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- 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
- PERCEIVED GENDER AND ITS EFFECT ON ATTRIBUTIONS TOWARD AVATARS IN THE VIDEO GAME SPORE.
- Creator
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Sweeney, Victoria, Sims, Valerie, University of Central Florida
- Abstract / Description
-
In this study, 174 undergraduates from the University of Central Florida were asked to rate individual human and animal avatar features from the video game Spore on their level of femininity, masculinity, likability, and how well the feature represented them on a 7 point Likert scale of agreeability. Avatar features were presented on a neutral gray, quadruped body in two different views. It was expected that participants would show higher likability for avatar features that they perceived as...
Show moreIn this study, 174 undergraduates from the University of Central Florida were asked to rate individual human and animal avatar features from the video game Spore on their level of femininity, masculinity, likability, and how well the feature represented them on a 7 point Likert scale of agreeability. Avatar features were presented on a neutral gray, quadruped body in two different views. It was expected that participants would show higher likability for avatar features that they perceived as corresponding to their Personal Attribute Questionnaire (PAQ) gender. Males liked feminine features approximately the same as females, however, in many categories females liked the most masculine features more than the most feminine features. Males liked the most masculine body detail feature more than females, and females liked the most masculine body detail more than males. It also was anticipated that avatar features rated as having both low femininity and low masculinity would be the features rated lowest in likability overall. These features did not have the lowest likability, but were somewhat close to neutral in likability. These results have implications for likable avatar creation for businesses, the military, and education.
Show less - Date Issued
- 2011
- Identifier
- CFH0003815, ucf:44714
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0003815
- Title
- A COGNITIVE INVESTIGATION OF COMPUTERIZED WALK-THROUGH MODELS.
- Creator
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Carrillo, Maria, Sims, Valerie, University of Central Florida
- Abstract / Description
-
The growth of the World Wide Web has prompted many businesses to develop electronic commerce (e-commerce) as a domain where consumers can conveniently purchase their products (Chittaro& Ranon, 2002). Marketing and Human - Computer Interaction (HCI) research has focused on the ways interactivity can improve purchasing experience. One particular technique is through the use of computer models of products known as visual object representations (Ozok& Komlodi, 2009). Research on visual product...
Show moreThe growth of the World Wide Web has prompted many businesses to develop electronic commerce (e-commerce) as a domain where consumers can conveniently purchase their products (Chittaro& Ranon, 2002). Marketing and Human - Computer Interaction (HCI) research has focused on the ways interactivity can improve purchasing experience. One particular technique is through the use of computer models of products known as visual object representations (Ozok& Komlodi, 2009). Research on visual product representations is focused on models of objects typically purchased in a store, such as clothing and electronics, which can usually be manipulated and rotated as desired (Ozok& Komlodi, 2009). There seems to be a gap in the literature regarding computer models for which consumers actually do not have an established mental models. Computerized walk-through models allow users to virtually navigate a space as well as to view a model of a living space from different orientations. An experiment was conducted on 100 participants to investigate computerized walk-through models and the role the type of model and workload plays in the amount of knowledge gained about the layout and consumer preference. Participants navigated a computerized walk-through model or a two dimensional picture set of a hotel room (low complexity) or apartment (high complexity) .Then they completed a series of surveys. Results indicate that two-dimensional models were best for learning the layout of a high complexity model and that three-dimensional models were better for learning the layout of a low complexity model. Results have implications for virtual model use in education and the military.
Show less - Date Issued
- 2012
- Identifier
- CFH0004155, ucf:44841
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004155
- Title
- DANGEROUS OPINIONS: PERCEPTION OF VIOLENT VIDEO GAMES ON JURY DECISION MAKING.
- Creator
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Jacobi, Brock, Sims, Valerie, University of Central Florida
- Abstract / Description
-
The purpose of the study was to examine whether a potential juror would give harsher sentences to defendants based only on the manipulation of the defendant's personal hobby. This was investigated by manipulating the hobby through a hypothetical manslaughter scenario in a vignette. Participants were asked to answer questions pertaining to the defendant's guilt and potential sentencing. Results indicate that participants' sex, participants' authoritarianism, and defendant's hobby were...
Show moreThe purpose of the study was to examine whether a potential juror would give harsher sentences to defendants based only on the manipulation of the defendant's personal hobby. This was investigated by manipulating the hobby through a hypothetical manslaughter scenario in a vignette. Participants were asked to answer questions pertaining to the defendant's guilt and potential sentencing. Results indicate that participants' sex, participants' authoritarianism, and defendant's hobby were significant factors. Significant interactions were found pertaining to whether the defendant should receive counseling across sex by violence and sex by avocation. These results are evidence that the use of jurors in the legal system is flawed and needs to be improved upon. Future research should examine an age distribution closer to the national mean, and the online setting should be replaced with an in person mock jury that will have more realistic group dynamic and higher ecological validity.
