Verbal Explanations Research Articles

How explicit expected value information affects tax compliance decisions and information acquisition

In a MouselabWEB experiment with 345 participants, we investigated whether different presentations of expected value information in tax compliance decisions increase conformity with classical deterrence models’ assumptions. Recording both choice and process data, we compare conditions of verbal explanation only, verbal explanation plus numerical cue, verbal explanation plus visual cue, and a control condition without expected value information. Only when the expected value was presented as a visual cue the option with the higher expected value (i.e., evasion) was chosen more often than the control condition (58.3% vs. 38.4%). Nevertheless, individuals were more compliant than predicted by the deterrence model. While we identified differences between the experimental conditions in information acquisition patterns and decision times, they do not suggest that one way of presenting expected value information was easier to process than the others or that the main behavioral effect can be explained by higher saliency of the visual cue. These results indicate that individuals' decisions are not predominantly driven by outcome maximization, even when explicit expected value information is provided.

Instructors' Gestural Accuracy Affects Geology Learning in Interaction with Students' Spatial Skills.

Complex and often unobservable STEM constructs and processes are represented using a variety of representations, including iconic gestures in which the body is configured or moved to resemble a referent's spatial properties or actions. Earlier researchers have suggested links between gesturing and expertise, leading some to recommend instructional gestures. Earlier research, however, has been largely correlational; furthermore, some gestures may be made with misleading positions or movements. Using the illustrative topic of strike in structural geology, we investigated the existence and impact of inaccurate instructional gestures. In Study 1, we examined videotapes of participants who had been asked to explain strikes to another person. We observed inaccurate (non-horizontal) strike gestures not only among novices (first introduced to strike during the study itself, n = 68) but also among participants who had greater expertise in geology (n = 21). In Study 2, we randomly assigned novices (N = 167) to watch video lessons in which the instructor accompanied verbal explanations of strikes with accurate, inaccurate, or no iconic gestures and tested students' learning on a strike-mapping task. Students with low spatial-perception skills showed no impact of their gestural condition on performance. Students with high spatial-perception skills showed no advantage from accurate gestures but performed significantly worse in the inaccurate-gesture condition. Findings suggest that recommendations to use gestures during instruction should include professional development programs that reduce the occurrence of inaccurate gestures.

Program Edukasi Kesehatan Gigi dan Mulut dengan Media Audiovisual untuk Meningkatkan Kesadaran dan Pengetahuan Siswa SD Kelas 4 dan 5 Tentang Cara Menyikat Gigi yang Benar

The mouth is the main route for bacteria and other microorganisms to enter the body. Therefore, the mouth really needs to be kept clean. If not, bacteria can infect the oral cavity, causing damage, especially to the teeth. Problematic teeth can make it difficult for children to eat, if it happens for a long time, it can affect their growth because it is difficult to eat. Oral dental health is often not a priority for some people, even though teeth and mouth are one of the gateways for bacteria and microorganisms to enter the body so that they can interfere with the health of other organs. The purpose of this community service is to provide education on dental and oral health for elementary school students through audiovisual media as a learning tool to increase knowledge and awareness regarding dental and oral health in students in terms of brushing their teeth properly and correctly. The method used in this community service is providing education on dental and oral health using audiovisual media, as well as how to brush your teeth properly and correctly. The results of community service activities with audiovisual media and demonstration methods accompanied by verbal explanations can increase students' knowledge and children's ability to remember better.

Back to basics: informatienoden van zorgvragers na endeldarmchirurgie

Back to basics: information needs of patients after rectal surgery The past decades, there has been increased attention for the ‘educative attitude’ of caregivers. It appears to be quite a challenge to provide good education: many patients need support to understand, evaluate and apply relevant health information. Also, there is no ‘one size fits all’ method. In this qualitative research, the authors investigated what patients experienced as useful or obstructive in the education they were provided with during a complex care path. As a pilot study, they focused on oncological patients who had received rectal surgery. This subpopulation was chosen because of the many education moments and methods they had been confronted with. The authors conducted semi-structured interviews with oncological patients (n = 8) who had undergone (ultra)low anterior resection surgery in the general hospital AZ Delta in Roeselare (Belgium) from February 2020 to May 2022. The interviews focused on their patient information journeys. The information preferences and needs were very diverse. Some respondents wanted very detailed information, while others put faith in the doctor. Nonetheless, these interviews drew attention to the importance of personal relationships with the caregiver(s) and the use of basic education methods: verbal explanations and clarifications through images and the show-me method. Many forms of innovative formats are now available to make sure that patients receive all appropriate information in an accessible manner. While these efforts are crucial and appreciated, this research complements other studies that re-emphasize the importance of some ‘basics’ in communication, as well as the quality of the patient-provider relationship.

