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Stocker JE, Koppe G, Reich H, Heshmati S, Kittel-Schneider S, Hofmann SG, Hahn T, van der Maas HLJ, Waldorp L, Jamalabadi H. Formalizing psychological interventions through network control theory. Sci Rep 2023; 13:13830. [PMID: 37620407 PMCID: PMC10449779 DOI: 10.1038/s41598-023-40648-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2023] [Accepted: 08/16/2023] [Indexed: 08/26/2023] Open
Abstract
Despite the growing deployment of network representation to comprehend psychological phenomena, the question of whether and how networks can effectively describe the effects of psychological interventions remains elusive. Network control theory, the engineering study of networked interventions, has recently emerged as a viable methodology to characterize and guide interventions. However, there is a scarcity of empirical studies testing the extent to which it can be useful within a psychological context. In this paper, we investigate a representative psychological intervention experiment, use network control theory to model the intervention and predict its effect. Using this data, we showed that: (1) the observed psychological effect, in terms of sensitivity and specificity, relates to the regional network control theoretic metrics (average and modal controllability), (2) the size of change following intervention negatively correlates with a whole-network topology that quantifies the "ease" of change as described by control theory (control energy), and (3) responses after intervention can be predicted based on formal results from control theory. These insights assert that network control theory has significant potential as a tool for investigating psychological interventions. Drawing on this specific example and the overarching framework of network control theory, we further elaborate on the conceptualization of psychological interventions, methodological considerations, and future directions in this burgeoning field.
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Affiliation(s)
- Julia Elina Stocker
- Department of Psychiatry and Psychotherapy, Philipps University of Marburg, Rudolf-Bultmann-Straße 8, 35039, Marburg, Germany
| | - Georgia Koppe
- Department of Theoretical Neuroscience, Medical Faculty Mannheim, Central Institute of Mental Health, Heidelberg University, Mannheim, Germany
- Department of Psychiatry and Psychotherapy, Medical Faculty, Central Institute of Mental Health, Heidelberg University, Mannheim, Heidelberg, Germany
| | - Hanna Reich
- German Depression Foundation, Leipzig, Germany
- Depression Research Center of the German Depression Foundation, Department for Psychiatry, Psychosomatics and Psychotherapy, Goethe University, Frankfurt, Germany
| | - Saeideh Heshmati
- Department of Psychology, Claremont Graduate University, Claremont, CA, USA
| | - Sarah Kittel-Schneider
- Department of Psychiatry, Psychotherapy and Psychosomatic Medicine, University Hospital of Würzburg, Würzburg, Germany
- National Center of Affective Disorders, Würzburg, Germany
- Department of Psychiatry, University College of Cork, Cork, Ireland
- Department of Psychiatry and Neurobehavioural Science, University College Cork, Cork, Irland
| | - Stefan G Hofmann
- Department of Psychology, Philipps University of Marburg, Marburg, Germany
| | - Tim Hahn
- Institute for Translational Psychiatry, University of Münster, Münster, Germany
| | - Han L J van der Maas
- Psychological Methods Group, University of Amsterdam, Amsterdam, The Netherlands
| | - Lourens Waldorp
- Psychological Methods Group, University of Amsterdam, Amsterdam, The Netherlands
| | - Hamidreza Jamalabadi
- Department of Psychiatry and Psychotherapy, Philipps University of Marburg, Rudolf-Bultmann-Straße 8, 35039, Marburg, Germany.
- National Center of Affective Disorders, Marburg, Germany.