Show less - Date Issued
- 2014
- Identifier
- CFH0004569, ucf:45177
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004569
- Title
- THE UNIVERSAL DESIGN PARADIGM: AN EXAMINATION OF REAL-TIME, C-PRINT, MEANING-FOR-MEANING TRANSCRIPTION AND INDIVIDUAL DIFFERENCES IN LEARNING.
- Creator
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Boone, Amanda, Sims, Valerie, University of Central Florida
- Abstract / Description
-
The intent of this thesis is to guide further research and discussion of C-Print, meaning-for-meaning transcription and its applications to today's dynamic classroom settings under a Universal Design Paradigm. Evidence suggests that providing these captions can benefit Deaf and Hard of Hearing populations and also that concise, textual representations of information increase retention for average learners in multimedia settings. Individual differences were considered and low internal control...
Show moreThe intent of this thesis is to guide further research and discussion of C-Print, meaning-for-meaning transcription and its applications to today's dynamic classroom settings under a Universal Design Paradigm. Evidence suggests that providing these captions can benefit Deaf and Hard of Hearing populations and also that concise, textual representations of information increase retention for average learners in multimedia settings. Individual differences were considered and low internal control participants did significantly better on exams when material was captioned compared to when it was not. They also tended to outperform high internal control participants on captioned material exams.
Show less - Date Issued
- 2014
- Identifier
- CFH0004556, ucf:45223
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004556
- Title
- ATTRIBUTIONS OF BLAME IN A HUMAN-ROBOT INTERACTION SCENARIO.
- Creator
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Scholcover, Federico, Sims, Valerie, University of Central Florida
- Abstract / Description
-
This thesis worked towards answering the following question: Where, if at all, do the beliefs and behaviors associated with interacting with a nonhuman agent deviate from how we treat a human? This was done by exploring the inter-related fields of Human-Computer and Human-Robot Interaction in the literature review, viewing them through the theoretical lens of anthropomorphism. A study was performed which looked at how 104 participants would attribute blame in a robotic surgery scenario, as...
Show moreThis thesis worked towards answering the following question: Where, if at all, do the beliefs and behaviors associated with interacting with a nonhuman agent deviate from how we treat a human? This was done by exploring the inter-related fields of Human-Computer and Human-Robot Interaction in the literature review, viewing them through the theoretical lens of anthropomorphism. A study was performed which looked at how 104 participants would attribute blame in a robotic surgery scenario, as detailed in a vignette. A majority of results were statistically non-significant, however, some results emerged which may imply a diffusion of responsibility in human-robot collaboration scenarios.
Show less - Date Issued
- 2014
- Identifier
- CFH0004587, ucf:45224
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004587
- Title
- PERCEPTION AND DISPLAYS FOR TELEOPERATED ROBOTS.
- Creator
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Upham Ellis, Linda, Sims, Valerie, University of Central Florida
- Abstract / Description
-
In remote or teleoperational tasks involving humans and robots, various aspects of the remote display system may greatly influence the individual's interactions with the teleoperated entity. This dissertation examined various configurations of display systems on several measures of operator performance, physiological states, and perceptions of the task. Display configurations included altering the camera placement (attached to the robot or placed overhead), screen orientation (horizontal...
Show moreIn remote or teleoperational tasks involving humans and robots, various aspects of the remote display system may greatly influence the individual's interactions with the teleoperated entity. This dissertation examined various configurations of display systems on several measures of operator performance, physiological states, and perceptions of the task. Display configurations included altering the camera placement (attached to the robot or placed overhead), screen orientation (horizontal or vertical), and screen size (small or large). Performance was measured in terms of specific task goals, accuracies, strategies, and completion times. Physiological state was assessed through physiological markers of arousal, specifically heart rate and skin conductance. Operator perception of the task was measured with a self-reported perception of workload and frustration. Scale model live simulation was used to create a task driven environment to test the display configurations. Screen size influenced performance on complex tasks in mixed ways. Participants using a small screen exhibited better problem solving strategies in a complex driving task. However, participants using the large screen exhibited better driving precision when the task required continual attention. These findings have value in design decisions for teleoperated interfaces where the advantages and disadvantages of screen size must be considered carefully. Orientation of the visual information seems to have much less impact on the operator than the source of the information, though it was an important factor of the display system when taken together with screen size and camera view. Results show strong influence of camera placement on many of the performance variables. Interestingly, the participants rated a higher frustration in the overhead condition, but not a higher task load, indicating that while they realized that the task was frustrating and perhaps they could have done better, they did not recognize the task as overloading. This was the case even though they took longer to complete the task and experienced more errors related to turning in the overhead camera condition. This finding may indicate a potential danger for systems in which the operator is expected to recognize when he or she is being overloaded. This type of performance decrease due to added frames of reference may be too subtle to register in the operator's self awareness
Show less - Date Issued
- 2008
- Identifier
- CFE0002330, ucf:47818
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002330
- Title
- ARE WE BECOMING SUPERHUMAN CYBORGS? HOW TECHNOMORPHISM INFLUENCES OUR PERCEPTIONS OF THE WORLD AROUND US.
