Information Processing Skills Research Articles

Integration of DigiLeaP (Digital Learning Packet) Offline Application as a Learning Resource and Its Effect to Students’ Engagement

Many applications are being discovered that can help or ruin students' education. Many students engage in different types of applications that enable them to improve their school performance. The main goal of this study is to determine the effectiveness and impact of DigiLeaP Offline Application to the academic engagement of students in Noveleta Senior High School. Eighty-one (81) learners from Noveleta Senior High School in Grade 11 served as the study's respondents and were chosen using total population sampling. This study utilized the one-group pretest-posttest quasi-experimental design. This study revealed that the integration of DigiLeap application has a significant impact on students’ learning engagement. Their engagement level prior to the implementation is in the good category but after the implementation, it raised to a higher level of engagement – affective, behavioral, and cognitive dimensions. The positive gained differences which indicated improved results were supported by the results of the Paired T-Test that yielded a significant difference between the pre-test and post-test scores of the students. Nonetheless, using DigiLeap can help children develop critical thinking, problem-solving, and information processing skills.

Assessment of organizational factors affecting utilization of Monitoring and Evaluation results in delivering government programs: A case of Ministry of Education and Sports (MoES), Uganda

The field of Monitoring and Evaluation (M&E) is often restricted to the technical aspects of conducting M&E. However, it is increasingly being acknowledged that organizational factors of entities are regularly more influential as far as mainstreaming the adoption and utilization of M&E is concerned. This study sought to assess the organizational factors affecting utilization of M&E results, specifically by analyzing how information availability, information processing skills and organizational culture affect utilization of M&E results in MoES. The study methodology entailed grounded theory and quantitative research methods and covered a sample of 191 respondents. The study’s key findings, among others, include: M&E information is often stored as manual paper records which subjects the information to wastage through poor handling and physical deterioration; and, poorly presented M&E results have a negative effect on their utilization. The study generated a number of recommendations, which inter alia include MoES should: design and implement a mind–set change programme for all staff of the Ministry to embracing and utilize of M&E results; design and implement regular capacity building and retooling programmes for all staff involved in the generation and utilization of M&E results; and, migrate its M&E records and management procedures from paper–based systems to digital systems. The study's conclusions inform various government MDAs about the relevance of using M&E results for planning, budgeting, and policy making. The study findings will enable MoES appreciate the need for installation of appropriate information management systems necessary for improved uptake of M&E results utilization. The study suggests a number of areas for further investigation, such as, examining the influence of political direction and choices on the application and usefulness of M&E results in government organizations, and analyzing the impact of information dissemination on demand and utilization of M&E results in Government agencies.

Giftedness and atypical sexual differentiation: enhanced perceptual functioning through estrogen deficiency instead of androgen excess

Giftedness and atypical sexual differentiation: enhanced perceptual functioning through estrogen deficiency instead of androgen excess

Institutional consensus after earnings announcements: Information or crowding?

This paper examines information processing skills of institutional investors after earnings releases. If institutions correctly process earnings signals, their trades should push the price towards the new fundamental value. However, if they mechanically follow a positive-feedback strategy, Stein (2009) predicts that their crowding can lead to price overreaction. Splitting institutions by their investment horizon, we find that institutions with longer-term horizons are better at processing earnings signals, whereas crowding by shorter-term transient institutions can have destabilizing effects on stock prices. Overall, we reconcile previously mixed empirical evidence of institutional trading on price efficiency by conditioning on the length of the investment horizon.

Information acquisition and processing skills of institutions and retail investors around information shocks

Using audit trail data from the Taiwan Stock Exchange, this paper compares the trading skill of institutions and individuals around information shocks. We find suggestive evidence that institutions possess information acquisition and processing advantages over individuals. Specifically, net buying done by institutions (individuals) prior to and during jumps positively (negatively) predicts future intraday returns. This predictive relation is strongest among stocks with high limits to arbitrage and a limited information environment. Moreover, domestic institutions generate higher trading profits than foreign institutions. Unlike domestic institutions, the information acquisition and processing advantages of foreign institutions prevail across different sources of price jumps, such as prescheduled events and macroeconomic news. Prescheduled events and news lessen the information disadvantages for individuals.