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2
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Casale M, Somefun O, Haupt Ronnie G, Desmond C, Sherr L, Cluver L. A conceptual framework and exploratory model for health and social intervention acceptability among African adolescents and youth. Soc Sci Med 2023; 326:115899. [PMID: 37087974 DOI: 10.1016/j.socscimed.2023.115899] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2022] [Revised: 04/05/2023] [Accepted: 04/08/2023] [Indexed: 04/25/2023]
Abstract
Intervention acceptability has become an increasingly key consideration in the development, evaluation and implementation of health and social interventions. However, to date this area of investigation has been constrained by the absence of a consistent definition of acceptability, comprehensive conceptual frameworks disaggregating its components, and few reliable assessment measures. This paper aims to contribute to this gap, by proposing a conceptual framework and exploratory model for acceptability with a specific priority population for health and developmental interventions: adolescents and youth in Africa. We document our multi-staged approach to model development, comprising both inductive and deductive components, and both systematic and interpretative review methods. This included thematic analyses of respective acceptability definitions and findings, from 55 studies assessing acceptability of 60 interventions conducted with young people aged 10-24 in (mainly Southern and Eastern) Africa over a decade; a consideration of these findings in relation to Sekhon et al.'s Theoretical Framework of Acceptability (TFA); a cross-disciplinary review of acceptability definitions and models; a review of key health behavioural change models; and expert consultation with interdisciplinary researchers. Our proposed framework incorporates nine component constructs: affective attitude, intervention understanding, perceived positive effects, relevance, perceived social acceptability, burden, ethicality, perceived negative effects and self-efficacy. We discuss the rationale for the inclusion and definition of each component, highlighting key behavioural models that adopt similar constructs. We then extend this framework to develop an exploratory model for acceptability with young people, that links the framework components to each other and to intervention engagement. Acceptability is represented as an emergent property of a complex, adaptive system of interacting components, which can influence user engagement directly and indirectly, and in turn be influenced by user engagement. We discuss opportunities for applying and further refining or developing these models, and their value as a point of reference for the development of acceptability assessment tools.
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Affiliation(s)
- Marisa Casale
- School of Public Health, University of the Western Cape, Cape Town, South Africa; Department of Social Policy and Intervention, University of Oxford, Barnett House, Oxford, United Kingdom.
| | - Oluwaseyi Somefun
- School of Public Health, University of the Western Cape, Cape Town, South Africa
| | | | - Chris Desmond
- Centre for Rural Health, University of KwaZulu-Natal, South Africa
| | | | - Lucie Cluver
- Department of Social Policy and Intervention, University of Oxford, Barnett House, Oxford, United Kingdom; Dept of Psychiatry and Mental Health, University of Cape Town, South Africa
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3
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Ortiz-Vilchis P, Ramirez-Arellano A. Learning Pathways and Students Performance: A Dynamic Complex System. ENTROPY (BASEL, SWITZERLAND) 2023; 25:291. [PMID: 36832657 PMCID: PMC9955738 DOI: 10.3390/e25020291] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/13/2022] [Revised: 01/31/2023] [Accepted: 01/31/2023] [Indexed: 06/18/2023]
Abstract
In this study, learning pathways are modelled by networks constructed from the log data of student-LMS interactions. These networks capture the sequence of reviewing the learning materials by the students enrolled in a given course. In previous research, the networks of successful students showed a fractal property; meanwhile, the networks of students who failed showed an exponential pattern. This research aims to provide empirical evidence that students' learning pathways have the properties of emergence and non-additivity from a macro level; meanwhile, equifinality (same end of learning process but different learning pathways) is presented at a micro level. Furthermore, the learning pathways of 422 students enrolled in a blended course are classified according to learning performance. These individual learning pathways are modelled by networks from which the relevant learning activities (nodes) are extracted in a sequence by a fractal-based method. The fractal method reduces the number of nodes to be considered relevant. A deep learning network classifies these sequences of each student into passed or failed. The results show that the accuracy of the prediction of the learning performance was 94%, the area under the receiver operating characteristic curve was 97%, and the Matthews correlation was 88%, showing that deep learning networks can model equifinality in complex systems.