- Creator
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Lum, Heather, Sims, Valerie, University of Central Florida
- Abstract / Description
-
Although traditionally researchers have focused on making robotics more user-friendly from a human perspective, a new theory has begun to take shape in which humans take on the perspective of a robotic entity. The following set of studies examined the concept of technomorphism defined as the attribution of technological characteristics to humans. This concept has been mentioned anecdotally and studied indirectly, but there is nothing currently available to tap in to the various forms that...
Show moreAlthough traditionally researchers have focused on making robotics more user-friendly from a human perspective, a new theory has begun to take shape in which humans take on the perspective of a robotic entity. The following set of studies examined the concept of technomorphism defined as the attribution of technological characteristics to humans. This concept has been mentioned anecdotally and studied indirectly, but there is nothing currently available to tap in to the various forms that technomorphism may take. Therefore, one goal of this dissertation was to develop a scale to fill that purpose. The results of the Technomorphic Tendencies Scale (TTS) indicated that there are marked differences between those who technomorphize and those who do not. Further, the wording of the TTS items may have influenced an individual's propensity to respond in a technomorphic way. It may also be that, since technology is so new from an evolutionary perspective, it was difficult for humans to have the adequate verbiage to express their feelings about it. The other goal of this dissertation was to examine where the individual differences may lie in the tendency to technomorphize. During the scale validation process, the Technomorphic Tendencies Scale was used alongside other scales, including those measuring anthropomorphism, acceptance of technology, perceptions of robots, and personality characteristics to determine what characteristics helped determine in what contexts people technomorphize. The results indicated that there were indeed individual differences between those who do and do not technomorphize as it relates to other constructs. An examination of the individual differences also was performed by capturing the low level and more objective differences that may have existed. To do this, the researcher utilized an eye tracker to examine exactly what the participant focuses on while viewing the model pictures. There were indeed differences in the self reported and attentive level scores between those who fell in the different ranges of technomorphism. The results of both the scale validation and individual differences component of this dissertation suggested that technomorphism does indeed exist. Furthermore, it may be related to how we see each other. Through the study of technomorphism, researchers have come slightly closer to the question of how technology is influencing our perceptions of what it means to be human. The findings from this work should help fuel the desire of others in the field to think about the potential influences of technomorphism during the design and implementation of new devices as well as in how technology may be related to how we perceive each other.
Show less - Date Issued
- 2011
- Identifier
- CFE0003937, ucf:48697
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003937
- Title
- Eye Movements and Spatial Ability: Influences on Thinking During Analogical Problem Solving.
- Creator
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Schroeder, Bradford, Sims, Valerie, Szalma, James, Neider, Mark, Gill, Michele, University of Central Florida
- Abstract / Description
-
Classic studies have examined the factors that influence the way in which people can solve difficult (")insight(") problems, which require creative solutions. Recent research has shown that guiding one's eye movements in a pattern spatially congruent with the solution improves the likelihood of formulating a spatial solution. The authors in this line of research argued that guiding eye movements in a pattern spatially equivalent to the solution of the problem yields an embodied cognitive...
Show moreClassic studies have examined the factors that influence the way in which people can solve difficult (")insight(") problems, which require creative solutions. Recent research has shown that guiding one's eye movements in a pattern spatially congruent with the solution improves the likelihood of formulating a spatial solution. The authors in this line of research argued that guiding eye movements in a pattern spatially equivalent to the solution of the problem yields an embodied cognitive benefit that aids problem solving. Specifically, guiding eye movements leads to the generation of a mental representation containing perceptual information that helps a problem solver mentally simulate the problem features, increasing likelihood to generate a solution to the problem. However, evidence from a small but critically relevant area of research supports that this embodied effect may be more simply a creativity-priming effect. The proposed research aimed to disentangle these ideas while addressing other research questions of interest: do embodied problem solving benefits transfer to later problem solving? Do individual differences in spatial ability influence how people solve these problems? The present study combined previously established methodologies in problem solving and analogical problem solving to investigate these research questions. Results of the present work tentatively support the embodied priming effect, mediated by a creativity-priming effect that influences problem solving performance. Both effects emerged after manipulating problem solvers' eye movements. There is also modest support for a link between spatial ability and analogical problem solving, but not initial problem solving. These results are interpreted through the lens of embodied cognitive theory, providing tentative support that guiding eye movements can influence reasoning through an enhancement of creativity.
Show less - Date Issued
- 2018
- Identifier
- CFE0007366, ucf:52079
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007366
- Title
- Potential Relationship Between Vascular Depression and Autobiographical Memory Specificity in an Older Adult Population According to the CaR-FA-X Model.
