The Cognition of the Read/Write Web

Ha Ha Ha — This is an empirical question, yet everyone is speculating. We need to get on this, I’ve been wondering for a while. I think I know the answer. I love it when I’m wrong

Are our memories suffering from our reliance on gadgets?:

So I’m in this month’s edition of Wired, just a short quote. Since it’s here and it’s now I’ve reproduced the full quote I sent them below:

> I’m looking for a response to this question: “Are tools like Google and PDAs ruining our ability to remember things?

Got this from Mind Hacks

Technorati Tags: cognition

I’ve got to take a look at this and give it some serious thought. I’m teaching a lifespan developmental course this summer and I’d love to split the students up and have one group develop a pre-school project and another group develop a senior center project. A Wiki seems like the logical place for them to put up a proposal with research and a solid outline for success.

i d e a n t: Wiki Evaluation Methods:

Wiki Evaluation Methods (Updates at the end of the post) I’m trying to put together some criteria for the summative evaluation of wikis as a learning technology in higher-ed courses. Perhaps you can take a look at what I have just brainstormed and provide some suggestions.

Technorati Tags: pedagogy

Chicklet Creator 2 : Feed Subscription Button Maker – RSS Buttons:

I’m gonna try and make some buttons for my website and blog

iGod | Chat with God:

use this little bot to have a conversation with god/God.

Amazon.com: An examination of processing resource and knowledge structure contributions to memory for younger and older adults across a range of performance levels : (Dissertation) [DOWNLOAD: PDF]: e-Books & Docs
:
An examination of processing resource and knowledge structure contributions to memory for younger and older adults across a range of performance levels : (Dissertation) [DOWNLOAD: PDF]
by Chuck Robertson

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Mac OS Compatible: OS 9.x or later
Windows Compatible: Yes
Handheld Compatible: Yes. Adobe Reader is available for PalmOS, Pocket PC, and Symbian OS.
Digital: 51 pages
Publisher: ProQuest Information and Learning; ISBN: B000BIFHVI; (September 1, 2004)
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Abstract
This study investigated predictors of cued recall performance for younger and older adults at different levels of memory performance by varying presentation times at .05, 1, 2, 4, and 8 seconds. Constructs of perceptual speed, working memory, and vocabulary were examined as predictors of cued recall of unrelated word pairs. The young adults’ significant regression equations predicting performance did not differ between encoding times, and thus increased performance. The older adults’ significant regression equations did differ between fast and slow presentation rates. The predictors for the lists encoded at 1 and 2 second rates were significantly different from the lists encoded at 4 and 8 seconds. As predicted by the limited time mechanism (Salthouse, 1996) older adults required more time at encoding to access and use verbal knowledge as measured by vocabulary tests. A between groups examination of the significant regression equations between younger and older adults failed to reject the null hypothesis of no significant difference between the beta weights in the regression equations. In summary, regression equations are not different between the age groups, but vocabulary does become more important for older adults as time to use it increases.

Citation Details
Title: An examination of processing resource and knowledge structure contributions to memory for younger and older adults across a range of performance levels
Author: Robertson, Chuck
Advisor: Smith, Anderson D.
Degree: PhD (year: 2004)
School: GEORGIA INSTITUTE OF TECHNOLOGY
Publish Date: Sep 2004
ISBN: 0-496-74016-4

Distributed by ProQuest Information and Learning

Scholars,

Here’s some info on Final Examinations. I’ll talk about all of this in class today:

From the Student Handbook…

Special Arrangements for Final Examinations
The final examination is a scheduled part of the class. When a student registers
for a class, he or she is registering for the scheduled final examination as well. It is
the student’s responsibility to be available to take examinations at the times scheduled.
Students are required to report for each final examination as scheduled except when
special arrangements are approved by the instructor and the department head.
No student is required to take three final examinations on the same day. Any
student with three scheduled examinations on the same day should contact her/his
instructor to make arrangements to have one of the examinations rescheduled.