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Affiliation(s)
- Pilar Ortiz-Vilchis
- Sección de Estudios de Posgrado e Investigación, Escuela Superior de Medicina, Instituto Politécnico Nacional, Mexico City 11340, Mexico
| | - Aldo Ramirez-Arellano
- Sección de Estudios de Posgrado e Investigación, Unidad Profesional Interdisciplinaria de Ingeniería y Ciencias Sociales y Administrativas, Instituto Politécnico Nacional, Mexico City 08400, Mexico
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4
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Complex Social Ecologies and the Development of Academic Motivation. EDUCATIONAL PSYCHOLOGY REVIEW 2022. [DOI: 10.1007/s10648-022-09714-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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5
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Gray DL, Ali JN, McElveen TL, Sealy M. The Cultural Significance of “We-Ness”: Motivationally Influential Practices Rooted in a Scholarly Agenda on Black Education. EDUCATIONAL PSYCHOLOGY REVIEW 2022. [DOI: 10.1007/s10648-022-09708-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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6
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Bae CL, Sealy MA, Cabrera L, Gladstone J, Mills D. Hybrid Discourse Spaces: A Mixed Methods Study of Student Engagement in U.S. Science Classrooms. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102108] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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7
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Lu L. Psychometric Model of College Students Based on Time Series Analysis and Its Application in Educational Management. Occup Ther Int 2022; 2022:9550463. [PMID: 35600905 PMCID: PMC9106493 DOI: 10.1155/2022/9550463] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2022] [Revised: 04/13/2022] [Accepted: 04/16/2022] [Indexed: 11/18/2022] Open
Abstract
The psychological measurement method of college students is a hot issue in the field of educational management research. Based on the time series analysis theory, this paper constructs a psychological measurement model for college students. This paper analyzes the psychometric behavior data, uses the time series analysis method for behavior prediction, deeply mines the relevant component information of the psychometric data, and solves the problems of weak correlation between the functions of the psychometric platform and low data accuracy of the psychometric model. At the same time, taking the intervention target group and the intervention mode as the basic variables of the intervention classification system, combining these two dimensions, a two-dimensional classification framework for psychometric intervention was proposed, and four types of different psychometric intervention measures were applied. During the simulation process, a psychometric trajectory matrix was constructed, and a two-dimensional data extraction network was used to extract the psychometric pattern data of a certain period of time. The experimental results show that using the student mental state data as a label can obtain a low-coupling training set classification for psychometric effects of college students.
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Affiliation(s)
- Lu Lu
- Guangdong Nanhua Vocational College of Industry and Commerce, Guangdong Guangzhou 510507, China
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8
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Beymer PN, Robinson KA. Motivating by Measuring Motivation? Examining Reactivity in a Diary Study on Student Motivation. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102072] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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9
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De la Cruz-García JS, Bory-Reyes J, Ramirez-Arellano A. A Two-Parameter Fractional Tsallis Decision Tree. ENTROPY 2022; 24:e24050572. [PMID: 35626457 PMCID: PMC9141694 DOI: 10.3390/e24050572] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/28/2022] [Revised: 04/02/2022] [Accepted: 04/15/2022] [Indexed: 02/01/2023]
Abstract
Decision trees are decision support data mining tools that create, as the name suggests, a tree-like model. The classical C4.5 decision tree, based on the Shannon entropy, is a simple algorithm to calculate the gain ratio and then split the attributes based on this entropy measure. Tsallis and Renyi entropies (instead of Shannon) can be employed to generate a decision tree with better results. In practice, the entropic index parameter of these entropies is tuned to outperform the classical decision trees. However, this process is carried out by testing a range of values for a given database, which is time-consuming and unfeasible for massive data. This paper introduces a decision tree based on a two-parameter fractional Tsallis entropy. We propose a constructionist approach to the representation of databases as complex networks that enable us an efficient computation of the parameters of this entropy using the box-covering algorithm and renormalization of the complex network. The experimental results support the conclusion that the two-parameter fractional Tsallis entropy is a more sensitive measure than parametric Renyi, Tsallis, and Gini index precedents for a decision tree classifier.
