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(1 - 12 of 12)
- Title
- Beyond Compliance: Examining the Role of Motivation in Vigilance Performance.
- Creator
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Dewar, Alexis, Szalma, James, Sims, Valerie, Hancock, Peter, Matthews, Gerald, University of Central Florida
- Abstract / Description
-
Vigilance, or sustained attention, is the capacity to attend to information for a prolonged period of time (Davies (&) Parasuraman, 1982; Jerison, 1970; Warm, 1977). Due to limitations of the human nervous system, as well as the environmental context, attention can begin to wane over time. This results in a phenomenon referred to as the vigilance decrement, or a decline in vigilance performance as a function of time. The vigilance decrement can manifest as poorer attention and is thusly...
Show moreVigilance, or sustained attention, is the capacity to attend to information for a prolonged period of time (Davies (&) Parasuraman, 1982; Jerison, 1970; Warm, 1977). Due to limitations of the human nervous system, as well as the environmental context, attention can begin to wane over time. This results in a phenomenon referred to as the vigilance decrement, or a decline in vigilance performance as a function of time. The vigilance decrement can manifest as poorer attention and is thusly associated with poor performance, which is defined behaviorally as more lapses in the detection of critical signals and an increase in response time to these signals during watch. Given this, the present dissertation seeks to systematically examine the impact of two types of motivation (i.e., achievement motivation, autonomous motivation) on vigilance performance across four experiments. The present experiments manipulate information processing type, source complexity, and motivational task demands. Three hundred and ninety-eight participants completed either a cognitive task or sensory task, which were psychophysically equated in previous studies (Szalma (&) Teo, 2012; Teo, Szalma, (&) Schmidt, 2011), with or without motivational instructions, and with either low, medium, or high source complexity. Performance measures, perceived stress and workload, and changes to state motivation and engagement at pre-task and post-task are interpreted across three theories of information processing: resource-depletion theory, mind-wandering theory, and mindlessness theory. The results of each of the four studies are discussed in terms of overall support for the resource-depletionist account. The limitations of the present set of experiments and the future directions for research on motivation and sustained attention are also discussed.
Show less - Date Issued
- 2017
- Identifier
- CFE0006582, ucf:51312
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006582
- Title
- Identity construction and information processing in a coaching relationship: The effects of coach behavior on coachee goal-setting and commitment.
- Creator
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Coultas, Christopher, Salas, Eduardo, Salazar, Maritza, Burke, Shawn, Fritzsche, Barbara, University of Central Florida
- Abstract / Description
-
Coaching (professional, business, executive, leadership) has been shown to be effective generally speaking, but questions remain regarding the explanatory mechanisms underlying coaching. I first propose a context-general model that unpacks the sociocognitive dynamics within coaching. The model explains the emergence of different types of coaching relationships, and how the nature of these relationships differentially determine coaching outcomes. Research and theory on social identity...
Show moreCoaching (professional, business, executive, leadership) has been shown to be effective generally speaking, but questions remain regarding the explanatory mechanisms underlying coaching. I first propose a context-general model that unpacks the sociocognitive dynamics within coaching. The model explains the emergence of different types of coaching relationships, and how the nature of these relationships differentially determine coaching outcomes. Research and theory on social identity construction and information processing in dyads provides the foundation upon which I outline a model describing the process and dynamics of coaching identity emergence. Beyond this emergence, my proposed model states that the coachee's understanding of appropriate interpersonal relations and division of labor between coach and coachee (i.e., his/her situated coaching identity or coaching structure schema) should partially dictate the focus and depth of the coachee's information processing during a coaching engagement. Past research has shown information processing to be a key determinant of decision-making and goal commitment, both of which are desirable outcomes within the coaching domain.To explore these issues, I developed a coaching exercise which simulated some of the early aspects of business, leadership, or executive coaching. During this simulation, participants were guided through a process which enabled them to think and talk about their strengths and weaknesses when using different conflict management behaviors. In discussing these aspects of conflict management, participants and coaches (i.e., trained research associates) walked through a supplementary process to facilitate the development of a series of goals (an (")action plan(")) that would enable the participant to improve his or her conflict management behaviors. At the end of the coaching session, participants were asked to what extent they felt committed to the goals they had developed and whether or not they expected them to be efficacious. Throughout the coaching session, participants were also asked at designated break points to report their levels of information processing and their understanding of the coaching