Teaching categories via examples and explanations

People often learn categories through interaction with knowledgeable others who may use verbal explanations, visual exemplars, or both, to share their knowledge. Verbal and nonverbal means of pedagogical communication are commonly used in conjunction, but their respective roles are not fully understood. In this work, we studied how well these modes of communication work with different category structures. We conducted two experiments to investigate the effect of perceptual confusability and stimulus dimensionality on the effectiveness of verbal, exemplar-based, and mixed communication. One group of participants – teachers – learned a categorization rule and prepared learning materials for the students. Students studied the materials prepared for them and then demonstrated their knowledge on test stimuli. All communication modes were generally successful, but not equivalent, with mixed communication consistently showing best results. When teachers were free to generate as many visual exemplars or words as they wish, verbal and exemplar-based communication showed similar performance, although the verbal channel was slightly less reliable in situations requiring high perceptual precision. At the same time, verbal communication was better suited to handling high-dimensional stimuli when communication volume was restricted. We believe that our work serves as an important step towards studying language as a means for pedagogical category leaning.

The Toy Brick as a Communicative Device for Amplifying Children’s Voices in Research

The Toy Brick as a Communicative Device for Amplifying Children’s Voices in Research

PENGENALAN KONSEP BANGUN RUANG PADA PESERTA DIDIK TUNANETRA DI SLB

Blind students have limitations in obtaining visual information. In general, they only use the senses that still function apart from sight, so that during learning they only rely on verbal explanations from the teacher and the help of concrete objects that can be touched. This research aims to describe the process of introducing the concept of geometry, and knowing the increase in learning outcomes and enthusiasm in learning with concrete objects as media. This research is a qualitative-descriptive type. Data collection is done by observation, documentation, and tests. The research subjects were all class VIII blind students at SLB Negeri Rasau Jaya. The results of the analysis show that the introduction of the spatial concept is carried out in three stages, namely the preliminary stage, the core activity, and the closing stage. The results also showed an average increase in learning outcomes of 33.33% after using concrete objects as media. In addition, blind students show positive enthusiasm in learning with the help of concrete objects.

A multimodal perspective on adult learners’ vocabulary explanations in the beginner-level L2 classroom

ABSTRACT Following the current research in conversation analysis in the field of second language (L2) learning, the present study demonstrates that beginner-level adult learners actively contribute to vocabulary explanation sequences by mobilising multimodal resources including depictive gestures, gaze, and short verbal turns. The data consist of video-recordings of whole-class interactions in a beginner-level L2 French classroom for adults with migrant backgrounds. The analysis shows how the depictive gestures deployed by learners serve either to represent concrete words, directly depicting the target item, or, combined with a short verbal explanation, to make more abstract concepts visible by contextualising the target word and associating it with a larger context of use. The findings contribute to a deeper understanding of the functioning of vocabulary explanations in the L2 classroom and, in particular, of the specific participatory dynamics in language classes for beginner-level adult learners.

The relationship between metaphor skills and Theory of Mind in middle childhood: Task and developmental effects

Theoretical pragmatics in the post-Gricean tradition argued that metaphor requires understanding of how another person sees the world. Yet, it is unclear what role mindreading plays in developing metaphor skills. Here we examined the relationship between metaphor and Theory of Mind (ToM) in middle childhood by using two different tasks. In addition to the Physical and Mental Metaphors task (PMM), based on the verbal explanation of physical and mental metaphors, we revived the Referential Metaphors task for children (Noveck, Bianco, & Castry, 2001), where metaphorical and literal referents are presented in a narrative context. The sample included 169 8-, 9-, and 10-year-old children, assessed also for ToM (via the Strange Stories) and other linguistic and cognitive skills as control variables. In the PMM, ToM supported the understanding of mental (but not physical) metaphors in 9-year-olds only, whereas in the Referential Metaphors task ToM supported accuracy of understanding metaphors (but not literal items) in younger children as well. At age 10, ToM effects were negligible in both tasks. These findings suggest that ToM has a task-specific role in metaphor, linked to the characteristics of the items in the task at stake, being for instance greater for metaphors with mental (compared to physical) content and for non-literal (compared to literal) referents. The findings also suggest that the relationship between ToM and metaphor skills is developmental sensitive, as children start to capitalize on ToM earlier in development when the metaphor context is richer, and these effects fade with age. Theoretically, these data argue in favor of the relevance-theoretic account of metaphor, spelling out different ways in which ToM might support metaphor resolution across tasks, for instance by providing better access to the psychological lexicon (i.e., terms referring to mental states) and better context processing, serving as a springboard to achieve sophisticated pragmatic skills in middle childhood.