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Affiliation(s)
| | - Juan Bory-Reyes
- SEPI-ESIME-ZACATENCO, Instituto Politécnico Nacional, Mexico City C.P. 07738, Mexico;
| | - Aldo Ramirez-Arellano
- SEPI-UPIICSA, Instituto Politécnico Nacional, Mexico City C.P. 08400, Mexico;
- Correspondence: ; Tel.: +52-5528053125
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10
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Yang Z. Data analysis and personalized recommendation of western music history information using deep learning under Internet of Things. PLoS One 2022; 17:e0262697. [PMID: 35081140 PMCID: PMC8791487 DOI: 10.1371/journal.pone.0262697] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2021] [Accepted: 01/04/2022] [Indexed: 12/15/2022] Open
Abstract
To improve the teaching effect of western music history, the curriculum reform of history education needs to be promoted under the background of the Internet of Things (IoT). At first, a discussion is made on the characteristics of history course, which is combined with the characteristics of teaching data easy to collect under the background of IoT. An analysis is conducted on the related theory of educational data mining. Then, the concept of personalized recommendation is proposed based on deep learning (DL) algorithm. Finally, online and offline experiments are designed to verify the performance of the algorithm from review and investigation, smoothness, and participation of difficulty. The research results show that in terms of offline recommendation accuracy, the average record length in Math data set is 24.5, which is much smaller than that in range data set. The research has obvious innovation significance compared with other studies. In the process of target review and investigation, it is found that the research method here involves a wider range of knowledge and higher reliability. In terms of the difficulty of recommending questions, the Deep Reinforcement Exercise (DRE) recommendation algorithm can adaptively adjust the difficulty of recommending questions. It also allows students to set different learning goals through participation goals. But in the experiments on Math data set, Step 10's recommendation results are not very good, and the difficulty level varies greatly. If the goal setting is high, the problem recommended to students is too difficult, students may answer these questions wrongly, forcing the algorithm to adjust the difficulty adaptively. According to the above results, DRE recommendation algorithm can adapt to different learning needs and customize the recommendation results, thus opening up a new path for the teaching of western music history. Besides, the combination of DL algorithm and western music history teaching design can recommend learning materials, which is of great significance in the teaching of history courses.
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Affiliation(s)
- Zongye Yang
- School of Music, Drama and Dance, The Herzen State Pedagogical University of Russia, St.Petersburg, Russia
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11
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Xu G, Li Z, Zhang F, Liu B. Analysis of Literary Situation and Reconstruction of the Writing Subject in Literary Education by Educational Psychology. Front Psychol 2022; 12:727413. [PMID: 35069310 PMCID: PMC8770930 DOI: 10.3389/fpsyg.2021.727413] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2021] [Accepted: 11/29/2021] [Indexed: 11/13/2022] Open
Abstract
Educational psychology focuses on the laws of change in the knowledge, skills, and individual psychology of the educatees in the process of education and teaching. Writing teaching is a key and difficult point in literature teaching. Nowadays, it is common for students to be afraid and tired of writing in school literature education. In view of these problems, the present work optimizes the teaching mode of writing from the perspective of reconstructing the writing subject. Through literature research and interdisciplinary analysis, a questionnaire is designed to analyze the literary situation and the reconstruction of writing subjects in literary education. The questionnaire is aimed at three aspects, namely the hidden educational effect of teachers' personality charm, the influencing factors of students' psychology and students' learning effect, and the influencing factors of psychology of the communication between teachers and students and teachers' teaching effect. Then, the changes of students' performance in literary class in these three aspects before and after using the teaching strategy of writing subject reconstruction are analyzed. Finally, the changes of students' grades in the literary course are investigated. In this experiment, a total of 400 questionnaires were distributed, and a total of 389 questionnaires were collected. The survey results show that the number of students who feel the classroom atmosphere is active increases by 10%, the number of students who listen carefully and take notes increases by 7%, and 45% of students have improved their grades. Besides, after the implementation of the teaching strategy, most students change their attitude to the literature course, become more active, and significantly improve their motivation for learning. This study has a certain reference value for the analysis of literary situations and the reconstruction of writing subjects in literary education from the perspective of educational psychology.
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Affiliation(s)
- Gaonan Xu
- School of Translation Study, Shandong University, Weihai, China
| | - Zhaoming Li
- Chinese Department, Lingnan University, Hong Kong, Hong Kong SAR, China
| | - Fengrui Zhang
- College of Life Science, Sichuan Agricultural University, Yaan, China
| | - Bojing Liu
- School of International Studies, Wenzhou Medical University, Wenzhou, China
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12
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Hu L, Chen G. Trajectories of Idea Emergence in Dialogic Collaborative Problem Solving: Toward a Complex Dynamic Systems Perspective. Front Psychol 2021; 12:735534. [PMID: 34975626 PMCID: PMC8718646 DOI: 10.3389/fpsyg.2021.735534] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2021] [Accepted: 11/29/2021] [Indexed: 11/13/2022] Open
Abstract
According to the complex dynamic systems (CDS) perspective, learning emerges at various system levels. This study built a coherent theoretical framework based on CDS and Bakhtinian dialogic theory and further employed the concept of attractor (i.e., certain stable states that recur over time) in CDS theory to investigate the trajectories of idea emergence and how they diversified group outcomes in dialogic collaborative problem solving (D-CPS). Two contrasting groups were compared using visual and qualitative analysis approaches. The analysis based on idea tree diagrams showed that new ideas emergent in group discussion tended to attract local utterances and performed features of attractors in CDS in both high-performing and low-performing groups. The analysis based on idea hierarchy diagrams revealed how ideas emerged at various system levels. It was also found that status problems were likely to affect the functioning of regulative feedback loops, which might give rise to different structures of idea evolution. This study proposed CDS theory as an alternative perspective, augmented by the ethical considerations of Bakhtinian dialogism, for examining the dynamics of D-CPS.