- Creator
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Herrera Legon, Manuel, Paulson, Daniel, Rapport, Mark, Sims, Valerie, University of Central Florida
- Abstract / Description
-
Vascular depression is a type of depression that has its onset later in life, and it has been associated with cardiovascular or metabolic diseases. Depression can be costly and associated with other health problems, which is why it becomes imperative to uncover the multiple mechanisms of action for depression symptomatology. A proposed mechanism of action for the emergence of depressive symptomatology is poor autobiographical memory specificity according to the CaR-FA-X model. However, it...
Show moreVascular depression is a type of depression that has its onset later in life, and it has been associated with cardiovascular or metabolic diseases. Depression can be costly and associated with other health problems, which is why it becomes imperative to uncover the multiple mechanisms of action for depression symptomatology. A proposed mechanism of action for the emergence of depressive symptomatology is poor autobiographical memory specificity according to the CaR-FA-X model. However, it remains unclear whether this mechanism contributes somehow to the vascular depression specific type. The purpose of this research was to determine the potential relationship between the mechanisms proposed by the CaR-FA-X model and the presence of vascular depression, which has not been addressed by previous literature or research. Forty three older adults over the age of seventy from the Orlando area completed multiple measures including the Geriatric Depression Scale, Autobiographical Memory Test, and physiological measures. Results showed no support for a relationship between CaR-FA-X model elements and vascular depression; however, support was found for the relationship between cerebrovascular burden and depression as proposed by the vascular depression theory with rumination serving as a moderator. To our knowledge, this is the first time a study finds the moderating effect of rumination in the development of vascular depression. Further studies will need to address other potential mechanisms that increase risk for this specific type of depression as well as investigate the reasons under which, if any, autobiographical memory specificity might be related to vascular depression by using other measures that might be more sensitive to a non-clinical population.
Show less - Date Issued
- 2018
- Identifier
- CFE0007014, ucf:52041
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007014
- Title
- The State of Trauma-Informed Care in the Preschool.
- Creator
-
Kolomeyer, Ellen, Renk, Kimberly, Sims, Valerie, Dunn, Michael, Boris, Neil, University of Central Florida
- Abstract / Description
-
This study aimed to provide a foundational knowledge base from which to begin bridging the gap between research on trauma-informed, relationship-based therapeutic interventions in early childhood preschool classrooms and the practice of such classroom-based interventions. Specifically, this study identified several specific predictors (e.g., funding) and barriers (e.g., lack of knowledge and training in assessment instruments and referral options) to gaining trauma-informed knowledge and...
Show moreThis study aimed to provide a foundational knowledge base from which to begin bridging the gap between research on trauma-informed, relationship-based therapeutic interventions in early childhood preschool classrooms and the practice of such classroom-based interventions. Specifically, this study identified several specific predictors (e.g., funding) and barriers (e.g., lack of knowledge and training in assessment instruments and referral options) to gaining trauma-informed knowledge and engaging in trauma-informed practices in preschool classrooms. Individuals in leadership roles at preschools were sampled anonymously with regard to their current trauma-informed knowledge and program practices. Participants included 98 preschool leaders from Florida, 36 preschool leaders from Maryland, and 34 preschool leaders from Wyoming. Descriptive statistics were calculated for the variables of interest. ANCOVA with bootstrapping was conducted to determine whether there were significant differences between programs based on their state and funding source. There was no effect of state. In contrast, funding source predicted trauma-informed knowledge and practices, with federal/state funding being related to higher levels of knowledge and trauma-informed practices. Additionally, multiple regression analyses with bootstrapping were examined to determine significant predictors of preschool leaders' trauma-informed knowledge and practices. Similarly, results indicated that programs differed significantly in trauma-informed knowledge and screening practices based on their source of funding, with federal/state funding again predicting more trauma-informed knowledge and practices. Researchers may be able to benefit from the unique information found in this study as a launching point to inform program development and disseminate community- and nation-wide models of trauma-informed care in preschool classrooms. Implications for future studies are discussed.
Show less - Date Issued
- 2018
- Identifier
- CFE0007341, ucf:52143
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007341
- Title
- Getting the Upper Hand: Natural Gesture Interfaces Improve Instructional Efficiency on a Conceptual Computer Lesson.
- Creator
-
Bailey, Shannon, Sims, Valerie, Jentsch, Florian, Bowers, Clint, Johnson, Cheryl, University of Central Florida
- Abstract / Description
-
As gesture-based interactions with computer interfaces become more technologically feasible for educational and training systems, it is important to consider what interactions are best for the learner. Computer interactions should not interfere with learning nor increase the mental effort of completing the lesson. The purpose of the current set of studies was to determine whether natural gesture-based interactions, or instruction of those gestures, help the learner in a computer lesson by...
