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(1 - 10 of 10)
- Title
- THE EFFECT OF GENDER, CONFIRMATION BIAS, AND METACOGNITIVE SELF ASSESSMENT OVER VARYING LEVELS OF EXPERTISE IN A VISUOSPATIAL TASK.
- Creator
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Ballion, Tatiana, Sims, Valerie, University of Central Florida
- Abstract / Description
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It has been shown that there exists a relationship between levels of metacognitive ability and estimation of personal ability for largely verbally-based tasks, where those with lessened facility for the task tend toward overestimation of their aptitude relative to their peers (Kruger and Dunning, 1999). This study examines this effect for a task of mechanical ability for volunteer participants (n = 69), where participants were given an abbreviated form of the Bennett Mechanical Comprehension...
Show moreIt has been shown that there exists a relationship between levels of metacognitive ability and estimation of personal ability for largely verbally-based tasks, where those with lessened facility for the task tend toward overestimation of their aptitude relative to their peers (Kruger and Dunning, 1999). This study examines this effect for a task of mechanical ability for volunteer participants (n = 69), where participants were given an abbreviated form of the Bennett Mechanical Comprehension Test (BMCT) to establish a level of competency. Following the administration of the BMCT, the participants were then asked to speculate on the hypothetical grade for their performance, as well as the relationship between their hypothetical grade, and the grades of others. Participants then "tutored" a hypothetical student on the solution to one of the problems found on the BMCT, and their explanations were coded for degree of bias towards confirmation versus disconfirmation that was utilized in the problem solving. It was found that females' basic ability had a greater range than males', and females on the high and low ends of competency made greater use of confirming strategies in their problem solving. This is indicative of the overall observed interaction effect between Gender, Perceived Relative Competence, and Actual Competence observed in this study.
Show less - Date Issued
- 2005
- Identifier
- CFE0000547, ucf:46429
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000547
- Title
- EFFECTS OF INPUT MODALITY AND EXPERTISE ON WORKLOAD AND VIDEO GAME PERFORMANCE.
- Creator
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Kent, Travis, Sims, Valerie, University of Central Florida
- Abstract / Description
-
A recent trend in consumer and military electronics has been to allow operators the option to control the system via novel control methods. The most prevalent and available form of these methods is that of vocal control. Vocal control allows for the control of a system by speaking commands rather than manually inputting them. This has not only implications for increased productivity but also optimizing safety, and assisting the disabled population. Past research has examined the potential...
Show moreA recent trend in consumer and military electronics has been to allow operators the option to control the system via novel control methods. The most prevalent and available form of these methods is that of vocal control. Vocal control allows for the control of a system by speaking commands rather than manually inputting them. This has not only implications for increased productivity but also optimizing safety, and assisting the disabled population. Past research has examined the potential costs and benefits to this novel control scheme with varying results. The purpose of this study was to further examine the relationship between modality of input, operator workload, and expertise. The results obtained indicated that vocal control may not be ideal in all situations as a method of input as participants experienced significantly higher amounts of workload than those in the manual condition. Additionally, expertise may be more specific than previously thought as participants in the vocal condition performed nearly identical at the task regardless of gaming expertise. The implications of the findings for this study suggest that vocal control be further examined as an effective method of user input, especially with regards to expertise and training effects.
Show less - Date Issued
- 2011
- Identifier
- CFH0004122, ucf:44877
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004122
- Title
- SPATIAL ABILITY AND EXPERTS OF NEEDLEWORK CRAFTS: AN EXPLORATORY STUDY.
- Creator
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Bailey, Shannon, Sims, Valerie, University of Central Florida
- Abstract / Description
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Spatial ability has been a topic of much research and debate over the past few decades. Yet, there are gaps in the current literature. Spatial ability refers to the aptitude of an individual to mentally rotate objects, visualize spaces, and recognize patterns (Linn & Petersen, 1985). A highly spatial task that is not addressed in research literature is crafting. Crafting may refer to knitting, crocheting, sewing, and other hobbies that include manipulations of materials. These crafts are...