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Affiliation(s)
- Liru Hu
- Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong SAR, China
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13
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Xuan D, Zhu D, Xu W. The Teaching Pattern of Law Majors Using Artificial Intelligence and Deep Neural Network Under Educational Psychology. Front Psychol 2021; 12:711520. [PMID: 34777091 PMCID: PMC8586087 DOI: 10.3389/fpsyg.2021.711520] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2021] [Accepted: 10/04/2021] [Indexed: 11/21/2022] Open
Abstract
With the increasing attention to the cultivation of legal talents, a new teaching model has been explored through artificial intelligence (AI) technology under educational psychology, which focuses on improving learning initiative, teaching methods, and teaching quality of students. First, the application of AI and deep neural network (DNN) algorithms are reviewed in education, and the advantages and disadvantages of traditional learning material recommendation algorithms are summarized. Then, a personalized learning material recommendation algorithm is put forward based on DNN, together with an adaptive learning system based on DNN. Finally, the traditional user-based collaborative filtering (UserCF) model and lifelong topic modeling (LTM) algorithm are introduced as the control group to verify the performance of the proposed recommendation system. The results show that the best learning rate of model training is 0.0001, the best dropout value is 0.5, and the best batch size is 32. The proposed personalized learning resource recommendation method based on deep learning (DL) still has good stability under various training data scales. The personalized test questions of recommended students are moderately difficult. It is easier to recommend materials according to the acquisition of knowledge points and the practicability of the recommended test questions of students. Personalized learning material recommendation algorithm based on AI can timely feedback needs of students, thereby improving the effect of classroom teaching. Using the combination of AI and DL algorithms in teaching design, students can complete targeted personalized learning assignments, which is of great significance to cultivate high-level legal professionals.
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Affiliation(s)
- Di Xuan
- Shi Liang School of Law, Changzhou University, Changzhou, China.,KoGuan School of Law, Shanghai Jiao Tong University, Shanghai, China
| | - Delong Zhu
- School of Management Engineering, Anhui Institute of Information Technology, Wuhu, China
| | - Wenhai Xu
- School of Law, Tongji University, Shanghai, China
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14
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Li Y. Educational Psychology-Based Strategy for Instrumental Music Teaching in Normal College. Front Psychol 2021; 12:657788. [PMID: 34764898 PMCID: PMC8576596 DOI: 10.3389/fpsyg.2021.657788] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2021] [Accepted: 04/20/2021] [Indexed: 11/15/2022] Open
Abstract
The study is intended to explore the teaching mode of instrumental music teaching in normal college, so as to have qualified instrumental music teaching talents. Based on relevant content of educational psychology, the current instrumental music teaching model of normal college should be reformed in terms of curriculum content, teaching mode, and teaching methods, and a more systematic and standardized education model should be established. As per Orff's music teaching method, a music recommendation model is established based on the convolutional neural network model to provide students with a positive and happy learning environment for instrumental music, and music materials that meet their personal preferences and performance level through user data. The outcomes show that the designed music recommendation model has a music recommendation accuracy rate of 0.3 and a recall rate of 0.29 when the recommendation list is 30, which conforms to the general rules of the music recommendation system. The study is expected to provide reference for establishment of a standardized and systematic instrumental music teaching strategy in normal college.