Study on the Automatic Information Processing Strategy in L2 Reading

Reading is currently a prominent topic in L2 acquisition research, serving as an indicator of L2 learners’ overall language proficiency. However, there are still many challenges in reading for L2 learners. For example, there still exist some linguistic and non-linguistic problems, such as insufficient language ability, lack of cultural background knowledge, low reading efficiency, and poor reading habits. Effectively improving the information processing skills of L2 learners in reading posts a major challenge for researchers. This paper explores the effective strategies for L2 learners to obtain the ability of automatic reading information processing through the scale survey. It is found in the study that:1) L2 learners believe that they can reach the level of automatic reading processing through the automatic information processing strategy; 2) The automatic information processing strategy can be applied in L2 reading to effectively improve the level of L2 automatic processing. Various strategies, such as improving language proficiency, increasing cultural background knowledge, utilizing metacognitive strategies, and employing socio-emotional strategies, both linguistic and non-linguistic, have been identified to effectively improve the automatic information processing ability of L2 learners. This study has important theoretical and practical value for improving the reading ability of L2 learners.

Assessing the Role of ICT Training in Bridging Digital Competence Gap among Administrative Staff of Federal Tertiary Institutions in South-West Nigeria

This study examines the role of ICT training in bridging digital competence gap among administrative staff of the Federal tertiary institutions in southwest Nigeria. The study employed the survey approach with the use of questionnaire as instrument for data collection. The population comprised all senior Registry staff of the institutions from which a sample of 373 was selected systematic multi-stage technique. Three hypotheses were formulated and tested with inferential statistics involving regression at 0.05 level of significance. The results indicate that ICT training has significant contributions to electronic information processing skills, virtual communication ability and adaptive technology use among administrative staff of Federal tertiary institutions in South-west Nigeria. It was concluded that ICT training especially in domain specific areas is essential in equipping administrative staff of federal tertiary institutions with relevant and up-to-date digital skills, bridging the digital competence gap and leads to adaptation of the staff to new and emerging technologies. The study recommends that ICT training needs of the administrative staff should be regularly assessed and such trainings should be domain-centered and focused on key areas of administrative roles in which digital competence and mastery are required.

자동화 머신러닝(AutoML)과 SHAP을 적용한 청소년의 다중시민성 유형 및 설명 변인 탐색

This study aims to investigate the typology of multiple citizenship among Korean adolescents and the predictive factors in the global era. The study analyzed data from the 6th wave of the 2013 Korean Educational Longitudinal Study and utilized latent profile analysis to explore the typology of multiple citizenship. To identify the predictive factors determining multiple citizenship, an automated machine learning algorithm was used to find the most performant model. SHAP (Shapley additive explanations) techniques were then applied to provide interpretable explanations of the machine learning results. The key findings are as follows. First, in the latent profile analysis, the multiple citizenship of adolescents was categorized into “high multiple citizenship,” “moderate multiple citizenship,” and “low multiple citizenship.” Second, the results of automated machine learning showed that gradient boosting exhibited the highest performance among machine learning techniques. When predicting the key variables related to adolescents’ multiple citizenship through machine learning, it was found that communication competence emerged as the most important predictor, followed by cognitive information processing skills, awareness of cultural and artistic activities, independent career maturity, educational experiences involving cultural diversity and international issues, gender, and relationships with teachers and peers. Based on these results, this study provides policy recommendations and implications for effective civic education for adolescents.