structure schema for that particular coaching relationship. The experimental manipulation was presented at the beginning of the session, wherein the coach would explain to the coachee what the ideal nature of coaching should be. These explanations varied in terms of ascribing responsibility and division of labor (-) either to a generic coaching process, to the skill and ability of the coach, to the creativity of the participant, or to the joint interaction between coach and participant. Among other things, I hypothesized that coaching structure schemas that emphasized the participant's role in the coaching process would encourage more information processing, and consequently higher levels of goal commitment. Hypotheses were largely confirmed, showing that information processing and coaching structure schemas are important predictors of goal commitment at the end of one coaching session. The effects of the manipulation were mixed. Claiming behaviors (-) that is, the coach ascribing responsibility for coaching effectiveness to him/herself (-) were only marginally effective in shaping participants' coaching structure schemas. Granting behaviors (-) communicating to the participant that they are responsible for coaching effectiveness (-) were much more effective in facilitating helpful information processing and driving higher levels of goal commitment. One possible explanation for the relative effectiveness of granting over claiming may be that claiming requires a degree of credibility which the coach (again, a trained research associate) had not attained with the participants. Other findings pertain to: (1) the unique variance that independent measures of coach- and coachee-relevant structure schemas contribute to models predicting information processing and goal commitment, (2) the importance of identifying the type or focus of coachee information processing, and (3) the role that psychological mindedness may play in characterizing a more (")coachable(") coachee. Implications include: (1) measuring coachees' coaching structure schemas, (2) intentionally encouraging a more appropriate schema, (3) measuring coachees' psychological mindedness prior to coaching, and (4) dynamically monitoring coachees' schema and their information processing in order to assure better coaching effectiveness. Future researchers should explore ways to enact these implications and also to further explore the theoretical components of these practical implications, such as: (1) measurement methods for better assessing coaching schemas and information processing, (2) what the ideal timings are for different kinds of coaching schemas, and (3) different ways to encourage maximally adaptive and appropriate coaching structure schemas.
Show less - Date Issued
- 2014
- Identifier
- CFE0005319, ucf:50523
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005319
- Title
- INVESTIGATING THE OPTIMAL PRESENTATION OF FEEDBACK IN SIMULATION-BASED TRAINING: AN APPLICATION OF THE COGNITIVE THEORY OF MULTIMEDIA LEARNING.
- Creator
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Van Buskirk, Wendi, Bowers, Clint, University of Central Florida
- Abstract / Description
-
There are many different training interventions that can be used in simulation based training systems (e.g., cueing, hinting, highlighting, deliberate practice, etc.). However, the most widely used training intervention in the military is feedback, most often presented in the form of a debrief. With advances in technology, it is possible to measure and diagnose performance in real-time. Thus it is possible to provide immediate feedback during scenarios. However, training systems designers...
Show moreThere are many different training interventions that can be used in simulation based training systems (e.g., cueing, hinting, highlighting, deliberate practice, etc.). However, the most widely used training intervention in the military is feedback, most often presented in the form of a debrief. With advances in technology, it is possible to measure and diagnose performance in real-time. Thus it is possible to provide immediate feedback during scenarios. However, training systems designers should not consider the timing of feedback in isolation. There are other parameters of feedback that must also be considered which may have an impact on performance. Specifically, feedback content and modality may also have an impact on the appropriate timing of feedback and its' effectiveness in simulation training environments. Moreno and Mayer (2000) propose a cognitive theory of multimedia learning which describes how instruction is perceived and processed by a trainee. Using this theoretical framework, I investigate the optimal use of feedback while considering the interaction of feedback timing, content, and modality in scenario-based training environments. In order to investigate the relationship between the timing, modality, and content of feedback, a 2 (immediate, delayed) X 2 (visual, auditory) X 2 (process, outcome) between-subjects design was used (a no feedback control condition was also included). Ninety participants were randomly assigned to the nine experimental groups. These participants performed a visual-spatial military task called the Forward Observer PC-based Simulation. Results indicated that receiving feedback was beneficial to improve performance as compared to receiving no feedback. As hypothesized, during a visual-spatial task, auditory feedback presented during a scenario led to higher performance than visual feedback. Finally, while I did not support my hypothesis that an interaction between all three components of feedback would affect performance, it is promising that the pattern of results mirrored the hypothesized pattern. Theoretical and practical implications, as well as limitations of the current study and directions for future research are discussed.