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Affiliation(s)
- Yang Li
- School of Music, Shandong Normal University, Jinan, China
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15
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Gu L, Sun P. The Role of Nested Systems in EFL Students' Willingness to Communicate (WTC) and Engagement. Front Psychol 2021; 12:759393. [PMID: 34630263 PMCID: PMC8497970 DOI: 10.3389/fpsyg.2021.759393] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2021] [Accepted: 08/25/2021] [Indexed: 11/13/2022] Open
Abstract
Language learning is a complex process with many intrapersonal and interpersonal processes which are nested within smaller systems, themselves. Willingness to communicate (WTC) and engagement of students are two of the many complicated, multifaceted, and dynamic variables in L2 learning that have mostly been explored via quantitative, correlational, and one-shot methodologies. However, such a research trend provided only a snapshot of variables of second language acquisition (SLA) nature and dynamism. Against this shortcoming, this study aims to present the conceptualizations, applications, and implications of complexity dynamic system theory for investigating L2 earner-psychology variables, especially WTC and engagement. In doing so, the definitions, dimensions, and key properties of the two constructs were explained. In the end, a series of research gaps, implications, and future directions are suggested for future researchers in this territory.
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Affiliation(s)
- Lingang Gu
- Special Equipment Institute, Hangzhou Vocational and Technical College, Hangzhou, China
| | - Pingping Sun
- Business & Tourism Institute, Hangzhou Vocational and Technical College, Hangzhou, China
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16
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Perski O, Short CE. Acceptability of digital health interventions: embracing the complexity. Transl Behav Med 2021; 11:1473-1480. [PMID: 33963864 PMCID: PMC8320880 DOI: 10.1093/tbm/ibab048] [Citation(s) in RCA: 74] [Impact Index Per Article: 24.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022] Open
Abstract
Acceptability is a core concept in digital health. Available frameworks have not clearly articulated why and how researchers, practitioners and policy makers may wish to study the concept of acceptability. Here, we aim to discuss (i) the ways in which acceptability might differ from closely related concepts, including user engagement; (ii) the utility of the concept of acceptability in digital health research and practice; (iii) social and cultural norms that influence acceptability; and (iv) pragmatic means of measuring acceptability, within and beyond the research process. Our intention is not to offer solutions to these open questions but to initiate a debate within the digital health community. We conducted a narrative review of theoretical and empirical examples from the literature. First, we argue that acceptability may usefully be considered an emergent property of a complex, adaptive system of interacting components (e.g., affective attitude, beliefs), which in turn influences (and is influenced by) user engagement. Second, acceptability is important due to its ability to predict and explain key outcomes of interest, including user engagement and intervention effectiveness. Third, precisely what people find acceptable is deeply contextualized and interlinked with prevailing social and cultural norms. Understanding and designing for such norms (e.g., through drawing on principles of user centered design) is therefore key. Finally, there is a lack of standard acceptability measures and thresholds. Star ratings coupled with free-text responses may provide a pragmatic means of capturing acceptability. Acceptability is a multifaceted concept, which may usefully be studied with a complexity science lens.
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Affiliation(s)
- Olga Perski
- Department of Behavioural Science and Health, University College London, London, UK
| | - Camille E Short
- Melbourne Centre for Behaviour Change, Melbourne School of Psychological Sciences, University of Melbourne, Melbourne, Australia.,Melbourne School of Health Sciences, University of Melbourne, Melbourne, Australia
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17
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Linnenbrink-Garcia L. Commentary on the Special Issue on Emotions in Reading, Learning, and Communication: A Big Step Forward, More Giant Leaps to Come. DISCOURSE PROCESSES 2021. [DOI: 10.1080/0163853x.2021.1925050] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
Affiliation(s)
- Lisa Linnenbrink-Garcia
- Department of Counseling, Educational Psychology, & Special Education, Michigan State University
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18
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Beymer PN, Ferland M, Flake JK. Validity evidence for a short scale of college students’ perceptions of cost. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-020-01218-w] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
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19
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Evans DR, Larsen-Freeman D. Bifurcations and the Emergence of L2 Syntactic Structures in a Complex Dynamic System. Front Psychol 2020; 11:574603. [PMID: 33192875 PMCID: PMC7658482 DOI: 10.3389/fpsyg.2020.574603] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2020] [Accepted: 09/25/2020] [Indexed: 11/24/2022] Open
Abstract
We report on a complex dynamic systems study of an untutored adult French learner’s development of English syntax, specifically two non-finite adverbial constructions. The study was conducted over one academic year of 30 weeks. From an analysis of L2 speech samples collected weekly, certain patterns in the flux emerged. The learner’s ensuing second language development is characterized by a series of bifurcations, stemming from forms competing for the same functional terrain. Each bifurcation is accompanied by turbulence as the system moves from one attractor state to another. The transition is characterized by loss of stability, an increase in variability, and a period of dysfluency. It is in the dynamic relationship of accuracy and fluency that novel syntactic forms emerge, both convergent with and divergent from dominant contextual patterns, with dominance established by consulting a well-known corpus of contemporary English. Non-linear development occurs with continuous and iterative exposure to and interaction in English—from relexification to adaptation and synchronization, animated by the learner’s perception and memory of regular sequential associations, to pruning of divergent forms. What results over time is a branching hierarchy, connecting online processing with over time development. Multiple competing forms continue to co-exist in the learner’s repertoire, which is likely more typical of adult L2 development than of L1 acquisition.
