly, in the economy as a whole.

The Importance of Instructor Clarity and Its Effect on Student Learning: Facilitating Elaboration by Reducing Cognitive Load

Instructors can employ a variety of effective teaching behaviors, such as those that reflect clear instruction, to increase the odds that students experience success in their courses; however, despite instructional communication scholars’ theoretical understanding of why clarity should enhance student learning, empirical investigations have largely stopped short of demonstrating the link. The current study examined perceptions from 253 undergraduate students to determine how clarity may impact learning through the indirect effects of receiver apprehension and, subsequently, the deep processing of information. Results of a serial mediation analysis support the contention that an appropriate explanation for the effect of clarity on learning is that it reduces students’ extraneous cognitive load, which subsequently influences their propensity to deeply process classroom information.

Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievement

To improve mathematics education and achievement, research needs to identify factors that support and motivate students to learn and achieve in math.The purpose of this study was to test, using structural equations, a model with a sample of 1412 high-school students where autonomy would predict autonomous motivation, which in turn, has a positive effect on effort regulation and deep-processing, and both variables would predict math achievement.Results confirmed all hypothesized paths, except deep-processing unexpectedly did not predict math achievement.Findings suggest that when students feel that their schoolwork is purposeful and interesting, and that the classroom environment and teachers are responsive and supportive, they will be autonomously motivated to engage in self-regulated learning. Autonomous motivation propels students to engage in deep-processing of information and to persist and exert effort in their studies even when the school subject or studying becomes boring or taxing. Self-regulation of effort ultimately results in enhanced mathematics achievement.

Learning and navigating in hypertext: Navigational support by hierarchical menu or tag cloud?

As hypertext learning environments (HLE) are widely used in education, it is important to study and know the effects and consequences of its use. HLEs are non-linear which means that students have to develop ways of navigating through them. Thus, developing interfaces that facilitate and even guide navigation is important for learning. Research showed that successful learning in HLEs depends on both learner characteristics and HLE features. This study investigated an HLE navigation feature (navigational support with either a tag-cloud or conventional hierarchical menu), task complexity (fact-finding vs. information-gathering task) and a user characteristic (gender). Results show that neither navigational support nor gender is associated with differences in task performance. However, there are differences in information processing. Participants using a tag clouds looked longer at the navigational support and shorter at the overview pages. Combined with fewer revisits of webpages in the tag cloud condition, this indicates a more focused selection of pages. The deeper processing of information needed for the information-gathering task was reflected in fewer visits to, but longer viewing times of pages. As no differences in task performance were found, tag clouds seem to be as effective for performance as more traditional navigation structures for navigational support.

Sensory-Processing Sensitivity and Nonverbal Decoding: The Effect on Listening Ability and Accuracy

Sensory-processing sensitivity (Aron & Aron, 1997) is a broad temperament construct consisting of two orthogonal dimensions, including deep processing of sensory information (manifest in a tendency to notice fine details) and a low threshold for arousal (exhibited as rapid irritability). This article investigates the multiple effects of sensory-processing sensitivity on nonverbal decoding, specifically identifying emotions from paralinguistic cues. High sensitivity is predicted to relate to enhanced accuracy. Additionally, participants are exposed to stimulation to examine whether arousal relates to deficits in accuracy. Results indicate no significant differences in decoding between sensitive and nonsensitive persons, regardless of the presence of stimulation.

Learning Strategies to Engage in Quality Interactions Online

This study examined students’ learning strategies to engage in quality interactions in asynchronous online discussions via computer conferencing. Quality interaction in this study was defined as students being able to construct knowledge by engaging in active interactions with others and deep information processing. This study used a mixed-method design and two data sources: observations of online discussions and semi-structured interviews. Observations of online discussions were used to identify active deep processors. Then interviews were conducted with the active deep processors to explore their strategy use. The findings identified several learning strategies contributing to students’ quality interactions in computer conferencing. Those strategies included online class preparation strategies, strategies to identify relevant information, strategies to process information in computer conferencing, strategies to process printed materials, strategies to keep learning on track, strategies to organize learning, and strategies to avoid internal and external distractions. The results revealed the importance of metacogntive awareness in achieving both quality and quantity level of interaction in online learning.

Cultural differences in sensitivity to social context: Detecting affective incongruity using the N400

East Asians and Asian-Americans tend to allocate relatively greater attention to background context compared to European Americans across a variety of cognitive and neural measures. We sought to extend these findings of cultural differences to affective stimuli using the N400, which has been shown to be sensitive to deep processing of affective information. The degree to which Asian-Americans and European Americans responded to semantic incongruity between emotionally expressive faces (i.e., smiling or frowning) and background affective scenes was measured. As predicted, Asian-Americans showed a greater N400 to incongruent trials than to congruent trials. In contrast, European Americans showed no difference in amplitude across the two conditions. Furthermore, greater affective N400 incongruity was associated with higher interdependent self-construals. These data suggest that Asian-Americans and those with interdependent self-construals process the relationship between perceived facial emotion and affective background context to a greater degree than European Americans and those with independent self-construals. Implications for neural and cognitive differences in everyday social interactions, and cultural differences in analytic and holistic thinking are discussed.

How to investigate the information processing strategies of students in competence-based pre-vocational secondary education: selection of the right instrument

In the Netherlands, many Pre-Vocational Secondary Education schools are implementing elements of competence-based education. These learning environments are expected to elicit the use of deep information processing strategies and to positively influence learning outcomes. While questionnaires are often used to investigate the preferences of students for particular types of information processing strategies in other educational contexts, these instruments cannot simply be adopted unaltered for use in Pre-Vocational Secondary Education where several characteristics of the students must be taken into account. This study explores the psychometric properties of three instruments for the measurement of student preferences for deep or surface information processing strategies in competence-based Pre-Vocational Secondary Education. The utility of a semi-structured interview, a questionnaire, and the think-aloud method was investigated. The questionnaire appeared to be the most accurate instrument and allowed easy classification of students in terms of their information processing preferences. The think-aloud method provided profound insight into the information processing strategies that the students preferred for a learning task and the frequencies with which the strategies were used. The interview results largely corresponded to the results produced by the other measurement instruments, but the interview data lacked the expected richness and depth.

Learning processes of students in pre-vocational secondary education: Relations between goal orientations, information processing strategies and development of conceptual knowledge

The purpose of this study was to investigate relations between goal orientations, information processing strategies and development of conceptual knowledge of pre-vocational secondary education students ( n = 719; 14 schools). Students' preferences for certain types of goals and information processing strategies were examined using questionnaires. Conceptual knowledge was investigated by having students create concept maps before and after a learning project. Structural analyses showed that student preferences for mastery and performance goals positively affected their preferences for the use of deep and surface information processing strategies. Preferences for work avoidance goals negatively influenced preferences for deep and surface processing. Use of surface information processing strategies negatively affected the development of conceptual knowledge. Remarkably, no relation was found between students' preferences for deep processing strategies and development of conceptual knowledge.