Show moreAs gesture-based interactions with computer interfaces become more technologically feasible for educational and training systems, it is important to consider what interactions are best for the learner. Computer interactions should not interfere with learning nor increase the mental effort of completing the lesson. The purpose of the current set of studies was to determine whether natural gesture-based interactions, or instruction of those gestures, help the learner in a computer lesson by increasing learning and reducing mental effort. First, two studies were conducted to determine what gestures were considered natural by participants. Then, those gestures were implemented in an experiment to compare type of gesture and type of gesture instruction on learning conceptual information from a computer lesson. The goal of these studies was to determine the instructional efficiency (-) that is, the extent of learning taking into account the amount of mental effort (-) of implementing gesture-based interactions in a conceptual computer lesson. To test whether the type of gesture interaction affects conceptual learning in a computer lesson, the gesture-based interactions were either naturally- or arbitrarily-mapped to the learning material on the fundamentals of optics. The optics lesson presented conceptual information about reflection and refraction, and participants used the gesture-based interactions during the lesson to manipulate on-screen lenses and mirrors in a beam of light. The beam of light refracted/reflected at the angle corresponding with type of lens/mirror. The natural gesture-based interactions were those that mimicked the physical movement used to manipulate the lenses and mirrors in the optics lesson, while the arbitrary gestures were those that did not match the movement of the lens or mirror being manipulated. The natural gestures implemented in the computer lesson were determined from Study 1, in which participants performed gestures they considered natural for a set of actions, and rated in Study 2 as most closely resembling the physical interaction they represent. The arbitrary gestures were rated by participants as most arbitrary for each computer action in Study 2. To test whether the effect of novel gesture-based interactions depends on how they are taught, the way the gestures were instructed was varied in the main experiment by using either video- or text-based tutorials. Results of the experiment support that natural gesture-based interactions were better for learning than arbitrary gestures, and instruction of the gestures largely did not affect learning and amount of mental effort felt during the task. To further investigate the factors affecting instructional efficiency in using gesture-based interactions for a computer lesson, individual differences of the learner were taken into account. Results indicated that the instructional efficiency of the gestures and their instruction depended on an individual's spatial ability, such that arbitrary gesture interactions taught with a text-based tutorial were particularly inefficient for those with lower spatial ability. These findings are explained in the context of Embodied Cognition and Cognitive Load Theory, and guidelines are provided for instructional design of computer lessons using natural user interfaces. The theoretical frameworks of Embodied Cognition and Cognitive Load Theory were used to explain why gesture-based interactions and their instructions impacted the instructional efficiency of these factors in a computer lesson. Gesture-based interactions that are natural (i.e., mimic the physical interaction by corresponding to the learning material) were more instructionally efficient than arbitrary gestures because natural gestures may help schema development of conceptual information through physical enactment of the learning material. Furthermore, natural gestures resulted in lower cognitive load than arbitrary gestures, because arbitrary gestures that do not match the learning material may increase the working memory processing not associated with the learning material during the lesson. Additionally, the way in which the gesture-based interactions were taught was varied by either instructing the gestures with video- or text-based tutorials, and it was hypothesized that video-based tutorials would be a better way to instruct gesture-based interactions because the videos may help the learner to visualize the interactions and create a more easily recalled sensorimotor representation for the gestures; however, this hypothesis was not supported and there was not strong evidence that video-based tutorials were more instructionally efficient than text-based instructions. The results of the current set of studies can be applied to educational and training systems that incorporate a gesture-based interface. The finding that more natural gestures are better for learning efficiency, cognitive load, and a variety of usability factors should encourage instructional designers and researchers to keep the user in mind when developing gesture-based interactions.
Show less - Date Issued
- 2017
- Identifier
- CFE0007278, ucf:52192
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007278
- Title
- Childhood Experiences and Domestic Violence: The role that interpartner violence plays in relationship functioning and parenting behaviors in adulthood.
- Creator
-
Stephenson, J'Nelle, Renk, Kimberly, Paulson, Daniel, Sims, Valerie, University of Central Florida
- Abstract / Description
-
It is estimated that approximately 25% of women and 7.6% of men report experiencing violence from their romantic partner during their lifetime. Additionally, in households where interpartner violence occurs, there are between 3.3 and 10 million children in the United States alone. It is important to understand the cycle of domestic violence that can occur, as it can inform us about expected outcomes across time. This study examined mothers' childhood exposure to their own parents' domestic...
Show moreIt is estimated that approximately 25% of women and 7.6% of men report experiencing violence from their romantic partner during their lifetime. Additionally, in households where interpartner violence occurs, there are between 3.3 and 10 million children in the United States alone. It is important to understand the cycle of domestic violence that can occur, as it can inform us about expected outcomes across time. This study examined mothers' childhood exposure to their own parents' domestic violence. It was hypothesized that childhood exposure to domestic violence would be related to unhealthy intimate relationships and to the development of maladaptive parenting behaviors during adulthood. These experiences also were hypothesized to be related to the behaviors of the mothers' young children. For this study, 133 mothers with children who ranged in age from 1(&)#189;- to 5-years participated. Results indicated that exposure to domestic violence in childhood was related significantly to the likelihood of experiencing interpartner violence later in life. Also, having a personal history of interpartner violence in adulthood was related to higher rates of internalizing and externalizing behavior problems in mothers' young children. Further, findings demonstrated a relationship between mothers' parenting behaviors and behavior problems in their children. Future research is needed to investigate further the mediators and moderators in the relationship between mothers' childhood exposure to domestic violence and behavior problems in their young children to broaden the literature on this topic. This information may be critical for treatment planning and intervention development for families who experience domestic violence.