Jejeran: Interactive Game-Based Flash Media as Social Studies Learning Media in Elementary Schools

Social studies learning in elementary schools has so far focused on conventional methods by giving verbal explanations. An innovation is needed that can help teachers carry out learning in an interesting, effective and efficient manner. One effort that can be done is to present an interactive flash technology-based learning media. The purpose of this study was to analyze the effectiveness of interactive game-based flash media as learning media in elementary schools. The research method used is research and development with the ADDIE model. This study involved teachers and 27 third grade students. Data collection techniques used are the results of unstructured interviews, observation, questionnaires, written questions (Pretest and Post-test). Product validity is obtained from expert validation and product trials. The results showed that the development of flash media based on interactive games was in the category of very feasible and very effective to use based on the feasibility test according to media experts with a total percentage of 90% and the due diligence according to material experts was 90.38%. This learning media was stated to be very effective based on the effectiveness test with the results of the small group test with a total percentage of 83.33% and the large group trial with a total percentage of 90.40%. In its application, the use of this media was able to increase the average value from 74.81 to 86.45 so that interactive game-based flash learning media was included in the category of very valid, very feasible and very effective.

Development of teaching in ni-Vanuatu children.

Teaching is an important mechanism of social learning. In industrialized societies, 3-year-olds tend to teach through demonstrations and short commands, while 5-year-olds use more verbal communication and abstract explanations. However, it remains unclear whether this generalizes to other cultures. This study presents results from a peer teaching game with 55 Melanesian children (4.7-11.4 years, 24 female) conducted in Vanuatu in 2019. Up to age 8, most participants taught through a participatory approach, emphasizing learning-by-doing, demonstrations, and short commands (57.1% of children aged 4-6 and 57.9% of children aged 7-8). Contrary to Western findings, abstract verbal communication only became common in children aged 9-11 (63.6%), suggesting that the ontogeny of teaching is shaped by the socio-cultural environment.

Patient Understanding of Risk: A Survey of Probability Literacy

The central concept of informed consent is communication of the chance of a successful outcome. It is not easy or intuitive to map a population-derived risk estimate to an individual. We tested patient comprehension of basic probability concepts needed for informed consent. Patients (n=478) completed five questions testing risk estimates relevant to informed consent. To avoid patients associating them with their clinical care, the questions posed non-medical scenarios. Correct answers varied from 36% for Q3 to 83% for Q5. A total of 64% of patients could not say that 1:10 is a higher frequency than 1:100 or 1:1,000. Age and ethnicity were independent predictors of overall score, whereas sex and socioeconomic decile were not. Māori/Pasifika scored significantly worse than Pakeha/European (total score 3.2 vs 3.6, p<0.001). Asian patients scored worse than Māori/Pasifika (2.6 vs 3.2, p<0.001) even though Asian patients’ socioeconomic decile was the highest of all groups; this may have been a language issue. Many patients do not sufficiently grasp risk to understand informed consent. Increased comprehension may be achieved by a combination of written documents, unhurried verbal explanations, with time for questions. Risk presented as “two in a 1,000 chance of a serious complication” may be better comprehended if spelt out fully to patients as “out of every 1,000 patients undergoing this procedure, around two may experience a serious complication”. Communication should be culturally appropriate; and, in a language preferred by the patient.