DEVELOPMENT OF THE SUBJECT-METHODICAL PROFESSIONAL COMPETENCE OF SECONDARY SCHOOL TEACHERS-PHILOLOGISTS

The article examines the problem of developing subject-methodical professional competence of teachers of Ukrainian language and literature, foreign literature in the context of STEM education. Emphasis is placed on the relevance of language and literature school disciplines to STEM education. This is important for a teacher to participate in the formation of STEM competencies during language and literature lessons defined by the Concept of the Development of Science and Mathematics Education. The author considered forms of work on the formation of subject-methodical professional competence of teachers of Ukrainian language and literature, and foreign literature in the context of STEM education in the system of postgraduate pedagogical education. The content of such activities during advanced training courses is specified. There is a list of literary works in the article, which is advisable to work effectively on the formation of STEM competencies. The author defined topics of school programs and examples of tasks based on some works of the course «Ukrainian literature», and the integrated language and literature course «Ukrainian language, Ukrainian literature, Foreign literature», based on which it is advisable to form STEM competencies: cognitive skills, scientific literacy; information processing skills, creativity – qualities that contribute to the creativity of education seekers; the ability to make creative functional decisions, innovativeness; communication skills - effective teamwork, ability to be a leader and executor, etc. Consideration of the problem of the development of the subject-methodical professional competence of teachers of the Ukrainian language and literature, foreign literature in the context of STEM education will contribute to the improvement of the process of improving the qualifications of teachers of philological disciplines and teachers' awareness of the importance of combining the efforts of participants in the educational process in the formation of the necessary competencies of schoolchildren, stimulates inquisitiveness and supports the interest in education of students, forms in students a scientific worldview, the ability to perceive, analyze, interpret, and critically evaluate information.

Girls and Online Civic Engagement: Why Are They Less Likely to Engage in Political Discussion and Argumentation?

The text summarizes the results of the second wave of research conducted in Poland as part of the ySKILLS project (Horizon 2020), which explored young people’s digital skills and online civic engagement from six European countries. The study aimed to answer research questions about gender differences in digital skills and the forms of civic engagement in which young people participate through digital means. Data were collected through a Quantitative Longitudinal Data Collection method (survey), and the sample consisted of 1,340 Polish students aged 12–17 from twelve primary and secondary schools. The results showed that boys reported higher levels of involvement in online civic engagement than girls, especially in two areas: 1) discussing or commenting onsocial or partial political issues online and 2) joining or following a political group on social networks. Regarding digital skills, students reported higher levels of proficiency incommunication and interaction skills and lower levels in programming skills. Regarding girls’ digital skills, statistically significant differences were noticed in four areas. Boysdeclared having higher digital skills in technological and operational skills, programming skills, and information navigation and processing skills. It is recommended that schools and policymakers implement measures aimed at reducing gender disparities, for instance, by providing girls with increased chances to acquire programming skills or by highlighting to girls the advantages of engaging in online civic activities.

ЗАСТОСУВАННЯ ІНФОРМАЦІЙНИХ ТА КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ ДЛЯ АКТИВІЗАЦІЇ ПІЗНАВАЛЬНОЇ ДІЯЛЬНОСТІ СТУДЕНТІВ ПРИ ВИВЧЕННІ АСТРОНОМІЇ

In the context of the active development of telecommunications, multimedia and information systems, as well as the process of modernization of higher education in Ukraine, the use of information and communication technologies in astronomy classes becomes important. In the modern education system, there is a need to review and update outdated methods, techniques, and forms of education, especially in view of the widespread use of information and communication technologies. This need is due to the transition to a more active use of technologies to transfer information and support interaction between teachers and students, especially in the context of open and distance education systems. the introduction of new educational technologies, in particular ICT, provides a flexible and diverse set of technological tools, promotes problem-solving skills in students, provides an opportunity to develop critical thinking and effective information processing skills, encourages active independent, autonomous, and joint study of astronomy, motivates and facilitates the study of science, enhances teacher training.