Show less - Date Issued
- 2011
- Identifier
- CFE0003604, ucf:48875
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003604
- Title
- Entanglement and Coherence in Classical and Quantum Optics.
- Creator
-
Kagalwala, Kumel, Saleh, Bahaa, Abouraddy, Ayman, Christodoulides, Demetrios, Leuenberger, Michael, University of Central Florida
- Abstract / Description
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We explore the concepts of coherence and entanglement as they apply to both the classical and quantum natures of light. In the classical domain, we take inspiration from the tools and concepts developed in foundational quantum mechanics and quantum information science to gain a better understanding of classical coherence theory of light with multiple degrees of freedom (DoFs). First, we use polarization and spatial parity DoFs to demonstrate the notion of classical entanglement, and show that...
Show moreWe explore the concepts of coherence and entanglement as they apply to both the classical and quantum natures of light. In the classical domain, we take inspiration from the tools and concepts developed in foundational quantum mechanics and quantum information science to gain a better understanding of classical coherence theory of light with multiple degrees of freedom (DoFs). First, we use polarization and spatial parity DoFs to demonstrate the notion of classical entanglement, and show that Bell's measure can serve as a useful tool in distinguishing between classical optical coherence theory. Second, we establish a methodical yet versatile approach called 'optical coherency matrix tomography' for reconstructing the coherency matrix of an electromagnetic beam with multiple DoFs. This technique exploits the analogy between this problem in classical optics and that of tomographically reconstructing the density matrix associated with multipartite quantum states in quantum information science. Third, we report the first experimental measurements of the 4 x 4 coherency matrix associated with an electromagnetic beam in which polarization and a spatial DoF are relevant, ranging from the traditional two-point Young's double slit to spatial parity and orbital angular momentum modes. In the quantum domain, we use the modal structure of classical fields to develop qubits and structure Hilbert spaces for use in quantum information processing. Advancing to three-qubit logic gates is an important step towards the success of optical schemes for quantum computing. We experimentally implement a variety of two- and three- qubit, linear and deterministic, single-photon, controlled, quantum logic gates using polarization and spatial parity qubits. Lastly, we demonstrate the implementation of two-qubit single-photon logic using polarization and orbital angular momentum qubits.
Show less - Date Issued
- 2015
- Identifier
- CFE0006334, ucf:51546
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006334
- Title
- Phonological Working Memory Deficits in ADHD Revisited: The Role of Lower-Level Information Processing Deficits in Impaired Working Memory Performance.
- Creator
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Raiker, Joseph, Rapport, Mark, Beidel, Deborah, Mouloua, Mustapha, Vasquez, Eleazar, University of Central Florida
- Abstract / Description
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Working memory deficits in children with ADHD are well established; however, insufficient evidence exists concerning the degree to which lower-level cognitive processes contribute to these deficits. The current study dissociates lower level information processing abilities (i.e., visual registration, orthographic conversion, and response output) in children with ADHD and typically developing children and examines the unique contribution of these processes to their phonological working memory...
Show moreWorking memory deficits in children with ADHD are well established; however, insufficient evidence exists concerning the degree to which lower-level cognitive processes contribute to these deficits. The current study dissociates lower level information processing abilities (i.e., visual registration, orthographic conversion, and response output) in children with ADHD and typically developing children and examines the unique contribution of these processes to their phonological working memory performance. Thirty-four boys between 8 and 12 years of age (20 ADHD, 14 typically developing) were administered novel information processing and phonological working memory tasks. Between-group differences were examined and bootstrap mediation analysis was used to evaluate the mediating effect of information processing deficits on phonological working memory performance. Results revealed moderate to large magnitude deficits in visual registration and encoding, orthographic to phonological conversion, and phonological working memory in children with ADHD. Subsequent mediation analyses, however, revealed that visual registration/encoding alone mediated the diagnostic group status/phonological working memory relationship and accounted for approximately 32% of the variance in children's phonological working memory performance. Diagnostic and treatment implications for understanding the complex interplay among multiple cognitive deficits in children with ADHD are discussed.
