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FRIEND/FOE IDENTIFICATION ACCURACY AND SHOOTING PERFORMANCE: EFFECTS OF PRIOR TASK LOADING AND TIME PRESSURE
Title
FRIEND/FOE IDENTIFICATION ACCURACY AND SHOOTING PERFORMANCE: EFFECTS OF PRIOR TASK LOADING AND TIME PRESSURE.
Creator
Burke, Kelly, Hancock, Peter, University of Central Florida
Abstract / Description
The current dismounted soldier and the soldier of the future will be  loaded' with more information processing tasks while they perform shooting tasks. It is conceivable that some increased level of cognitive tasking may be performed simultaneously with required shooting tasks. The effect of cognitive load on shooting performance has been previously examined (Scribner and Harper, 2001). This study concentrated on the effect of various cognitive workload demands on a friend-foe...
Show moreThe current dismounted soldier and the soldier of the future will be  loaded' with more information processing tasks while they perform shooting tasks. It is conceivable that some increased level of cognitive tasking may be performed simultaneously with required shooting tasks. The effect of cognitive load on shooting performance has been previously examined (Scribner and Harper, 2001). This study concentrated on the effect of various cognitive workload demands on a friend-foe discrimination shooting task in a single- and dual-task scenario. In light of this, it is imperative that the soldier not be overburdened mentally, which may result in decreased survivability and lethality. Specifically, this study was designed to examine the ability of the soldier to perform friend-foe target discrimination and shooting accuracy, with varying target exposure times, friendly target signatures, and varying cognitive load demands (working memory recall task). Using the Small Arms Simulator Testbed (SAST) we examined the effects of manipulations of working memory load and sustained information transfer, on shooting performance (as measured by target acquisition and friend/foe discrimination indices). Additionally, we investigated subjective measures of workload and stress. A secondary task, administered aurally, was given to subjects to attend to while they performed shooting (friend/foe discrimination task) scenarios: working memory recall task. Each type of task consisted of three levels of difficulty. Analysis of variance revealed significant differences for the memory recall task during shooting and non-shooting conditions. Furthermore, results showed that workload increased as a function of task demand, with associated decreases in shooting performance.
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Date Issued
2007
Identifier
CFE0001681, ucf:47212
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001681
Learning in the 21st Century: A Study Addressing Educational Trends and Implications
Title
Learning in the 21st Century: A Study Addressing Educational Trends and Implications.
Creator
Harshbarger, Denise, Hopp, Carolyn, Doherty, Walter, Vitale, Thomas, Border, Harold, University of Central Florida
Abstract / Description
The 21st century workforce is very different from the workforce of our predecessors. With the rise in automation and technology there are new demands that are being placed on employers to produce goods that are faster, more personalized, and more accessible. In order to meet these demands, this generation of employees must have a skillset that complements these demands. This skillset includes communication, collaboration, critical thinking, and creativity (4C) skills. The problem of practice...
Show moreThe 21st century workforce is very different from the workforce of our predecessors. With the rise in automation and technology there are new demands that are being placed on employers to produce goods that are faster, more personalized, and more accessible. In order to meet these demands, this generation of employees must have a skillset that complements these demands. This skillset includes communication, collaboration, critical thinking, and creativity (4C) skills. The problem of practice addressed in this dissertation is the lack of 4C skills among students currently in the K-12 education system, and the lack of opportunities students have to develop these 4C qualities. This problem was examined through a pilot study that was conducted in the context of a fifth grade setting in a small and rural school district in northeastern Florida. Teachers volunteered to provide a two-week unit of instruction to their students that focused on the development of communication, collaboration, critical thinking, and creativity (4C) skills within the context of state mandated curricular content. Curriculum also promoted the development of students' non-cognitive factors (academic behaviors, academic mindset, learning strategies, social skills, and perseverance) as stepping-stones to refining students' 4C skills. Over the course of the two-week unit, teachers tracked the development of their students' 4C skills, noting their perceived progress of students through teacher focus group sessions and through individual teacher's written reflections. The results revealed that teachers perceived their students 4C skills to improve over the course of the unit of study, especially after the first four days of instruction. One significant finding of the pilot was that teachers who subscribe to a more student-centered philosophy of teaching were more successful with implementing a 4C rich curriculum than teachers who preferred a teacher-centered classroom. Student-centered teachers also perceived more growth in their students' 4C abilities than teachers who were teacher-centered. The framework developed from this study is intended to assist educators who are interested in improving students' 4C abilities. The framework was created and refined to reflect the results of the pilot study. Each of the non-cognitive factors that supported the development of the 4C skills were aligned in a visual and described in a rubric that can be used by educators to guide their students' progression toward proficiency in 4C skills. In this pilot, learning strategies, academic behaviors, and academic mindset were the non-cognitive factors that supported the development of all 4Cs, while social skills were critical to the development of communication and collaboration, and academic perseverance was essential to the development of critical thinking and creativity. The non-cognitive factors that supported the development of each of the 4C skills were aligned in a visual and described in a rubric that can be used by educators who are interested in developing or refining their classroom practice to build these skills among students. Recommendations for further studies include repeating the pilot study with a larger sample size and across multiple grade levels, as well as providing more lengthy and in-depth training for teachers who are interested in promoting 4C skills in their classrooms.