From the Faculty Handbook…

5.23 Final Examinations

It is expected that all faculty will schedule a final examination for each class they teach. Non-traditional classes (internships, clinicals, etc.) that would not necessarily hold final examinations may be exempt from this requirement.

The date and time for a final examination is a scheduled part of the class. When a student registers for a class, he or she is registering for the scheduled final examination as well. Therefore, it is the responsibility of the student to be available to take the examination at the time scheduled.

Only in the case of unusual extenuating circumstances should consideration be given for allowing a student or a class to take the final examination at a time other than the scheduled time. When extenuating circumstances occur, the following procedure is to be followed:

1. A request for a change in the examination schedule for an entire class is to be submitted in writing by the instructor. The request is to include a justification for the change. Such a change requires written approval of the department head and the dean of the school. The entire class of students should sign a statement agreeing to the time change.

2. A request for a change in the examination schedule for an individual student is to be submitted in writing by the student. The request is to include a justification for the change. Such a change requires written approval of the instructor and the department head.

No student is required to take three final examinations on the same day. Such a situation is sufficient reason for the student to be granted permission to take one such examination at an alternate time. Students should contact the office of the Vice President for Academic Affairs to obtain permission.

The Vice President of Academic Affairs has posted the final examination schedule on the calendar page. Check it out here…

From: News Update from Campus Technology for Tuesday, Novemeber 1, 2005

Survey: Ball State, Western Michigan, U. Akron Most Wireless

Ball State University, Western Michigan University, and the
University of Akron (OH) were named first, second and third most
“unwired” campuses in a ranking by the Intel Corp. Intel makes the
Centrino chip, which is adapted for mobile laptops. The company
said its survey showed that 98 percent of the top 50 campuses are
covered by a wireless network, up from 64 percent in 2004, with
74 percent having 100 percent wireless network coverage on
campus, up from just 14 percent last year.

“Wireless Internet is part of everyday life for students now,” said
Viji Muralidharan, vice president for information technology and
chief information officer at Western Michigan, which now has
2,000 access ports around campus. “We provide access that lets
students access the Internet anytime and anywhere.”

a note from Sandy:

APA Workshops
Tuesday, October 25th
12:30 pm in NOC 019
7:00 pm in NOC 107

Thanks!

Writing Center Staff

What if pirates ruled the world?

09.21.05

Scholars,

I would like to offer you an opportunity to engage in a rich learning environment that is disguised as a national service project. Psi Chi has recently begun service projects that are civic in nature and many award-winning chapters are collecting provisions for local food banks. We have one here in Dahlonega (the Community Helping Place) that provides food to an unbelievable number of people in need in Lumpkin county. Most of the financing for food purchases comes from thrift store sales. I’d like your help in stocking the food bank, not by holding a can drive, rather I am suggesting that we help them start an eBay store to get more cash from the better items that are donated.

This major project could easily win us a national award from Psi Chi. Being a pioneering team member on a project like this would look great on a vita too. Imagine being able to describe starting up a complex and productive program that touched thousands of lives when asked what you’ve been up to on a job interview or graduate school recruitment trip.

We need several motivated and intelligent student leaders to get this project rolling. We are looking for several different skills and I’m sure that you will be able to contribute something. We will need technologically savvy students to create the eBay store. We will need good writers and marketing people to create the propaganda and descriptions of our goods. We will need shoppers with a good eye for value to go to the thrift store on a regular basis and select valuable items for sale. We’ll need talents that we haven’t even thought of yet.

If you are interested in working on this project (and potentially setting up an internship program for future psych majors) please bring me a copy of your resume and a cover letter describing how you would see your role in this project by lunch on Monday, September 26th. I will be very please to speak with any of you (as always) about the project. In addition, you do not have to be a member of Psi Chi to participate in this project.

Sincerely,

Chuck Robertson, Ph.D.