Show less - Date Issued
- 2018
- Identifier
- CFE0007250, ucf:52207
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007250
- Title
- Applied Software Tools for Supporting Children with Intellectual Disabilities.
- Creator
-
Abualsamid, Ahmad, Hughes, Charles, Dieker, Lisa, Sims, Valerie, Wiegand, Rudolf, University of Central Florida
- Abstract / Description
-
We explored the level of technology utilization in supporting children with cognitive disabilities at schools, speech clinics, and with assistive communication at home. Anecdotal evidence, literature research, and our own survey of special needs educators in Central Florida reveal that use of technology is minimal in classrooms for students with special needs even when scientific research has shown the effectiveness of video modeling in teaching children with special needs new skills and...
Show moreWe explored the level of technology utilization in supporting children with cognitive disabilities at schools, speech clinics, and with assistive communication at home. Anecdotal evidence, literature research, and our own survey of special needs educators in Central Florida reveal that use of technology is minimal in classrooms for students with special needs even when scientific research has shown the effectiveness of video modeling in teaching children with special needs new skills and behaviors. Research also shows that speech and language therapists utilize a manual approach to elicit and analyze language samples from children with special needs. While technology is utilized in augmentative and alternative communication, many caregivers utilize paper-based picture exchange systems, storyboards, and daily schedules when assisting their children with their communication needs. We developed and validated three software frameworks to aid language therapists, teachers, and caregivers in supporting children with cognitive disabilities and related special needs. The Analysis of Social Discourse Framework proposes that language therapists use social media discourse instead of direct elicitation of language samples. The framework presents an easy-to-use approach to analyzing language samples based on natural language processing. We validated the framework by analyzing public social discourse from three unrelated sources. The Applied Interventions for eXceptional-needs (AIX) framework allows classroom teachers to implement and track interventions using easy-to-use smartphone applications. We validated the framework by conducting a sixteen-week pilot case study in a school for students with special needs in Central Florida. The Language Enhancements for eXceptioanl Youth (LEXY) framework allows for the development of a new class of augmentative and alternative communication tools that are based on conversational chatbots that assist children with special needs while utilizing a model of the world curated by their caregivers. We validated the framework by simulating an interaction between a prototype chatbot that we developed, a child with special needs, and the child's caregiver.
Show less - Date Issued
- 2018
- Identifier
- CFE0006964, ucf:52908
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006964
- Title
- Identifying Type of Expertise as a Means to Measure CRM Knowledge Structures.
- Creator
-
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
- Implementation of roles and responsibilities of speech-language pathologists working in schools.
- Creator
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Nir, Tamar, Ehren, Barbara, Sims, Valerie, Towson, Jacqueline, University of Central Florida
- Abstract / Description
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The purpose of this study was to determine how the roles and responsibilities of speech-language pathologists (SLPs) in schools are being implemented, whether speech-language pathologists in schools feel comfortable with their roles, and whether they are willing to engage in professional learning activities to hone knowledge and skills in role areas in order to inform pre-service and in-service learning This study utilized an online survey to collect responses. The survey included questions...
Show moreThe purpose of this study was to determine how the roles and responsibilities of speech-language pathologists (SLPs) in schools are being implemented, whether speech-language pathologists in schools feel comfortable with their roles, and whether they are willing to engage in professional learning activities to hone knowledge and skills in role areas in order to inform pre-service and in-service learning This study utilized an online survey to collect responses. The survey included questions related to the rate of implementation, comfort level, and desire for further professional learning with regards to the roles and responsibilities prescribed by American Speech-Language Hearing Association (ASHA) for the SLP in the school. Additionally, this survey examined whether SLPs in schools felt that their scope of practice has shifted focus from traditional speech-sound disorders to one of language/literacy disorders, whether they received adequate support from the schools and/or districts, and whether their university programs prepared them for clinical practice. A total of 609 SLPs participated in this study, with 98% being female. Most participants were between the ages of 45-64 years (45%).The results of this study indicated that with regards to rate of implementation and comfort level, participant responses varied depending on the role and responsibility. Sixty-one percent of participants were confident with critical roles, or roles/responsibilities that are typically considered cornerstones of the practice of speech-language pathology. Participants tended to be less confident with roles related to collaboration and leadership. With regards to the additional questions addressed by this study, over 50% of participants agreed that their career has shifted in focus from traditional speech-sound disorders to one of language/literacy disorders, and that they received adequate support from their school and/or district. Participants also tended to agree that their university program prepared them well for clinical practice and that they desired more professional learning for the delineated roles/responsibilities that they did not feel confident implementing. The implications of this study are that despite overall ratings of frequent implementation and comfort with certain roles/responsibilities, there are still areas that SLPs require further education in order to hone their skills within the context of the expanding landscape of speech-language pathology. An in-depth summary of the data, limitations of the study, and suggestions for future research are discussed.