Show less - Date Issued
- 2014
- Identifier
- CFE0005694, ucf:50141
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005694
- Title
- AN EXPLORATION OF SONG AS A STRATEGY TO ENGAGE ELEMENTARY STUDENTS DURING SOCIAL STUDIES LESSONS.
- Creator
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Rome, Morgan, Jennings-Towle, Kelly, University of Central Florida
- Abstract / Description
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The purpose of this thesis is to explore how curriculum-related songs provide an engaging atmosphere for elementary students learning social studies concepts. The investigation done for this thesis examines the resources available to teachers in terms of songs to be used for pedagogical engagement of social studies lessons. Through research and video analyzations it can be concluded that students are overall intrigued by the usage of songs in their social studies lessons. During the social...
Show moreThe purpose of this thesis is to explore how curriculum-related songs provide an engaging atmosphere for elementary students learning social studies concepts. The investigation done for this thesis examines the resources available to teachers in terms of songs to be used for pedagogical engagement of social studies lessons. Through research and video analyzations it can be concluded that students are overall intrigued by the usage of songs in their social studies lessons. During the social studies lessons observed in the video analyzations, the elementary students are focused, exhibit positive body language, participate, and have fun. Since engagement is documented within the analyzed videos and supported through others' research to be beneficial for students, this thesis researched and found a place for songs in elementary social studies lessons. Since there are a lack of current social studies resources that contain a musical element, eight social studies lesson plans were produced specifically for this thesis to demonstrate how songs can be implemented into the elementary curriculum to engage students.
Show less - Date Issued
- 2018
- Identifier
- CFH2000302, ucf:45792
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000302
- Title
- THE INFLUENCE OF STUDENTS'COGNITIVE STYLE ON A STANDARDIZED READING TEST ADMINISTERED IN THREE DIFFERENT FORMATS.
- Creator
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Blanton, Elizabeth Lynn, Kysilka, Marcella L., University of Central Florida
- Abstract / Description
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ABSTRACTThe purpose of this study was to examine the means of scores on three forms of a standardized reading comprehension test taken by community college students in developmental reading classes. The three forms of the test were administered as a timed multiple-choice test, a constructed response test, and an un-timed multiple-choice test. Scores on the Group Embedded Figures Test (GEFT) were used to classify the students who participated in the study as having field dependent (LOW GEFT),...
Show moreABSTRACTThe purpose of this study was to examine the means of scores on three forms of a standardized reading comprehension test taken by community college students in developmental reading classes. The three forms of the test were administered as a timed multiple-choice test, a constructed response test, and an un-timed multiple-choice test. Scores on the Group Embedded Figures Test (GEFT) were used to classify the students who participated in the study as having field dependent (LOW GEFT), mid-field dependent/independent (MID GEFT), or field independent (HIGH GEFT) tendencies. The paired samples test was used to analyze the scores among the students classified as LOW GEFT, MID GEFT, and HIGH GEFT for mean differences in scores on the three test formats. The data revealed that for LOW GEFT students, the format of the test impacted their scores, with the mean of the scores of the un-timed multiple-choice test being significantly higher than the timed multiple-choice test and the constructed response format. The data also showed that for the MID GEFT students the mean of the scores for the un-timed multiple-choice test was significantly higher than the means for the timed multiple-choice test scores and the constructed response test scores. However, no significant mean difference was found between the timed multiple-choice test scores and the constructed response test scores. For the HIGH GEFT students, significant mean difference existed only between the un-timed multiple-choice and the timed multiple- choice scores. The means of reading comprehension test scores on the three formats between the LOW GEFT, MID GEFT, and HIGH GEFT students indicated significant mean difference between the timed multiple choice test scores but not between the means of the scores for the constructed response and the un-timed multiple-choice test scores.Demographically, when the means of the reading test scores were analyzed with ethnicity as the controlling variable, the Hispanic students had a significantly higher mean on the scores for the constructed response test format. No other significant mean differences were found between the scores of the African American, Caucasian, Hispanic, or Native American students. When the means of the reading test scores were analyzed with gender as the controlling variable, no significant mean difference was found between the reading comprehension scores of the men and women. This study indicated that cognitive style had more impact on students' performance on a standardized test of reading comprehension than did ethnicity or gender. The un-timed multiple-choice format also had an equalizing effect on the means of the scores for these students.