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Date Issued
2016
Identifier
CFE0006319, ucf:51541
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006319
Learning in the 21st Century: A Study Addressing Educational Trends and Implications
Title
Learning in the 21st Century: A Study Addressing Educational Trends and Implications.
Creator
Harshbarger, Rodney, Hopp, Carolyn, Doherty, Walter, Vitale, Thomas, Border, Harold, University of Central Florida
Abstract / Description
The 21st century workforce is very different from the workforce of our predecessors. With the rise in automation and technology there are new demands that are being placed on employers to produce goods that are faster, more personalized, and more accessible. In order to meet these demands, this generation of employees must have a skillset that complements these demands. This skillset includes communication, collaboration, critical thinking, and creativity (4C) skills. The problem of practice...
Show moreThe 21st century workforce is very different from the workforce of our predecessors. With the rise in automation and technology there are new demands that are being placed on employers to produce goods that are faster, more personalized, and more accessible. In order to meet these demands, this generation of employees must have a skillset that complements these demands. This skillset includes communication, collaboration, critical thinking, and creativity (4C) skills. The problem of practice addressed in this dissertation is the lack of 4C skills among students currently in the K-12 education system, and the lack of opportunities students have to develop these 4C qualities. This problem was examined through a pilot study that was conducted in the context of a fifth grade setting in a small and rural school district in northeastern Florida. Teachers volunteered to provide a two-week unit of instruction to their students that focused on the development of communication, collaboration, critical thinking, and creativity (4C) skills within the context of state mandated curricular content. Curriculum also promoted the development of students' non-cognitive factors (academic behaviors, academic mindset, learning strategies, social skills, and perseverance) as stepping-stones to refining students' 4C skills. Over the course of the two-week unit, teachers tracked the development of their students' 4C skills, noting their perceived progress of students through teacher focus group sessions and through individual teacher's written reflections. The results revealed that teachers perceived their students 4C skills to improve over the course of the unit of study, especially after the first four days of instruction. One significant finding of the pilot was that teachers who subscribe to a more student-centered philosophy of teaching were more successful with implementing a 4C rich curriculum than teachers who preferred a teacher-centered classroom. Student-centered teachers also perceived more growth in their students' 4C abilities than teachers who were teacher-centered. The framework developed from this study is intended to assist educators who are interested in improving students' 4C abilities. The framework was created and refined to reflect the results of the pilot study. Each of the non-cognitive factors that supported the development of the 4C skills were aligned in a visual and described in a rubric that can be used by educators to guide their students' progression toward proficiency in 4C skills. In this pilot, learning strategies, academic behaviors, and academic mindset were the non-cognitive factors that supported the development of all 4Cs, while social skills were critical to the development of communication and collaboration, and academic perseverance was essential to the development of critical thinking and creativity. The non-cognitive factors that supported the development of each of the 4C skills were aligned in a visual and described in a rubric that can be used by educators who are interested in developing or refining their classroom practice to build these skills among students. Recommendations for further studies include repeating the pilot study with a larger sample size and across multiple grade levels, as well as providing more lengthy and in-depth training for teachers who are interested in promoting 4C skills in their classrooms.
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Date Issued
2016
Identifier
CFE0006320, ucf:51577
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006320
AN INVESTIGATION OF LINGUISTIC, COGNITIVE, AND AFFECTIVE FACTORS THAT IMPACT ENGLISH LANGUAGE LEARNERS' PERFORMANCE ON A STATE STANDARDIZED READING ACHIEVEMENT TEST
Title
AN INVESTIGATION OF LINGUISTIC, COGNITIVE, AND AFFECTIVE FACTORS THAT IMPACT ENGLISH LANGUAGE LEARNERS' PERFORMANCE ON A STATE STANDARDIZED READING ACHIEVEMENT TEST.
Creator
Strebel Halpern, Carine, Nutta, Joyce, University of Central Florida
Abstract / Description
The explicit teaching of reading comprehension strategies has been proposed as a means to better prepare secondary school-aged students for today's information-dense, fast-paced, fast-changing global society, and to improve the academic performance of struggling adolescent readers. This proposition of a direct and positive impact of reading comprehension strategies on reading achievement for all students has not been investigated with English language learners (ELLs) who, by definition,...