Show moreSpatial ability has been a topic of much research and debate over the past few decades. Yet, there are gaps in the current literature. Spatial ability refers to the aptitude of an individual to mentally rotate objects, visualize spaces, and recognize patterns (Linn & Petersen, 1985). A highly spatial task that is not addressed in research literature is crafting. Crafting may refer to knitting, crocheting, sewing, and other hobbies that include manipulations of materials. These crafts are spatially oriented, because they necessitate mental rotation, pattern recognition, and 3-D visualization to create an object. While research tends to favor males on certain spatial tests (Voyer, Voyer, & Bryden, 1995), research on the relationship between expertise and spatial ability has concentrated on traditionally male dominated domains, such as architecture and video games (Salthouse & Mitchell, 1990; Sims & Mayer, 2002). The traditionally female domain of needlework crafting expertise has not been studied empirically. First, a literature review is presented to give an overview of previous spatial ability research. The paper then describes the needlework crafts of sewing, knitting, and crocheting, including their historical significance and the spatial processes involved. A study was conducted to test the hypothesis that more expertise in needlework crafts will correlate with better performance on spatial ability tests. Three hundred and four adult women (ages 18-77) completed the study. Participant experience level was determined by self-perceived level of crafting expertise. Participants performed three spatial ability tests from the ETS Factor Reference Kit (Ekstrom et al., 1976): Paper Folding, Surface Development, and Card Rotations. Results indicated that age was correlated negatively with performance in all spatial tests. Only age was significant in the Card Rotations Test. In the Surface Development Test, self-perceived Sewing Expertise was significant in predicting participants' test scores. For the Paper Folding Test, Knitting and Crocheting Expertise were significant, suggesting expertise may mitigate age effects.
Show less - Date Issued
- 2011
- Identifier
- CFH0004106, ucf:44881
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004106
- Title
- UNDERSTANDING THE ROLE OF SOCIAL CAPITAL IN EXPERTISE COORDINATION IN INFORMATION SYSTEMS DEVELOPMENT (ISD) TEAMS.
- Creator
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Hsu, Shih-Chieh, Jiang, James, University of Central Florida
- Abstract / Description
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Information system development (ISD) project is a knowledge-intensive teamwork process which requires members to coordinate their expertise to generate the final outcome. Breakdown or coordination and insufficient knowledge integration have been reported as critical factors which lead to ISD project failure. Most existing coordination literature focus on the effect of administrative coordination mechanisms toward project performance which hints that more efforts are needed to understand...
Show moreInformation system development (ISD) project is a knowledge-intensive teamwork process which requires members to coordinate their expertise to generate the final outcome. Breakdown or coordination and insufficient knowledge integration have been reported as critical factors which lead to ISD project failure. Most existing coordination literature focus on the effect of administrative coordination mechanisms toward project performance which hints that more efforts are needed to understand expertise coordination and explore ways to improve it. Addressing the above issues, two studies in this dissertation attempt to understand expertise coordination within the IS development team based on social capital perspective. The first study, based on intention-behavior literature, knowledge management research, and Gerwin's (2004) coordination model, investigates relationships among willingness, competence, and actual expertise coordination. The relationships between expertise coordination and teamwork outcomes are also examined. The second study incorporates social capital theory and examines (1) dependencies among three dimensions of social capital and (2) linkage between social capital and expertise coordination. Data collected from more than five hundred information systems project team members was used to test the proposed hypotheses. The analysis results confirmed most of the hypotheses. This dissertation contributes to coordination, project management, and team mental model research through many perspectives. In each study, directions for management practice and future research are discussed.
Show less - Date Issued
- 2008
- Identifier
- CFE0002347, ucf:47816
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002347
- Title
- Three Studies Examining the Potential for Relational Reasoning to Enhance Expertise in Complex Audit Domains.
- Creator
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Holt, Matthew, Sutton, Steven, Arnold, Vicky, Roberts, Robin, Dillard, Jesse, University of Central Florida
- Abstract / Description
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This dissertation consists of three studies that explore the potential for relational reasoning to advance research on the facilitation of expertise in complex audit domains. Study One seeks to explicate the potential that theory and methods from relational reasoning and associated research have to advance the audit expertise research stream. The implications for future research on facilitating auditing expertise are discussed in synchrony with future research questions, including whether or...