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Affiliation(s)
- D Reid Evans
- Office of Graduate Medical Education, University of Massachusetts Medical School, Worcester, MA, United States
| | - Diane Larsen-Freeman
- Department of Linguistics, School of Education, University of Michigan, Ann Arbor, MI, United States
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Ziegler A, Gryc KL, Hopp MDS, Stoeger H. Spaces of possibilities: a theoretical analysis of mentoring from a regulatory perspective. Ann N Y Acad Sci 2020; 1483:174-198. [DOI: 10.1111/nyas.14419] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2020] [Revised: 05/01/2020] [Accepted: 06/03/2020] [Indexed: 11/26/2022]
Affiliation(s)
- Albert Ziegler
- Department of Educational Psychology University of Erlangen‐Nuremberg Nuremberg Germany
| | - Katharina L. Gryc
- Department of Educational Psychology University of Erlangen‐Nuremberg Nuremberg Germany
| | - Manuel D. S. Hopp
- Department of Educational Psychology University of Erlangen‐Nuremberg Nuremberg Germany
| | - Heidrun Stoeger
- Department of Educational Sciences University of Regensburg Regensburg Germany
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Bernacki ML, Crompton H, Greene JA. Towards convergence of mobile and psychological theories of learning. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2020. [DOI: 10.1016/j.cedpsych.2019.101828] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
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Engaging Black and Latinx students through communal learning opportunities: A relevance intervention for middle schoolers in STEM elective classrooms. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2020. [DOI: 10.1016/j.cedpsych.2019.101833] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Dai DY. New Directions in Talent Development Research: A Developmental Systems Perspective. New Dir Child Adolesc Dev 2019; 2019:177-197. [PMID: 31674728 DOI: 10.1002/cad.20322] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/24/2023]
Abstract
Talent development constitutes an important phenomenon of human development; yet it is rarely considered a mainstream topic in the field of child and adolescent development. Conversely, in the field of gifted and talented studies, various talent development (TD) models developed in the past have had minimal interaction with the literature on child and adolescent development, despite the urgent need for TD models and theories that focus on developmental processes rather than individual traits. In this article, I first identify reasons why talent development has been overlooked, and why existing TD models were not able to pick up the slack. I then introduce developmental systems approaches as a new trend in research, and explain how it reinstates the topic of talent development in developmental research, and by so doing enriches our understanding of human development. I then explore the viability of talent development research and theoretical development being guided by the developmental systems framework. Finally, I identify potential contributions of talent development research to the field of child and adolescent development. My overarching argument is that a relational developmental systems approach to talent development provides a new window for the field to explore the nature and development of human potential.
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Reed SK, Vallacher RR. A comparison of information processing and dynamical systems perspectives on problem solving. THINKING & REASONING 2019. [DOI: 10.1080/13546783.2019.1605930] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/31/2023]
Affiliation(s)
- Stephen K. Reed
- Psychology and CRMSE, San Diego State University, San Diego, CA, USA
- Department of Psychology, University of California, San Diego, La Jolla, CA, USA
| | - Robin R. Vallacher
- Department of Psychology, Florida Atlantic University, Boca Raton, FL, USA
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Kloos H, Baker H, Waltzer T. A Mind with a Mind of Its Own: How Complexity Theory Can Inform Early Science Pedagogy. EDUCATIONAL PSYCHOLOGY REVIEW 2019. [DOI: 10.1007/s10648-019-09472-6] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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