Kent State University

About: Kent State University is a education organization based out in Kent, Ohio, United States. It is known for research contribution in the topics: Liquid crystal & Population. The organization has 10897 authors who have published 24607 publications receiving 720309 citations. The organization is also known as: Kent State & KSU.

Assessing the Comprehension of UML Class Diagrams via Eye Tracking

Abstract: Eye-tracking equipment is used to assess how well a subject comprehends UML class diagrams. The results of a study are presented in which eye movements are captured in a non-obtrusive manner as users performed various comprehension tasks on UML class diagrams. The goal of the study is to identify specific characteristics of UML class diagrams, such as layout, color, and stereotype usage that are most effective for supporting a given task. Results indicate subjects have a variation in the eye movements (i.e., how the subjects navigate the diagram) depending on their UML expertise and software-design ability to solve the given task. Layouts with additional semantic information about the design were found to be most effective and the use of class stereotypes seems to play a substantial role in comprehension of these diagrams.

Normative Trends in Children's Perceptions of Availability and Utilization of Attachment Figures in Middle Childhood.

Abstract: Two studies addressed the normative aspects of attachments to mothers and fathers in middle childhood. Using both cross-sectional and longitudinal comparisons, we tested the hypothesis that children show no changes in perceptions of availability of attachment figures across the later middle childhood years, but do utilize attachment figures less at older ages. The first study included a cross-sectional comparison of third and sixth graders, and the second study was a follow-up on the third graders when they were in fifth grade. Both studies suggested a decline in utilization, but not in perceptions of availability of attachment figures within the later middle childhood years. Study 1 also demonstrated that children turn to parents to meet attachment needs, and peers to meet companionship needs. Study 2 examined individual differences in attachment by exploring how changes in attachment to mothers from third to fifth grade were related to children's social adjustment at fifth grade. Increases in perceptions of availability forecast better emotional and behavioral regulation at fifth grade. Changes in utilization of attachment figures showed both linear and nonlinear relations to regulation.

The Ardipithecus ramidus Skull and Its Implications for Hominid Origins

Abstract: The highly fragmented and distorted skull of the adult skeleton ARA-VP-6/500 includes most of the dentition and preserves substantial parts of the face, vault, and base. Anatomical comparisons and micro-computed tomography-based analysis of this and other remains reveal pre-Australopithecus hominid craniofacial morphology and structure. The Ardipithecus ramidus skull exhibits a small endocranial capacity (300 to 350 cubic centimeters), small cranial size relative to body size, considerable midfacial projection, and a lack of modern African ape-like extreme lower facial prognathism. Its short posterior cranial base differs from that of both Pan troglodytes and P. paniscus. Ar. ramidus lacks the broad, anteriorly situated zygomaxillary facial skeleton developed in later Australopithecus. This combination of features is apparently shared by Sahelanthropus, showing that the Mio-Pliocene hominid cranium differed substantially from those of both extant apes and Australopithecus.

Spacing enhances the learning of natural concepts: an investigation of mechanisms, metacognition, and aging

Abstract: In two experiments, we examined spacing effects on the learning of bird families and metacognitive assessments of such learning. Results revealed that spacing enhanced learning beyond massed study. These effects were increased by presenting birds in pairs so as to highlight differences among families during study (Experiment 1). Self-allocated study time provided evidence that more attention was paid during spaced than during massed study and resulted in no age differences in learning (Experiment 2). Metacognitive measures revealed sensitivity to the processing advantage of spaced study and to differences in classification difficulty across categories. No difference occurred in monitoring accuracy for young versus older adults. These findings provide evidence for discrimination- and attention-based accounts of the spacing effect in natural concept learning.