Show moreThis dissertation consists of three studies that explore the potential for relational reasoning to advance research on the facilitation of expertise in complex audit domains. Study One seeks to explicate the potential that theory and methods from relational reasoning and associated research have to advance the audit expertise research stream. The implications for future research on facilitating auditing expertise are discussed in synchrony with future research questions, including whether or not such strategies will be effective in domains with more than minor relational complexity. Studies Two and Three experimentally examine the use of metacognitive skills intended to enhance relational knowledge, which is considered to be a fundamental component of domain expertise. Study Two investigates the effects of alternate forms of prompting for analogical comparison and Study Three explores the impact of combining analogical comparison with direct instruction on discerning the relational structure of a domain. The results of Study Two do not support the expected positive effects of the analogical comparison interventions. Implementation of effective interventions to prompt the comparison requires further research. Additionally, the results of Study Three do not support the hypotheses, by conventional standards. However, there is some evidence of positive effects associated with the analogical comparison intervention. This dissertation contributes to the literature on audit expertise by describing how relational reasoning can play a role in advancing research in this stream and by providing some preliminary information regarding the effectiveness of specific implementations aimed at enhancing relational knowledge.
Show less - Date Issued
- 2018
- Identifier
- CFE0007192, ucf:52265
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007192
- Title
- Identifying Type of Expertise as a Means to Measure CRM Knowledge Structures.
- Creator
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Jimenez, Camilo, Jentsch, Florian, Shumaker, Randall, Burke, Shawn, Sims, Valerie, University of Central Florida
- Abstract / Description
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Crew Resource Management (CRM) training has evolved since its inception in the 1980s to better accommodate the operational needs of flight crews. However, even as the aviation and research communities have pointed to the potential benefit of providing CRM training, some criticism continues to emerge periodically which claims that there is no concrete evidence of its impact on flight deck performance and safety. Therefore, it is imperative to develop tools that allow researchers and, more...
Show moreCrew Resource Management (CRM) training has evolved since its inception in the 1980s to better accommodate the operational needs of flight crews. However, even as the aviation and research communities have pointed to the potential benefit of providing CRM training, some criticism continues to emerge periodically which claims that there is no concrete evidence of its impact on flight deck performance and safety. Therefore, it is imperative to develop tools that allow researchers and, more importantly, practitioners, to more effectively and objectively assess training effectiveness and identify whether or not desired CRM behaviors are being put to practice during line operations.This study focused on evaluating pilots' CRM schemas and identifying differences in CRM knowledge structures among pilots. Differences in CRM knowledge and opinions about training could be an indication of the existence of what Hatano and Inagaki (1986) have described as two distinct types of expertise, namely, routine and adaptive expertise. The study sought to identify differences among routine and adaptive expert pilots in CRM knowledge structures (schemas), their perceptions on the value and efficacy of current CRM training evaluation, along with their opinion on how CRM training effectiveness could be more accurately assessed. Results from over 250 pilots showed that, in general, participants had a positive view of CRM training and training evaluation, regardless of their type of expertise. Some evidence of potential differences in the structural knowledge of CRM between routine and adaptive experts, as well as, differences in their opinions about CRM training, evaluation, and automation on the flight deck was also identified. Additionally, analysis of survey scores and free response items indicate the existence of a third category of experts, between routine and adaptive expertise (whom I call transitional experts). The study results provide evidence that assessment of CRM schemas could potentially be used as a way to evaluate CRM training effectiveness. The results of the study also indicate that identification of specific training needs for each group of expert may be possible through the assessment of CRM schemas and type of expertise. Implications for practice and theory, limitations of the study, and suggestions for future research are also provided.
Show less - Date Issued
- 2018
- Identifier
- CFE0007200, ucf:52264
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007200
- Title
- THE ROLE OF DOMAIN EXPERTISE AND JUDGMENT IN DEALING WITH UNEXPECTED EVENTS.
- Creator
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Kochan, Janeen, Jentsch, Florian, University of Central Florida
- Abstract / Description
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Unexpected events, particularly those creating surprise, interrupt ongoing mental and behavioral processes, creating an increased potential for unwanted outcomes to the situation. Human reactions to unexpected events vary. One can hypothesize a number of reasons for this variation, including level of domain expertise, previous experience with similar events, emotional connotation, and the contextual surround of the event. Whereas interrupting ongoing activities and focusing attention...