Show less - Date Issued
- 2004
- Identifier
- CFE0000055, ucf:46085
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000055
- Title
- INTERFEROMETRY-BASED FREE SPACE COMMUNICATION AND INFORMATION PROCESSING.
- Creator
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Arain, Muzamil, Riza, Nabeel, University of Central Florida
- Abstract / Description
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This dissertation studies, analyzes, and experimentally demonstrates the innovative use of interference phenomenon in the field of opto-electronic information processing and optical communications. A number of optical systems using interferometric techniques both in the optical and the electronic domains has been demonstrated in the filed of signal transmission and processing, optical metrology, defense, and physical sensors. Specifically it has been shown that the interference of waves in...
Show moreThis dissertation studies, analyzes, and experimentally demonstrates the innovative use of interference phenomenon in the field of opto-electronic information processing and optical communications. A number of optical systems using interferometric techniques both in the optical and the electronic domains has been demonstrated in the filed of signal transmission and processing, optical metrology, defense, and physical sensors. Specifically it has been shown that the interference of waves in the form of holography can be exploited to realize a novel optical scanner called Code Multiplexed Optical Scanner (C-MOS). The C-MOS features large aperture, wide scan angles, 3-D beam control, no moving parts, and high beam scanning resolution. A C-MOS based free space optical transceiver for bi-directional communication has also been experimentally demonstrated. For high speed, large bandwidth, and high frequency operation, an optically implemented reconfigurable RF transversal filter design is presented that implements wide range of filtering algorithms. A number of techniques using heterodyne interferometry via acousto-optic device for optical path length measurements have been described. Finally, a whole new class of interferometric sensors for optical metrology and sensing applications is presented. A non-traditional interferometric output signal processing scheme has been developed. Applications include, for example, temperature sensors for harsh environments for a wide temperature range from room temperature to 1000 degree C.
Show less - Date Issued
- 2005
- Identifier
- CFE0000598, ucf:46478
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000598
- Title
- A Multimedia Approach to Game-Based Training: Exploring the Effects of the Modality and Temporal Contiguity Principles on Learning in a Virtual Environment.
- Creator
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Serge, Stephen, Mouloua, Mustapha, Bohil, Corey, Bowers, Clint, Priest Walker, Heather, University of Central Florida
- Abstract / Description
-
There is an increasing interest in using video games as a means to deliver training to individuals learning new skills or tasks. However, current research lacks a clear method of developing effective instructional material when these games are used as training tools and explaining how gameplay may affect learning. The literature contains multiple approaches to training and GBT but generally lacks a foundational-level and theoretically relevant approach to how people learn specifically from...
Show moreThere is an increasing interest in using video games as a means to deliver training to individuals learning new skills or tasks. However, current research lacks a clear method of developing effective instructional material when these games are used as training tools and explaining how gameplay may affect learning. The literature contains multiple approaches to training and GBT but generally lacks a foundational-level and theoretically relevant approach to how people learn specifically from video games and how to design instructional guidance within these gaming environments. This study investigated instructional delivery within GBT. Video games are a form of multimedia, consisting of both imagery and sounds. The Cognitive Theory of Multimedia Learning (CTML; Mayer 2005) explicitly describes how people learn from multimedia information, consisting of a combination of narration (words) and animation (pictures). This study empirically examined the effects of the modality and temporal contiguity principles on learning in a game-based virtual environment. Based on these principles, it was hypothesized that receiving either voice or embedded training would result in better performance on learning measures. Additionally, receiving a combination of voice and embedded training would lead to better performance on learning measures than all other instructional conditions.A total of 128 participants received training on the role and procedures related to the combat lifesaver (-) a non-medical soldier who receives additional training on combat-relevant lifesaving medical procedures. Training sessions involved an instructional presentation manipulated along the modality (voice or text) and temporal contiguity (embedded in the game or presented before gameplay) principles. Instructional delivery was