Show less - Date Issued
- 2019
- Identifier
- CFE0007509, ucf:52656
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007509
- Title
- Threatening Instructions During a Hurricane Influence Risk Perceptions: The Case of Fear Appeals and Changing Hurricane Projections.
- Creator
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Whitmer, Daphne, Sims, Valerie, Chin, Matthew, Bowers, Clint, Kapucu, Naim, University of Central Florida
- Abstract / Description
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The goal of this research was to examine the effectiveness of persuasive language in the protective action recommendation of an emergency warning, which instructs people how to prepare and stay safe. Study 1 was a pilot study, which suggested that participants were able to make distinctions between hurricane categories. In study 2, the presence of fear language and second-person personal pronouns (i.e., (")you(")) in a recommendation was manipulated. Overall, fear language was more...
Show moreThe goal of this research was to examine the effectiveness of persuasive language in the protective action recommendation of an emergency warning, which instructs people how to prepare and stay safe. Study 1 was a pilot study, which suggested that participants were able to make distinctions between hurricane categories. In study 2, the presence of fear language and second-person personal pronouns (i.e., (")you(")) in a recommendation was manipulated. Overall, fear language was more influential than a pronoun on risk perceptions. To understand how context influences risk perceptions, participants in study 3 made decisions after each piece of information received. The severity of the hurricane increased, decreased, or stayed the same before decision point 2 and a recommendation containing fear or neutral language was presented before decision point 3. Those who read the fear message were more likely to be in the danger control process than those in the neutral language condition, which suggested that the fear message emphasized threat but did not diminish participants' perception of efficacy. Behavioral compliance with the warning was high in all conditions. In terms of change in perceived threat from decision point 2 to 3, participants in the decrease condition who read the fear appeal had the largest increase in perceived threat. In contrast, the hurricane increasing in intensity may be fear provoking enough that a fear appeal does not enhance risk perceptions. When examining individual differences, high Need for Cognition women had the largest increase in perceived message persuasiveness in the decrease and increase conditions.Phrasing guidelines for emergency management are discussed, along with the theoretical contributions of using social psychological methodology to examine emergency warnings. While individual differences are important predictors of warning interpretation, future research needs to reconcile the conundrum of emergency management's current limitations regarding individualized warnings.
Show less - Date Issued
- 2019
- Identifier
- CFE0007554, ucf:52611
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007554
- Title
- Investigating the Effectiveness of Using Part-Task or Whole-Task Training Methods to Facilitate Mindful Abstraction in Uncertain Tasks.
- Creator
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Killilea, John, Martin, Glenn, Sims, Valerie, Hirumi, Atsusi, Schatz, Sarah, University of Central Florida
- Abstract / Description
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As the global landscape changes and powers rise and fall, the Contested, Degraded, and Operationally Limited (CDO) environment is likely to be the new normal going forward. Uncertainty variables, such as missing, false, or extra information characterize the CDO environment. A key focus of this dissertation is optimizing training for recognizing these uncertainty variables when training time is limited. This was investigated by either exposing participants to multiple uncertainty variables at...
Show moreAs the global landscape changes and powers rise and fall, the Contested, Degraded, and Operationally Limited (CDO) environment is likely to be the new normal going forward. Uncertainty variables, such as missing, false, or extra information characterize the CDO environment. A key focus of this dissertation is optimizing training for recognizing these uncertainty variables when training time is limited. This was investigated by either exposing participants to multiple uncertainty variables at a time with low doses of each (whole-task training), by exposing singular variables at a time with high doses (part-task training) or using no variables throughout training (control). A key motivator behind this research was Cognitive Load Theory, as mindful abstraction can only occur if there are cognitive resources to spare. Dependent variables, such as time to complete, number correct, task workload, and uncertainty variables identified, were collected.The results revealed that on the transfer task, the part-task condition recorded a significantly lower workload score than the whole-task (and control) condition, while the condition's workload scores were consistent across all training and transfer tasks. In contrast, the control and whole-task condition experienced significant increases in workload during the transfer task. Additionally, the part-task condition participants were able to significantly identify more uncertainty variables on the final task than the whole-task condition and control condition. The part-task condition found the transfer task to be the (")easiest(") in terms of workload, and as there is more opportunity for mindful abstraction if there are more cognitive resources available, it can be stated that based on these results, the part-task training schedule facilitated mindful abstraction more than the other two training schedules. As this was a limited, abstracted, and laboratory experiment, future work should apply the same methodology to applied tasks in a controlled environment to gauge further usefulness of this research.