The Digital Clock Drawing Test and Delayed Recall Predict Informant‐Rated Functional Impairment in Individuals with Cognitive Impairment

AbstractBackgroundNearly 6.7 million people aged 65 and older in the US are living with Alzheimer’s disease (AD). Early detection of dementia presents a difficult challenge, as the earliest signs of cognitive decline often go undetected. Thus, more sensitive and clinically meaningful cognitive screening tools are needed. Evaluating the patient’s dependence in activities of daily living is critical to detect progression toward dementia. The Linus Health DCTclock™ employs AI‐enabled analyses of the clock drawing process to evaluate cognitive and motor function. We evaluated the utility of four DCTclock composite scales including Spatial Reasoning, Drawing Efficiency, Information Processing, and Motor Skills, 22 DCTclock subscales, and the 3‐word Delayed Recall score from the Digital Clock and Recall (DCR™) to predict the informant‐rated functional activities questionnaire (FAQ) score in older adults ranging from cognitively unimpaired to individuals with mild cognitive impairment (MCI) and AD‐related dementia (ADRD).Method939 participants in a multisite study (age mean±SD = 72.1±6.7; 57.1% female; years of education mean±SD = 15.4±2.7; primary language English), classified as cognitively unimpaired (n = 406), MCI (n = 293), or ADRD (n = 238) were included. We conducted cross‐validated regularized logistic regressions with FAQ score ≥6 or ≥9 (mild or moderate functional impairment, respectively) as dependent variable and DCTclock composite scales, subscales, and Delayed Recall score as predictors, in addition to age, sex, and education.ResultCombination of DCTclock subscales and Delayed Recall predicted FAQ≥6 and ≥9 with AUCs = 0.79 and 0.81, respectively. DCTclock composite scales predicted FAQ≥ 6 and ≥9 with AUCs = 0.75 and 0.77, respectively. Combination of DCTclock composite scales and Delayed Recall predicted FAQ≥6 and ≥9 with AUCs = 0.77 and 0.79, respectively. DCTclock subscales by themselves predicted FAQ≥6 and ≥9 with AUCs = 0.77 and 0.79, respectively.ConclusionThe DCR, a brief digital cognitive assessment with automatic scoring that can be completed in primary‐care settings, can infer the effect of cognitive impairment on a patient’s functional activity with great accuracy and within a few minutes. This makes the DCR an empowering tool for primary‐care providers in practical evaluation of patients with cognitive impairment.

인성교육과 지속가능발전교육 연계 방안

Objectives This study revealed that personality education is likely to be linked to education of sustainable development (ESD) by analyzing personality education and ESD, and suggested ways to link personality education and ESD.
 Methods To this end, a literature study was conducted to analyze prior research on personality education and ESD. In order to improve the validity, four experts were interviewed to collect opinions on personality education capabilities and elements, ESD capabilities and their relationships, and personality cultivation and sustainable development education capabilities.
 Results First, the personailty education element means a direction as a result of education. Personality education elements and personality education competencies should be cultivated together in a close relationship. Personality factors and personality core competencies were set up as self-respect, sincerity, honesty, courage, wisdom, self-regulation, consideration and communication, social responsibility, courtesy and justice, positive self-consciousness. Second, ESD and personality education have similarities in the direction they pursue. Therefore, it will be effective in education by linking the two. ESD capabilities to be linked to personality education were set as creative thinking, logical thinking, critical thinking, systematic thinking, problem-solving, communication skills, information processing skills, career development skills, other-oriented attitudes. Third, the link between personality education and ESD was linked to personality and sustainable development education centered on competency, and in the process, ESD was combined to obtain personality education virtues. Through the convergence of personality education elements and ESD capabilities, personality cultivation and ESD capabilities were created.
 Conclusions Personality education and ESD have the potential to be linked and can be fused. In the curriculum, it is necessary to include the ability to cultivate personality and ESD.