manipulated in a 2x2 between-subjects design with four instructional conditions: Upfront-Voice, Upfront-Text, Embedded-Voice, and Embedded-Text. Results indicated that: (1) upfront instruction led to significantly better retention performance than embedded instructional regardless of delivery modality; (2) receiving voice-based instruction led to better transfer performance than text-based instruction regardless of presentation timing; (3) no differences in performance were observed on the simple application test between any instructional conditions; and (4) a significant interaction of modality-by-temporal contiguity was obtained. Simple effects analysis indicated differing effects along modality within the embedded instruction group, with voice recipients performing better than text (p = .012). Individual group comparisons revealed that the upfront-voice group performed better on retention than both embedded groups (p = .006), the embedded-voice group performed better on transfer than the upfront text group (p = .002), and the embedded-voice group performed better on the complex application test than the embedded-text group (p =.012). Findings indicated partial support for the application of the modality and temporal contiguity principles of CTML in interactive GBT. Combining gameplay (i.e., practice) with instructional presentation both helps and hinders working memory's ability to process information. Findings also explain how expanding CTML into game-based training may fundamentally change how a person processes information as a function of the specific type of knowledge being taught. Results will drive future systematic research to test and determine the most effective means of designing instruction for interactive GBT. Further theoretical and practical implications will be discussed.
Show less - Date Issued
- 2014
- Identifier
- CFE0005548, ucf:50271
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005548
- Title
- The influence of trait anxiety on information processing: An elaboration likelihood study.
- Creator
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Appelbaum, Michael, Miller, Ann, Weger, Harry, Rubenking, Bridget, University of Central Florida
- Abstract / Description
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This study explored the influence of trait anxiety on information processing in persuasive situations, and investigated cognitive load as a mediator of this relationship. The research presented was based off DeBono and McDermott's (1994) framework for exploring trait anxiety and persuasion. The theoretical lens used to explore information processing, the elaboration likelihood model (Petty (&) Cacioppo, 1986) posits that motivation and ability are necessary components to elaborate on a...
Show moreThis study explored the influence of trait anxiety on information processing in persuasive situations, and investigated cognitive load as a mediator of this relationship. The research presented was based off DeBono and McDermott's (1994) framework for exploring trait anxiety and persuasion. The theoretical lens used to explore information processing, the elaboration likelihood model (Petty (&) Cacioppo, 1986) posits that motivation and ability are necessary components to elaborate on a message. However, very little research has addressed ability variables like trait anxiety. I predicted that students high in trait anxiety would be persuaded by the attractiveness of the source (peripherally) whereas students low in trait anxiety would be persuaded by the strength of the arguments presented (centrally).Undergraduate students were asked to view a picture of a policy presenter and listen to a recording of the student's proposed policy statement. After listening to the recording participants wrote down their thoughts during the presentation and were tested on their ability to recall the arguments presented. They then completed a few scale items assessing their attitudes toward the policy as well as questions to maintain the cover story.Findings showed no difference in processing between low and high trait anxious individuals. However, there was a significant effect of anxiety on attitudes. Additionally, cognitive load was not found to be a mediator of the relationship between anxiety and attitudes.
Show less - Date Issued
- 2015
- Identifier
- CFE0005572, ucf:50262
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005572
- Title
- MODELING AND DESIGN OF A PHOTONIC CRYSTAL CHIP HOSTING A QUANTUM NETWORK MADE OF SINGLE SPINS IN QUANTUM DOTS THAT INTERACT VIA SINGLE PHOTONS.
- Creator
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Seigneur, Hubert, Schoenfeld, Winston, University of Central Florida
- Abstract / Description
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In this dissertation, the prospect of a quantum technology based on a photonic crystal chip hosting a quantum network made of quantum dot spins interacting via single photons is investigated. The mathematical procedure to deal with the Liouville-Von Neumann equation, which describes the time-evolution of the density matrix, was derived for an arbitrary system, giving general equations. Using this theoretical groundwork, a numerical model was then developed to study the spatiotemporal dynamics...