Show moreUnexpected events, particularly those creating surprise, interrupt ongoing mental and behavioral processes, creating an increased potential for unwanted outcomes to the situation. Human reactions to unexpected events vary. One can hypothesize a number of reasons for this variation, including level of domain expertise, previous experience with similar events, emotional connotation, and the contextual surround of the event. Whereas interrupting ongoing activities and focusing attention temporarily on a surprising event may be a useful evolutionary response to a threatening situation, the same process may be maladaptive in today's highly dynamic world. The purpose of this study was to investigate how different aspects of expertise affected one's ability to detect and react to an unexpected event. It was hypothesized that there were two general types of expertise, domain expertise and judgment (Hammond, 2000), which influenced one's performance on dealing with an unexpected event. The goal of the research was to parse out the relative contribution of domain expertise, so the role of judgment could be revealed. The research questions for this study were: (a) Can we identify specific knowledges and skills which enhance one's ability to deal with unexpected events? (b) Are these skills "automatically" included in domain expertise? (c) How does domain expertise improve or deter one's reaction and response to unexpected events? (d) What role does judgment play in responding to surprise? The general hypothesis was that good judgment would influence the process of surprise at different stages and in different ways than would domain expertise. The conclusions from this research indicated that good judgment had a significant positive effect in helping pilots deal with unexpected events. This was most pronounced when domain expertise was low.
Show less - Date Issued
- 2005
- Identifier
- CFE0000721, ucf:46609
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000721
- Title
- CONTRIBUTIONS BY INDIVIDUAL AND GROUP STRATEGIES FOR ORGANIZATIONAL LEARNING IN ARCHITECTURAL, ENGINEERING, AND CONSTRUCTION FIRMS.
- Creator
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Beaver, Robert, Kotnour, Timothy, University of Central Florida
- Abstract / Description
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Organizations with multiple operating requirements require support functions to assist in execution of strategic goals. This effort, in turn, requires management of engineering activities in control of projects and in sustaining facilities. High level strategies include employing engineering support that consists of a project management function encompassing technical and managerial disciplines. The architecture/engineering, and construction office (AEC) is the subject of this research....
Show moreOrganizations with multiple operating requirements require support functions to assist in execution of strategic goals. This effort, in turn, requires management of engineering activities in control of projects and in sustaining facilities. High level strategies include employing engineering support that consists of a project management function encompassing technical and managerial disciplines. The architecture/engineering, and construction office (AEC) is the subject of this research. Engineering and construction oriented organizations have experienced challenges to their abilities to learn and grow. This has potential detrimental implications for these organizations if support functions cannot keep pace with changing objectives and strategy. The competitive nature and low industry margins as well as uniqueness of projects as challenges facing engineering and construction. The differentiated nature of projects tasks also creates a need for temporary and dedicated modes of operation and thereby tends to promote highly dispersed management practices that do not dovetail very well with other organizational processes. Organizational learning is a means to enhance and support knowledge management for improving performance. The problem addressed through this research is the gap between desired and achieved individual and group learning by members of the AEC, and the members' abilities to distinguish between the need for adaptive learning or innovation. This research addresses learning by individuals and groups, and the strategies employed through an empirical study (survey). A conceptual model for organizational learning contributions by individuals and groups is presented and tested for confirmation of exploitive or explorative learning strategies for individuals, and directions composed of depth and breadth of learning. Strategies for groups are tested for internal or external search orientations and directions toward the single or multi-discipline unit. The survey is analyzed by method of principal components extraction and further interpreted to reveal factors that are correlated by Pearson product moment coefficients and tested for significance for potential relationships to factors for outcomes. Correlation across dependent variables prevented interpretation of the most significant factors for group learning strategies. However, results provide possible support for direction in supporting processes that promote networking among individuals and group structures that recognize the dual nature of knowledge - that required for technical competency and that required for success in the organization. Recommendations for practitioners include adjustments to knowledge acquisition direction, promoting external collaboration among firms, and provision of dual succession pathways through technical expertise or organizational processes for senior staff.