싱가포르 초등사회과 지리교육과정의 특성 분석 연구

The purpose of this study is to analyze Singapore's primary social studies geography curriculum, and to discuss it’s meaning for geography education. Geography education in primary social studies is striving to develop the understanding of cultural diversity, information processing and communication skills, decision-making, respect for other cultures, responsibility, and belonging, along with knowledge of place, human-environment interaction, use of resources, resolution of challenges, and diversity. In addition, Singapore's primary social studies geography curriculum focuses on the understanding of other cultures and others, respect for others and other cultures, and a sense of responsibility as a citizen, cultivating cultural diversity, empathy, and accountability, ultimately aiming for a society where students live together. Primary social studies geography curriculum in Singapore teaches students to actively act and participate in a better life as citizens of the country, Singapore, Southeast Asia, and the world with a strong sense of responsibility as citizens. This point shows that more emphasis is needed on cultural diversity, multi-scale, and environmental issues in geographic education in Korea.

Research on the Impact of Post-Truth News Events on Peoples Media Literacy: Taking TikTok Feminist Topics as an Example

With the development of electronic media, media communication platforms have become mass-marketed. Technologically empowered non-professional journalists can also publish news on public communication channels. The greatly lowered barrier to entry for news dissemination practitioners can lead to the emergence of poor-quality content that lacks depth, accuracy, and authority on the Internet. Therefore, through literature research and hierarchical interviews with users of the ShakeNews platform, this paper takes news events on feminist topics on the ShakeNews platform as a starting point, focusing on how the emergence of post-truth reversal news affects the audiences news literacy. The specific research questions of this paper are: Does the reverse news have an impact on the audiences news literacy? How? What are the influencing factors? Will the audiences news literacy continue to decline under the impact of reverse news? There is an impact of reverse news events on the news literacy of the public. Specifically, it is manifested in: the impact of attitudes towards news events. The impact on the attitude of the news protagonist and the audiences thoughts on obtaining information; The impact on the audiences information processing skills.

Associations between education, information-processing skills, and job automation risk in the United States

Job automation is a topical issue in a technology-driven labor market. However, greater amounts of human capital (e.g., often measured by education, and information-processing skills, including adult literacy) are linked with job security. A knowledgeable and skilled labor force better resists unemployment and/or rebounds from job disruption brought on by job automation. Therefore, the purpose of this study was to advance understanding of the association between educational attainment and literacy, and job automation risk. Using the 2012/2014/2017 Program for the International Assessment of Adult Competencies (PIAAC) data, survey-weighted linear regression was used to model the risk of job automation as a function of education, and literacy proficiency. Higher educational attainment (college or higher vs. less than high school: b = −18.23, p < .05) and greater literacy proficiency (score 0–500 points: b = −.038, p < .05) were associated with a decrease in job automation risk among the U.S. workforce.

Turkey The View of Problem Solving Skills with Intensive Technology According To PIAAC Application Data

The research aims to examine the changes in the numerical, verbal and technology intensive problem solving (TIPS) scores of adults according to the data of the PIAAC application implemented in 2016 and to examine the predictions of TIPS skills by other skill scores. The PIAAC aims to provide an overview of the “basic information processing skills in of adults aged 16-65. The focus is on verbal skills, numerical skills and problem-solving skills in technology-intensive environments. As a result of the analyzes, t test was conducted to determine whether there is a difference between the numerical skill scores, verbal skill scores and TIPS skill scores of the individuals according to gender and it was seen that numerical skill scores and verbal skill scores showed significant differences according to gender. However, there was no significant difference between TIPS skill scores according to gender. TIPS skill scores, it was seen that the interaction of the individuals with the computer was made by asking and the individuals who did not want and did not know the use were not involved in the application. It is also among the results that the TIPS skills scores are predicted by verbal and numerical skill scores and the increase in numerical and verbal skill scores leads to an increase in TIPS skill scores. It can be interpreted that the change in TIPS skills by age and the high relationship between other skill scores may also be related to the education process. In addition, the distribution of TIPS skill scores according to the educational status of the individuals was examined and it was observed that there were significant differences in the educational status of the three groups.