Show moreThe explicit teaching of reading comprehension strategies has been proposed as a means to better prepare secondary school-aged students for today's information-dense, fast-paced, fast-changing global society, and to improve the academic performance of struggling adolescent readers. This proposition of a direct and positive impact of reading comprehension strategies on reading achievement for all students has not been investigated with English language learners (ELLs) who, by definition, do not possess the same level of English language skills as their native-English speaking peers. This mixed-method study investigated linguistic, cognitive, as well as affective factors that impact adolescent ELLs' performance on a standardized state reading achievement test. The quantitative portion examined the relative contributions of second language proficiency and reading comprehension strategies to a prediction model of reading achievement in 110 ninth and tenth grade ELLs. The qualitative portion of the study involved individual interviews and was aimed at deepening the understanding of ELLs' use of strategies during the standardized reading test, while also investigating affective factors that may impact their performance on this measure of academic achievement. Quantitative findings include two statistically significant prediction models of reading achievement with reading comprehension strategies and English language proficiency as predictor variables. However, only language proficiency made a significant unique contribution to the prediction variable. Qualitative findings suggest that the participants had relatively little metacognitive awareness of their comprehension during the standardized test, had overestimated their use of reading strategies as reported on a 30-item strategy survey instrument, had concentrated on sentence-level comprehension due to unknown vocabulary, and may have been hindered by testing anxiety in being able to wholly concentrate on the task. Recommendations made for the instruction of comprehension strategies consist of the raising of metacognitive awareness through the explicit modeling of the thought processes involved in reading comprehension, including determining the meaning of unknown words.
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Date Issued
2009
Identifier
CFE0002931, ucf:47989
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002931
Counselor education students' ethnic identity and social-cognitive development: Effects of a multicultural self-awareness group experience
Title
Counselor education students' ethnic identity and social-cognitive development: Effects of a multicultural self-awareness group experience.
Creator
Johnson, Jennifer, Lambie, Glenn, Daire, Andrew, Young, Mark, Hopp, Carolyn, University of Central Florida
Abstract / Description
The present study investigated the impact of a multicultural self-awareness personal growth group on counselor education students (n = 94) and group leaders (n = 10) and their ethnic identity development scores, social-cognitive maturity levels, and presence of group therapeutic factors. Findings from the study identified no statistically significant differences in ethnic identity development and social-cognitive maturity scores between treatment group and comparison group participants, or as...
Show moreThe present study investigated the impact of a multicultural self-awareness personal growth group on counselor education students (n = 94) and group leaders (n = 10) and their ethnic identity development scores, social-cognitive maturity levels, and presence of group therapeutic factors. Findings from the study identified no statistically significant differences in ethnic identity development and social-cognitive maturity scores between treatment group and comparison group participants, or as a result of multiple measurements throughout the semester. However, a statistically significant effect was identified for time (pre-test, M = 91.94, SD = 5.33; mid-semester, M = 90.32, SD = 6.43; post-test, M = 91.18, SD = 6.36) on social-cognitive maturity TPR scores for treatment group participants, Wilk's Lambda = .90, F (2, 63) = 3.39, p = .04, ?(&)#178; = .10. In addition, positive correlations were identified between ethnic identity development scores and group therapeutic factors in students participating in the multicultural personal growth groups: (a) Instillation of Hope, n = 63, r = .43, p = .00 (18.5% of the variance explained); (b) Secure Emotional Expression, n = 63, r = .39, p = .00 (15.2% of the variance explained); (c) Awareness of Relational Impact, n = 63, r = .47, p = .00 (22.1% of the variance explained); and (d) Social Learning, n = 63, r = .46, p = .00 (21.2% of the variance explained. Furthermore, a discussion of implications for counselor education and the scholarship of teaching and learning (SoTL) with graduate students are included.
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Date Issued
2012
Identifier
CFE0004257, ucf:49528
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004257
Treatment Matching in PTSD: A Confirmatory Factor Analysis Based On Therapeutic Mechanisms of Action
Title
Treatment Matching in PTSD: A Confirmatory Factor Analysis Based On Therapeutic Mechanisms of Action.
Creator
Trachik, Benjamin, Bowers, Clint, Beidel, Deborah, Jentsch, Florian, University of Central Florida
Abstract / Description
The current study takes an initial step toward deriving a method for empirically based, theory-driven treatment matching in a military population suffering from PTSD. Along with the more overt symptoms of PTSD (e.g., persistent hyperarousal), secondary cognitive symptoms have also been shown to be significantly associated with avoidance and intrusive symptoms, as well as contribute to functional impairment. Based on the factor analytic and treatment literature for PTSD, it appears that there...
Show moreThe current study takes an initial step toward deriving a method for empirically based, theory-driven treatment matching in a military population suffering from PTSD. Along with the more overt symptoms of PTSD (e.g., persistent hyperarousal), secondary cognitive symptoms have also been shown to be significantly associated with avoidance and intrusive symptoms, as well as contribute to functional impairment. Based on the factor analytic and treatment literature for PTSD, it appears that there are two central mechanisms associated with beneficial therapeutic change that underlies both CPT and PE treatments (i.e., habituation, changes in cognitions). Additionally, different traumatic events and peritraumatic responses may be associated with unique symptom profiles and may necessitate targeted treatment. The present study proposes a novel approach to treatment matching based on the factor structure of PTSD and underlying mechanisms of treatment response. More broadly, this paper provides evidence for a broader understanding of peritraumatic responses and the potential implications of these responses for symptom profiles and illness trajectories.
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Date Issued
2014
Identifier
CFE0005727, ucf:50126
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005727