Show moreIn this dissertation, the prospect of a quantum technology based on a photonic crystal chip hosting a quantum network made of quantum dot spins interacting via single photons is investigated. The mathematical procedure to deal with the Liouville-Von Neumann equation, which describes the time-evolution of the density matrix, was derived for an arbitrary system, giving general equations. Using this theoretical groundwork, a numerical model was then developed to study the spatiotemporal dynamics of entanglement between various qubits produced in a controlled way over the entire quantum network. As a result, an efficient quantum interface was engineered allowing for storage qubits and traveling qubits to exchange information coherently while demonstrating little error and loss in the process; such interface is indispensable for the realization of a functional quantum network. Furthermore, a carefully orchestrated dynamic control over the propagation of the flying qubit showed high-efficiency capability for on-chip single-photon transfer. Using the optimized dispersion properties obtained quantum mechanically as design parameters, a possible physical structure for the photonic crystal chip was constructed using the Plane Wave Expansion and Finite-Difference Time-Domain numerical techniques, exhibiting almost identical transfer efficiencies in terms of normalized energy densities of the classical electromagnetic field. These promising results bring us one step closer to the physical realization of an integrated quantum technology combining both semiconductor quantum dots and sub-wavelength photonic structures.
Show less - Date Issued
- 2010
- Identifier
- CFE0003433, ucf:48391
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003433
- Title
- Facilitating Information Retrieval in Social Media User Interfaces.
- Creator
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Costello, Anthony, Tang, Yubo, Fiore, Stephen, Goldiez, Brian, University of Central Florida
- Abstract / Description
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As the amount of computer mediated information (e.g., emails, documents, multi-media) we need to process grows, our need to rapidly sort, organize and store electronic information likewise increases. In order to store information effectively, we must find ways to sort through it and organize it in a manner that facilitates efficient retrieval. The instantaneous and emergent nature of communications across networks like Twitter makes them suitable for discussing events (e.g., natural disasters...
Show moreAs the amount of computer mediated information (e.g., emails, documents, multi-media) we need to process grows, our need to rapidly sort, organize and store electronic information likewise increases. In order to store information effectively, we must find ways to sort through it and organize it in a manner that facilitates efficient retrieval. The instantaneous and emergent nature of communications across networks like Twitter makes them suitable for discussing events (e.g., natural disasters) that are amorphous and prone to rapid changes. It can be difficult for an individual human to filter through and organize the large amounts of information that can pass through these types of social networks when events are unfolding rapidly. A common feature of social networks is the images (e.g., human faces, inanimate objects) that are often used by those who send messages across these networks. Humans have a particularly strong ability to recognize and differentiate between human Faces. This effect may also extend to recalling information associated with each human Face. This study investigated the difference between human Face images, non-human Face images and alphanumeric labels as retrieval cues under different levels of Task Load. Participants were required to recall key pieces of event information as they emerged from a Twitter-style message feed during a simulated natural disaster. A counter-balanced within-subjects design was used for this experiment. Participants were exposed to low, medium and high Task Load while responding to five different types of recall cues: (1) Nickname, (2) Non-Face, (3) Non-Face (&) Nickname, (4) Face and (5) Face (&) Nickname. The task required participants to organize information regarding emergencies (e.g., car accidents) from a Twitter-style message feed. The messages reported various events such as fires occurring around a fictional city. Each message was associated with a different recall cue type, depending on the experimental condition. Following the task, participants were asked to recall the information associated with one of the cues they worked with during the task. Results indicate that under medium and high Task Load, both Non-Face and Face retrieval cues increased recall performance over Nickname alone with Non-Faces resulting in the highest mean recall scores. When comparing medium to high Task Load: Face (&) Nickname and Non-Face significantly outperformed the Face condition. The performance in Non-Face (&) Nickname was significantly better than Face (&) Nickname. No significant difference was found between Non-Faces and Non-Faces (&) Nickname. Subjective Task Load scores indicate that participants experienced lower mental workload when using Non-Face cues than using Nickname or Face cues. Generally, these results indicate that under medium and high Task Load levels, images outperformed alphanumeric nicknames, Non-Face images outperformed Face images, and combining alphanumeric nicknames with images may have offered a significant performance advantage only when the image is that of a Face. Both theoretical and practical design implications are provided from these findings.
Show less - Date Issued
- 2014
- Identifier
- CFE0005318, ucf:50524
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005318