Show less - Date Issued
- 2009
- Identifier
- CFE0002682, ucf:48194
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002682
- Title
- Technical Communicators and Writing Consultants: Identity and Expertise.
- Creator
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Cepero, Nichole, Young, Beth, Jones, Daniel, Marinara, Martha, University of Central Florida
- Abstract / Description
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This paper examines the roles of technical communicators and writing center consultants in regards to their identities and the expertise that they bring to what they do. Both fields have struggled with alack of understanding surrounding what their positions entail and more importantly how they perform in their roles. With this in mind, the goal of this paper is to analyze how the growth of each field andthe variations of each position contribute to the issue of identity. Furthermore, as a...
Show moreThis paper examines the roles of technical communicators and writing center consultants in regards to their identities and the expertise that they bring to what they do. Both fields have struggled with alack of understanding surrounding what their positions entail and more importantly how they perform in their roles. With this in mind, the goal of this paper is to analyze how the growth of each field andthe variations of each position contribute to the issue of identity. Furthermore, as a result of the identity problem that faces each position, I suggest using the theory of liminality, communication theory, and genre theory to examine more closely how technical communicators and writing center consultants approach the work they do.Technical communicators and writing center consultants perform very similar roles in their respective fields. Both positions have the ability to contribute to various fields through the work that they do. Technical communicators have the ability to communicate in multiple areas without necessarily being subject matter experts in the areas they participate in. The same holds true forwriting center consultants who may, in one day, assist students in multiple subjects without necessarily having specific disciplinary knowledge of each area addressed. Outsiders do not understand how technical communicators and writing consultants can communicate within anunfamiliar field, which creates a main area of controversy for both roles. Using the three theories mentioned above, I make an argument for just how it is possible for them to perform in this capacity.By focusing on how technical communicators and writing center consultants perform in their roles instead of on their writing, their identity and expertise becomes clear and confusion surrounding each field can be banished. Although technical communicators and writing consultants both face similarchallenges, their responsibilities differ in ways that affect how these theories apply. Still, all three theories illuminate how rhetoric provides the basis for expertise in both technical communication and writing centers.
Show less - Date Issued
- 2014
- Identifier
- CFE0005146, ucf:50706
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005146
- Title
- An Analysis of Undergraduate Creative Writing Students'Writing Processes: Gauging the Workshop Models' Effectiveness Through the Lens of Genre Theories.
- Creator
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Chrisman, John, Marinara, Martha, Roozen, Kevin, Scott, Blake, University of Central Florida
- Abstract / Description
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Current approaches to teaching creative writers the ways to success in creative writing courses consist largely of workshop style classes. While workshops often vary from class to class in style, generally a workshop will consist of a group of writers, led by a mentor/instructor, who exchange drafts and provide reader and writer focused feedback to the author. Yet because the workshop approach has not been the subject of close empirical study, it is unclear whether it is an effective pedagogy...
Show moreCurrent approaches to teaching creative writers the ways to success in creative writing courses consist largely of workshop style classes. While workshops often vary from class to class in style, generally a workshop will consist of a group of writers, led by a mentor/instructor, who exchange drafts and provide reader and writer focused feedback to the author. Yet because the workshop approach has not been the subject of close empirical study, it is unclear whether it is an effective pedagogy. This thesis serves two purposes. First, it presents an argument for new research into creative writing pedagogy and creative writers' processes and suggests that any future research should take an empirical turn. However, because creative writing has developed few theories or methods useful for the empirical study of creative writing, I suggest adopting theories and methods from the field of rhetoric and composition. The second part of this thesis is an empirical study of three creative writing undergraduate students in an introductory creative writing course over one semester. This study uses qualitative methods: semi-structured retrospective interviews, close textual analysis, and in-class observations to understand how creative writers are enculturated into the creative writing community using Christine Tardy's theories of acquiring genre expertise as a framework for analysis. Based on this research this study concludes that while creative writers enculturate in different ways, based on several factors, all creative writers develop greater awareness of genre complexity, authorial identity, and intermodal influences on their writing. Furthermore, this study recommends further case studies into creative writers writing processes and the effectiveness of various workshop models on student enculturation. ?
Show less - Date Issued
- 2015
- Identifier
- CFE0005589, ucf:50235
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005589