743 Educate Before You Operate: Improving the Informed Consent Process

Abstract Introduction The informed consent process is a daily task for providers with a surgical patient population. In the burn population, informed consent is often presented by an intern or resident physician. Consent is comprised of surgical debridement with a multitude of options for coverage of their wounds. The current state of practice is a verbal overview of all the possible procedures that may be done to the patient’s wound(s). Patients often verbalize feeling overwhelmed with the amount of information on the consent and often have questions related to their procedure just before the brief of the operative case. Methods An educational video was developed that detailed the surgical procedure and the potential burn wound coverings. A 3-question survey was given to patients who have already been through the informed consent process. Survey metrics examined knowledge of consent when signed, the satisfaction of verbal explanation, and if a video would increase understanding. The video was given to the same patients to watch. After the video was viewed, those patients were then again surveyed. Providers were also given a 3-question survey before viewing the video. Survey metrics examined comfort of consent, knowledge of procedures, and if the video would increase patient understanding of consent topics. The providers were then surveyed after watching the video. Results Initial post-implementation data shows that patients and providers have increased comfort and knowledge in the informed consent process. Patients show an 80% increase in understanding of consent, a 72% increase in satisfaction with video vs verbal overview, and a 97% increase in satisfaction with material viewed. Provider data shows a 65% increase in the comfort of consent, a 64% increase in knowledge of procedures, and a 97% increase that the video will help patients understand their consent. This shows that this evidence-based project is an improvement from the current standard of practice. Conclusions The informed consent process is an opportunity for providers and patients to have a moment of discussion. It is a pivotal point in which a patient and a provider determine the next step of their care. The patient must have clear communication and education regarding the procedures to which they are consenting. It is also a discussion where a provider can provide education and support at what is an overwhelming time for patients in their hospital stay. Applicability of Research to Practice Implementation of a standardized audio/video teaching method for burn surgical patients is an effective way to increase patient and provider satisfaction regarding the informed consent process. Implementing this educational tool is a cost-effective and simple way to educate burn patients before their surgical procedures. There is an overall improvement in patient satisfaction and increased satisfaction in the providers who obtain the consent.

Evaluation of Anxiety Levels in Children While Using Rubber Dam and OptraDam Isolation Techniques.

The aim of the study was to evaluate the anxiety levels in children while using rubber dam and OptraDam isolation techniques. This study was a crossover trial conducted on 27 selected 6-12-year-old children. The procedure of placement of either of the isolation techniques was told and demonstrated using audiovisual aid. The sequence of the proceedings on each child (rubber dam or OptraDam) was determined randomly using toss of coin. Second demonstration was carried out 7 days after the first demonstration. The anxiety experienced was recorded using Venham's anxiety scale at two time points-after verbal explanation and after the audiovisual demonstration. The study also objectively assessed the anxiety by measuring the salivary malondialdehyde (MDA) levels of two patients. When mean values of Venham's anxiety scores after verbal explanation and after audiovisual demonstration were compared for each of the two techniques using paired Student's t test, there was statistically significant decrease in the anxiety score following audiovisual demonstration in both the techniques. When the scores between two groups after verbal explanation and after audiovisual demonstration were compared using repeated measures of analysis of variance (ANOVA), the reported anxiety scores were significantly lesser for the OptraDam technique (p = 0.000). Audiovisual demonstration reduced the anxiety of children when compared to verbal explanation for both isolation techniques. OptraDam isolation was found to be less anxiety generating in children compared to rubber dam isolation. When using modern adhesive techniques, a good isolation of the working field is an important requirement for better prognosis. OptraDam being the latest addition to the rubber dam family, if found to be more children friendly can solve majority of the problems related to isolation in pediatric dentistry. S Mahima, YM Karuna, Shenoy R, et al. Evaluation of Anxiety Levels in Children while using Rubber Dam and OptraDam Isolation Techniques. Int J Clin Pediatr Dent 2023;16(2):287-291.

Self-efficacy resources program for behavior changes

Self-efficacy resources program for behavior changes

Emotional and critical citizens: Portuguese students’ engagement with wicked issues in contemporary EU policy

ABSTRACT Democracies expect citizens to engage actively in public life by making decisions about political issues that are frequently ambiguous, with strong moral and emotional implications, and often subject to misinformation and manipulation. Strong critical thinking (CT) appears therefore as a crucial component of a reflective democratic citizenship. This study identifies sociopolitical topics that are relevant to secondary Portuguese students and explores the interplay between emotions and cognition in their moral-political decision-making. Participants in two rounds of focus group discussions were asked to choose one sociopolitical topic and to report their emotions about that topic; in the second round, they discussed an ethical-moral dilemma about the most selected topic. The students’ emotions selection and their verbal explanations revealed that topics related to refugees, animal rights and environmental issues were the most engaging ones. The dilemma about refugees showed that a strong emotional engagement can lead to higher levels of conflict and that emotional ambivalence can have positive effects on CT. We conclude that pedagogical activities to educate critical citizens should explore social, humanitarian, and environmental issues, encouraging the expression of emotional ambivalence as a precursor to cognitive-moral conflict that is important to a truly engaging and reflective democratic citizenship education.

