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Title: Working memory, presentation formats, and attention : an eye-tracking study on learning l2 chinese characters in a computer-assisted self-study environment
Creator: He, Xuehong
Date: 2020
Collection: Electronic Theses & Dissertations
Description: Drawing on the recent framework of internal and external attention in cognitive science (Chun et al., 2011), the current study explored how learner internal and external factors, namely, working memory capacities and presentation formats affected learner attention and learning outcome. Sixty-nine English native speakers studied 30 two-character Chinese words in three different presentation formats, namely, horizontal, vertical, and adjacent, within a computer-assisted self-study context....
Show moreDrawing on the recent framework of internal and external attention in cognitive science (Chun et al., 2011), the current study explored how learner internal and external factors, namely, working memory capacities and presentation formats affected learner attention and learning outcome. Sixty-nine English native speakers studied 30 two-character Chinese words in three different presentation formats, namely, horizontal, vertical, and adjacent, within a computer-assisted self-study context. Their learning gains were measured with a bilingual vocabulary test that adopted recognition and recall tasks to assess different mappings between form and meaning. Learners' eye movements when viewing the characters, pinyin, and English meaning of the Chinese words were recorded during the learning process. Two attention indices were employed: fixation durations and fixation counts. Working memory capacities were assessed with a storage, an inhibition, a shifting, and an updating tasks based on Miyake et al.'s (2000) framework. Mixed effects modeling and repeated-measures ANOVA, as well as descriptive statistics and bivariate correlations were conducted for data analysis. Results showed that compared with the horizontal and vertical formats, the adjacent format generally led to better learning outcome and promoted attention to the characters, when factors including vocabulary test formats and L2 Chinese proficiency were taken into consideration. Working memory capacities were also generally found as a significant predictor of learner attention and learning outcome. In addition, learning outcome was predicted by learner attention. These results were discussed in terms of theoretical and pedagogical implications.
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Title: Working for work in rural Michigan : a study of how low-income mothers negotiate paid work
Creator: Kelly, E., Brooke
Date: 2004
Collection: Electronic Theses & Dissertations

Title: Workers' response to workplace organization : a study of the direct care staff in a facility for the developmentally handicapped
Creator: Caputo, Tullio
Date: 1984
Collection: Electronic Theses & Dissertations

Title: Worker satisfaction and occupational life, a study of the automobile worker in Italy
Creator: Ammassari, Paolo
Date: 1964
Collection: Electronic Theses & Dissertations

Title: Work-life balance satisfaction formation : a quantitative and qualitative investigation of how workers contribute to their own work-life balance satisfaction formation within the context of workgroups
Creator: Huth, Megan
Date: 2013
Collection: Electronic Theses & Dissertations
Description: Work-life balance (WLB) is defined as "satisfaction and good functioning at work and at home, with a minimum of role conflict" (Clark, 2000, page 751) and is a topic that has garnered increasing attention in the research and popular press over the past 40 years. This dissertation seeks to more fully understand how individuals come to experience work-life balance and what factors help contribute to feelings of satisfaction with balance. These factors include contextual variables such as...
Show moreWork-life balance (WLB) is defined as "satisfaction and good functioning at work and at home, with a minimum of role conflict" (Clark, 2000, page 751) and is a topic that has garnered increasing attention in the research and popular press over the past 40 years. This dissertation seeks to more fully understand how individuals come to experience work-life balance and what factors help contribute to feelings of satisfaction with balance. These factors include contextual variables such as beliefs about team and manager support and team flexibility, individual behavior variables such as behavioral detachment, flexibility use and work hours, individual psychological variables such as psychological detachment, control or work, and autonomy, and individual demographic variables such as family status and job level. Outcomes related to feelings of work-life balance are also investigated, including performance, retention intentions and emotional exhaustion. A multi-level, multi-method approach was utilized to explore these relationships. All three studies were conducted within the same organization that granted access for the purpose of this dissertation. Study 1 utilized archival data that was gathered with intact teams so that team level relationships could be investigated. Study 2 was a qualitative interview study that sought to more fully capture nuances in individual experiences or work life balance and more deeply delve into reasons why individuals were having difficulty maintaining a satisfactory balance. Study 3 was a quantitative survey study that used findings form Study 2 to increase the number of constructs investigated from Study 1 and attempt to more accurately assess the complexity of what contributes to work-life balance formation.Among the many findings of these three studies, one of the strongest findings had to do with psychological detachment, work life balance and emotional exhaustion. These findings indicate that those who are better able to psychologically detach from work (even at higher levels of workload) are more satisfied with work-life balance and experience lower levels of emotional exhaustion as compared to their less detached peers. These results along with many others are discussed along with future areas for research and practical implications.
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Title: Work motivation in Zambia : an exploratory study
Creator: Machungwa, Peter David
Date: 1981
Collection: Electronic Theses & Dissertations

Title: Work hardening and deformation structure in lithium fluoride single crystals
Creator: Subramanian, Karatholuvu Narayanasamy
Date: 1966
Collection: Electronic Theses & Dissertations

Title: Work experiences of Michigan high school students of vocational agriculture and their relation to occupational and educational plans
Creator: Judge, Homer Virtes, 1917-
Date: 1962
Collection: Electronic Theses & Dissertations

Title: Work and life balance : a study of community college occupational deans
Creator: Bailey, Jean Marise
Date: 2005
Collection: Electronic Theses & Dissertations

Title: Work and community variables as sources of variation in class imagery
Creator: Fernández-Collado, Pilar Baptista
Date: 1991
Collection: Electronic Theses & Dissertations

Title: Work and career considerations in understanding employee turnover intentions : development of the turnover diagnostic
Creator: Mitchell, Thomas Michael
Date: 1982
Collection: Electronic Theses & Dissertations