Show less - Date Issued
- 2018
- Identifier
- CFE0007339, ucf:52119
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007339
- Title
- THE EFFICACY OF A 6-WEEK EVIDENCE-BASED SUPPORT GROUP FOR CAREGIVERS OF DEMENTIA IN A PRIMARY CARE SETTING.
- Creator
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Shah, Mona, Paulson, Daniel, Cassisi, Jeffrey, Sims, Valerie, University of Central Florida
- Abstract / Description
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More than 16 million Americans provide unpaid care for those with Alzheimer's disease and other dementias. Extant literature has well documented the increased risk for physical, emotional, social and financial burden associated with caregiving. While intensive support groups may be well-suited to caregiver needs, they are often difficult to implement given financial, personnel and resource constraints. Thus, the purpose of this study is to examine the efficacy of a theoretically-based, 6-week...
Show moreMore than 16 million Americans provide unpaid care for those with Alzheimer's disease and other dementias. Extant literature has well documented the increased risk for physical, emotional, social and financial burden associated with caregiving. While intensive support groups may be well-suited to caregiver needs, they are often difficult to implement given financial, personnel and resource constraints. Thus, the purpose of this study is to examine the efficacy of a theoretically-based, 6-week caregiver support group in a community primary care setting. The group focuses on self-care, behavior management techniques and interdisciplinary caregiver resources. A total of 22 participants completed the active caregiver support group and they were compared to 19 control participants who participated in community caregiver support groups. Participants on average were in their mid-60s, mostly female and Caucasian, and identified as either the care recipient's child or spouse. All participants completed self-report measures related to demographic information, caregiver preparedness (Caregiver Preparedness Scale), caregiver strain (Caregiver Strain Index), caregiver depressive symptoms (CESD-10), and care recipient's neuropsychiatric symptoms (NPI-Q), at baseline and at 6-weeks. Participants in the active caregiver support group also completed a satisfaction survey. Results from two-way mixed ANCOVA analyses revealed a time by group interaction effect for caregiver preparedness, such that caregivers in the active group demonstrated a significant increase in mean caregiver preparedness scores while scores remained invariant for the control group. No significant main effects nor group by time interaction effects were found for caregiver strain, caregiver depressive symptoms and caregiver distress related to neuropsychiatric symptoms. Participants in the active caregiver support group rated being largely satisfied with the group. Results suggest that this 6-week caregiver support group may be a promising caregiver intervention that can be readily implemented and accessible in primary care clinics. Further research with larger sample sizes is recommended.
Show less - Date Issued
- 2018
- Identifier
- CFE0007370, ucf:52098
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007370
- Title
- The Effects of Presence and Cognitive Load on Episodic Memory in Virtual Environments.
- Creator
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Barclay, Paul, Sims, Valerie, Bowers, Clint, Jentsch, Florian, Fiore, Stephen, University of Central Florida
- Abstract / Description
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Episodic memory refers to an individual's memory for events that they have experienced in the past along with the associated contextual details. In order to more closely reflect the way that episodic memory functions in the real world, researchers and clinicians test episodic memory using virtual environments. However, these virtual environments introduce new interfaces and task demands that are not present in traditional methodologies. This dissertation investigates these environments...
Show moreEpisodic memory refers to an individual's memory for events that they have experienced in the past along with the associated contextual details. In order to more closely reflect the way that episodic memory functions in the real world, researchers and clinicians test episodic memory using virtual environments. However, these virtual environments introduce new interfaces and task demands that are not present in traditional methodologies. This dissertation investigates these environments through the lenses of Presence and Cognitive Load theories in order to unravel the ways that basic technological and task differences may affect memory performance. Participants completed a virtual task under High and Low Immersion conditions intended to manipulate Presence and Single-Task, Ecological Dual-Task and Non-Ecological Dual-Task conditions intended to manipulate cognitive load. Afterward they completed a battery of memory tasks assessing spatial, object, and feature binding aspects of episodic memory. Analysis through 2x3 ANOVA showed that performance for spatial memory is greatly improved by manipulation of Presence, where performance for object memory is improved by germane cognitive load. Exploratory analyses also revealed significant gender differences in spatial memory performance, indicating that improving Presence may offset the higher levels in male performance traditionally seen on spatial tasks. These results have practical implications for clinical memory assessment, as well as training paradigms and may serve to highlight the differences in the ways that memory is studied in the laboratory versus the way that it is employed in day-to-day life. Future studies based on this research should focus on linking these differences in memory performance to visuospatial and verbal strategies of memorization and determining whether the effects observed in this study replicate using other manipulations of presence and cognitive load.
Show less - Date Issued
- 2019
- Identifier
- CFE0007601, ucf:52521
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007601