The effect of wearable technology on badminton learning performance: a multiple feedback WISER model in physical education

Traditional physical education mainly relies on the instructor’s verbal explanations and physical demonstrations. However, learners might be confused about whether their movements and positions are correct. Moreover, a typical badminton class has approximately 50 students, creating a huge teaching load for an instructor. To reduce the instructor’s workload and improve learners’ badminton performance, a multiple feedback WISER model was designed for badminton classes. The model provides visual feedback, information feedback, and verbal guidance to learners. In this study, a quasi-experiment was designed and participants were divided into experimental and control groups. The experimental group adopted the multiple feedback WISER model while the control group applied the conventional method. The teaching experiment lasted for 8 weeks with 46 participants in the experimental group and 50 participants in the control group, respectively. To measure the learning performance, a movement detection system using wearable technology was utilized. The results indicate that the experimental group, which used the multiple feedback WISER model, outperformed the control group, which used traditional teaching methods, on badminton clear and smash skill learning (Clear: p < .001, EG = 71.03, CG = 54.76; Smash: p < .01, EG = 82.79, CG = 72.22). Further analysis reveals that the multiple feedback is more beneficial for learners with lower initial skill levels (Clear: p < .05, Lower = 63.21, Higher = 46.99; Smash: p < .001, Lower = 77.67, Higher = 39.39)

Upaya Meningkatan Hasil Belajar IPA Melalui Model Pembelajaran Demonstarasi Pada Siswa Kelas VI SDN 027 Danau Lancang Kecamatan Tapung Hulu Kabupaten Kampar

Demonstration is a very effective model, because it helps students to find answers on their own based on correct facts or data. The demonstration method is a method of presenting lessons by demonstrating and demonstrating to students a particular process, situation or object, either actually or just an imitation. As a presentation method, demonstration cannot be separated from verbal explanation by the teacher. Based on the results of data analysis and discussion, it can show some of the progress achieved during learning, both through classical learning, group learning results, and learning outcomes. So the following conclusions can be drawn from the results of this classroom action research: Demonstration model learning can encourage students to learn science more enthusiastically, improve the learning process and learning outcomes. Demonstration model cooperative learning can motivate students' learning to be more enthusiastic so that their learning outcomes increase.

Freehand drawing – a learning and teaching perspective

Freehand drawings are used frequently for ‘visual’ disciplines and have a range of benefits. Typically, for the social sciences, their utility is framed exclusively for enhancing active learning, but not necessarily as a teaching aid. Emphasising learning and teaching as a dialectical process between student and lecturer, a small-scale qualitative study explored the potential of a freehand drawing to help teach a complex primary text and assist students’ subsequent understanding. Students were taught the text in two ways – (1) verbal explanation accompanied by two static diagrams and (2) verbal explanation accompanied by a freehand drawing. Students discussed their experiences in a focus group. Despite mixed learning preferences, with interesting qualifications, students found the dynamic nature of the freehand drawing essential to understanding. Unintended variation in the delivery of each session produced insightful comment, as did the relationship between the lecturer’s learning preference and their choice of pedagogy.

The Development of Divergent Thinking in 4- to 6-Year-Old Children

ABSTRACT This study investigated the development of divergent thinking (DT) in early childhood. We followed 107 4-year-olds for 1.5 years. Children’s DT was assessed with the Alternative Uses Task (AUT) every 6 months, four times in total. Within the AUT, children were asked to generate unusual uses of common objects while explaining how they came up with these uses. Based on the generated uses, two product measures were computed: fluency and originality. We also applied process measures to gain insight into the thinking processes children used to come up with uses. Based on the coded data of children’s verbal explanations of how they generated uses, two process measures were computed: memory retrieval (retrieving uses from episodic and semantic long-term memory) and mental operations (performing mental operations on the object to generate a use). The results revealed substantial growth in fluency and originality with age. The frequencies of occurrence of both memory retrieval and mental operations also increased with age. In line with previous findings, this longitudinal study shows that creativity develops throughout early childhood. Moreover, this study adds to the current knowledge base by providing researchers a first glance at the development of thinking processes underlying DT in this age range.