Title: Work Satisfaction Through Person-Environment Fit : Integrating Ability, Personality, and Interest
Creator: Walker, Ross Ian
Date: 2020
Collection: Electronic Theses & Dissertations
Description: Person-environment fit research typically examines one domain at a time (e.g., values) which leaves career choosers and counselors uninformed about how to weigh different types of fit. With a national sample of high school students followed several years after graduation, this study pursues two main goals: (1) map the associations between ability, personality, and interest domains, and (2) assess the relative importance of fit across these domains in the prediction of future work satisfaction...
Show morePerson-environment fit research typically examines one domain at a time (e.g., values) which leaves career choosers and counselors uninformed about how to weigh different types of fit. With a national sample of high school students followed several years after graduation, this study pursues two main goals: (1) map the associations between ability, personality, and interest domains, and (2) assess the relative importance of fit across these domains in the prediction of future work satisfaction. Results echo previous findings on the primacy of the environment in PE fit and the utility of Prediger’s (1982) meta-dimensions in an integrative framework for individual differences. While the domains showed differential predictive validity (i.e., abilities > personality > interests), the nature of those fit relationships varied substantially, both within and between domains, with scant evidence of strict congruence effects overall. Implications for theory and practice are discussed with an emphasis on job tasks and complexity.
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Title: Wordsworth and the sublime : an essay of Wordsworth's imagination
Creator: Wlecke, Albert O.
Date: 1969
Collection: Electronic Theses & Dissertations

Title: Word segmentation for Japanese and English speakers : language-independent and language-dependent cues
Creator: Uehara, Sayako
Date: 2019
Collection: Electronic Theses & Dissertations
Description: "Phonotactic knowledge and experience-independent knowledge have both been argued to cue word segmentation in prior studies (e.g. Ettlinger, Finn, & Hudson Kam, 2011; McQueen, 1998). This dissertation attempts to compare the effect of two types of cues, language-independent and language-dependent knowledge, on word segmentation. The specific cues selected for each type were the Sonority Sequencing Principle (SSP) as a language-independent cue and geminates (double consonants) as a language...
Show more"Phonotactic knowledge and experience-independent knowledge have both been argued to cue word segmentation in prior studies (e.g. Ettlinger, Finn, & Hudson Kam, 2011; McQueen, 1998). This dissertation attempts to compare the effect of two types of cues, language-independent and language-dependent knowledge, on word segmentation. The specific cues selected for each type were the Sonority Sequencing Principle (SSP) as a language-independent cue and geminates (double consonants) as a language-dependent cue. The effectiveness of the cues was determined by two groups of speakers with different language background, native Japanese and native American English speakers. The two languages were chosen particularly because they contrast in two aspects relevant to these specific cues: (1) Japanese has a simple syllable structure, no consonant clusters (except for consonant-glide sequences), while English has an extensive set of bi-consonantal clusters and limited tri-consonantal clusters. (2) Japanese has a phonemic consonant length contrast (singletons vs. geminates), while English lacks such a contrast. Details of (1) are relevant for testing the SSP, and those of (2) for testing geminates as a cue to word segmentation. The results from three artificial language learning experiments (Experiment 1, 2, and 3) consistently indicate, contrary to prior claims, that the (language-independent) SSP is not a reliable cue to segment speech strings for both language groups, regardless of the difference in syllable structure. On the other hand, knowledge about language-dependent geminates seems to be a good predictor as to how speakers segment words from a string with word-internal geminates (Experiment 4 and 5). Japanese speakers, whose language has a phonemic contrast between geminates and singleton consonants, consistently segmented the speech string so that geminates were retained within words, whereas English speakers without such a contrast in their native language tended to break up the string at geminates. Moreover, the results indicate that listeners are able to rely heavily on the transitional probability (TP) of the syllables to segment the string, primarily when the structure of the stimulus words in the target speech string is simple. From the results of this study, language-dependent knowledge seems to be more effective than language-independent knowledge in word segmentation."--Pages ii-iii.
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Title: Word processors and student writing : a study of their impact on revision, fluency, and quality of writing
Creator: Duling, Ruth A.
Date: 1985
Collection: Electronic Theses & Dissertations

Title: Word problem structure and its effect on the transfer of learning to solve algebra word problems
Creator: Chang, Kuo-Liang
Date: 2010
Collection: Electronic Theses & Dissertations
Description: A problem in learning to solve mathematics word problems students have been facing is to transfer the learned problem-solving knowledge from one story context to another story context. Some studies have provided evidence showing that structure facilitates transfer of learning to solve word problems. However, it is still under development for what algebra word problem structures students can recognize and what kinds of structures are effective for what kinds of algebra word problems regarding...
Show moreA problem in learning to solve mathematics word problems students have been facing is to transfer the learned problem-solving knowledge from one story context to another story context. Some studies have provided evidence showing that structure facilitates transfer of learning to solve word problems. However, it is still under development for what algebra word problem structures students can recognize and what kinds of structures are effective for what kinds of algebra word problems regarding transfer of learning. In this dissertation, I explored the following three questions: (1) "What are the structures that students can recognize in the domain of algebra word problem?" (2) "What are the difficulties students will encounter when trying to find structures of algebra word problems?" and (3) "Are particular structures helpful in teaching for transfer of learning to solve algebra word problems?" Sixty-one college students participated in a 2-hour controlled experiment and 10-minute one-to-one interview. The results showed several word problem structures students recognized or created, and multiple levels of difficulties students encountered when trying to structure algebra word problems. The results also showed that students who received structure-based instruction had better performance in some types of transfer of learning to solve algebra word problems.
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