Strengthening the social information processing skills of third graders in rural China: Findings of ‘Let's Be Friends (Shaanxi), Trial 2’

AbstractThis study presents the findings of Let's Be Friends (Shaanxi), Trial 2 (LBF2), which is a second test of the school‐based intervention. Let's Be Friends (LBF) is designed to promote social competence and prevent maladaptive behaviour by strengthening the social information processing (SIP) skills of third‐grade children in rural China. A cluster‐matched design with random sampling was used in LBF2. Two rural counties in China were selected by purposive sampling (one is the treatment site, and another is the control site). Nine treatment schools (n = 343) were selected by random sampling. Fifteen control schools (n = 369) were selected by using vector‐norm matching. All children of the third grade, ages 8–10, in the treatment schools received 12 sessions of LBF2 intervention. Skill‐level Activity Scale and the Carolina Child Checklist–Teacher Form were employed to measure children's SIP skills and aggressive behaviour. LBF2 promoted the improvement of study children's SIP skills and effectively improved children's authority acceptance. LBF has the potential to be applied in China.

An Analysis of the Interpretation of the Two Sessions 2022 Press Conference from the Perspective of the Interpretive Theory

Conference interpretation places high demands on the interpreter's translation and information processing skills. The core of interpretation is to sort out and re-express the content of the original text. This paper takes the Two Sessions2022 Foreign Ministers' Press Conference as an example from the perspective of Interpretive Theory, and analyses the strategies of interpreters in handling the speeches at the conference from different aspects. It is found that at the lexical and phraseological level, the interpreter has translated the text by choosing expressions that are closest to what the original text attempts to communicate; at the syntactic level, the interpreter will transform the source language to the target language by changing the sentence structure or combining and splitting the clauses. The adjustments found in the interpretation is well captured by the Interpretive Theory, suggesting that the theory provides a good insight into the nature of interpretation.

Dikkat Eksikliği ve Hiperaktivite Bozukluğu Olan Çocuklarla Tipik Gelişim Gösteren Çocukların Sosyal Bilgi İşleme Süreçleri ve Yönetici İşlev Davranışlarının Karşılaştırmalı İncelenmesi

Introduction: Examining the performance of children with Attention Deficit Hyperactivity Disorder (ADHD) in each step of the social information processing and their executive functioning behaviors while comparing them to typically developing (TD) children and determining their limitations in these processes is important for reducing the future risks that children with ADHD may face in academic and social life. In this context, the aim of the study is to comparatively examine the social information processing and executive functioning behaviors of children with ADHD and TD children. Method: The study was conducted using a general survey model, which is one of the quantitative research designs. The participants of the study included 25 children diagnosed with ADHD, aged between 8 and 10, and 25 TD children of the same gender and age range. Additionally, 25 teachers and 50 parents participated in the study. The data collection tools used in the study were the Social Information Processing Assessment Form and the Parent and Teacher Form of the Behavioral Rating Inventory of Executive Functions (BRIEF). Findings: The study findings showed significant differences between children with ADHD and TD children in all stages of the Social Information Processing Assessment Form. Similar significant differences were also found in all the sub-scales and sub-dimensions of the Parent and Teacher Form of the Behavioral Rating Inventory of Executive Functions. The relationships between social information processing skills and executive functioning skills also revealed significant associations between some sub-stages of the Social Information Processing Skills Assessment Form and some sub-dimensions of the Parent and Teacher Form of the Behavioral Rating Inventory of Executive Functions. Discussion: The findings indicate that children with ADHD experience limitations in each of the six steps of the Social Information Processing Model and in some sub-dimensions of executive functions when compared to their TD peers. The findings emphasize the significance of the relationships between social information processing and executive functioning in the development of social and academic skills in children with ADHD.