Browsing by Subject "Learning"
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Item A Correlational Study Of The Relationships Between Implicit Theories Of Intelligence, Perceived Self-Efficacy, Self-Regulated Learning, And Academic Achievement Of Undergraduate Students At An Hbcu(2017) Spicer, Margaret; McKay, Sylvester E.; Advanced Studies, Leadership, and Policy; Doctor of PhilosophyThe purpose of this study was to explore possible relationships between the implicit theories of intelligence, self-efficacy, self-regulated learning, and academic achievement of undergraduate students enrolled at an HBCU in a mid-Atlantic state. Three instruments were used in this study: (a) the Implicit Theory of Intelligence Scale (TOI), (b) the General Perceived Self-Efficacy Scale (GPSS), and (c) the Self-Regulated Learning Inventory (SRLI). Academic achievement was measured using the students' GPA as calculated by the institution of higher education. The results showed that the full regression model was not a good fit for predicting GPA. However, the study did identify a significant relationship between the three independent variables: implicit theories of intelligence, self-efficacy, and self-regulated learning. In addition, The TOI Entity Subscore was predictive of GPA.Item A Framework For Detecting Anomalous Behaviors in Smart Cyber-Physical Systems(2019-01-01) Narayanan, Sandeep Nair; Joshi, Anupam; Computer Science and Electrical Engineering; Computer ScienceThis dissertations makes significant contributions to automatic, scalable, and data-driven approaches for securing smart cyber-physical systems (CPS). Smart CPS are increasingly embedded in our everyday life. Security incidents involving them are often high-profile because of their ability to control critical infrastructure. Stuxnet and the Ukrainian power-grid attack are some notorious attacks reported against CPS which impacted governmental programs to ordinary users. In addition to the deliberate attacks, device malfunction and human error can also result in incidents with grave consequences. Hence the detection and mitigation of abnormal behaviors resulting from security incidents is imperative for the trustworthiness and broader acceptance of smart cyber-physical systems. In this dissertations, we study the behavior of smart cyber-physical systems and develop techniques to abstract the typical behaviors in such systems using the data generated from their components and detect various abnormalities. Our initial research developed a knowledge-graph based approach which uses semantic technologies to infer complex contexts for detecting a wide range of anomalies. We also propose an automatic behavioral abstraction technique, ABATe, which automatically learns their typical behavior by finding the latent "context'" space using available operational data. The learned latent space is then used to discern anomalies. We evaluate our technique using two real-world datasets to demonstrate the multi-domain adaptability and efficacy of our approach. As a part of this dissertations, we also generated an automotive dataset to support future research in the related fields.Item BlogVox: Learning Sentiment Classifiers(AAAI, 2007-07-22) Martineau, Justin; Java, Akshay; Kolari, Pranam; Joshi, Anupam; Finin, Tim; Mayfield, JamesPerforming sentiment analysis upon a topic, specified by key words, without prior knowledge about the key words is a difficult task. With the growth of the blogosphere researchers, corporations, and politicians, among others are very interested in applying sentiment detection to blogs. To accommodate the demands from myriad users, with similarly diverse desires, a sentiment analysis engine for blogs must discover domain specific features relevant to queries in order to accurately assess the sentiment of blogs. Using meta-learning upon the results of web searches, as BlogVox does, can accomplish this goal.Item Children's Ability to Judge Self and Other's Knowledge States for Novel Information(2019) Gomez, Jade; PsychologyYoung children are constantly learning new facts, skills and social conventions. Understanding how learning happens promotes the learning process and develops as children get older. Thinking about one's own learning is related to the ability to think about another's learning, or theory of mind skills. Previous literature has examined memory and perspective taking, particularly for generic information. It is important to consider whether these findings apply to non-generic information as well. This study utilizes novel information to examine how children's perspective taking abilities relate to their ability to reflect on their learning. Forty-seven children, ages 3-7, participated in a one session study conducted either at a local museum or zoo. First, participants learned three facts about the Aleutian Islands through a staged learning event. Based on Caza et al.'s (2016) model, for each of the three facts about the Aleutian Islands, participants were asked about what they know currently (self-now), what they knew when they were a baby (self-past) and what someone who is currently a baby (baby-now) would know regarding the facts about the Aleutian Islands. Results indicated that there was a significant effect of age where the 5-7 age group was better at determining their own and other's knowledge levels than the 3-4 age group. Both age groups performed above chance on correctness of facts. Overall, the results show that while older children were more able to reflect on their own learning and the learning of others, there was no significant difference in this ability based on knowledge condition.Item Online Access to Higher Education on YouTube EDU(New Library World, 2013) Chen, Hsin-Liang; Gilchrist, Sarah BurnsPurpose: The purpose of this one-year longitudinal study is to examine the usage and production of educational videos on YouTubeEDU, an open, video-sharing, educational area of YouTube established in 2009 and used primarily by institutions of higher education. The aim of the YouTubeEDU project is to provide free global access to higher education videos. Analysis from a library science perspective is valuable to further development of YouTubeEDU. Design/methodology/approach: From August 2010 to July 2011, the top 50 video clips were recorded monthly. YouTubeEDU loosely arranged clips according to the number of site visits and classified them into 13 disciplines: business, education, engineering, fine arts and design, health and medicine, history, humanities, journalism and media, law, literature, mathematics, science, and social science. Analysis of subject area and content correspondence was conducted using YouTubeEDU-assigned, creator-defined, and study-specific attributes. Findings:The majority of top videos per month were university public relations materials. Overall, 40 percent of the videos were academically-oriented; English is the predominant language. Even some videos contributed by non-English-speaking higher education institutions were in English. The researchers also discovered misclassification of videos in several disciplines. Research limitations/implications: Based on the researchers’ monthly observations, future collaboration with the YouTubeEDU project is needed to collect comprehensive data regarding worldwide visitor traffic and higher education video contributions. Originality/value: Many areas needed improvement in the YouTubeEDU project; the proposed changes would ensure that the quality and utility of videos meet the standards of higher education institutions while embracing the needs of global learners. Keywords: Open access, E-learning, Social media, Higher education, YouTubeEDU, Pedagogical design, Learning Paper type: Research paperItem Perceptual Learning with Corrective Feedback: Whose Handwriting is This?(2018-12) McCarthy, William, IV; PsychologyCan humans learn visual categories using corrective feedback, as computers do? Participants learned the handwriting style of three writers. Group one studied labeled handwriting samples; group two was presented unlabeled samples (no author name), made a response, and received corrective feedback regarding the author. Performance on this test was similar for each group, suggesting no advantage for either study method. It is theorized that a longer study phase may be needed for corrective feedback learning to occur.Item This is Your Brain on Art(Originally published by: Urbanite Magazine, 2010-09-01) Rudacille, Deborah; English