Media Research Center

About: Media Research Center is a based out in . It is known for research contribution in the topics: Collaborative learning & Educational technology. The organization has 491 authors who have published 950 publications receiving 28581 citations. The organization is also known as: MRC.

Effects of search interface and Internet-specific epistemic beliefs on source evaluations during Web search for medical information: an eye-tracking study

Abstract: The present study examined how both the interface of search engines and Internet-specific epistemic beliefs influence novices' source evaluations during Web search on a medical topic. A standard Go...

Directed Self-Assembly and Pattern Transfer of Five Nanometer Block Copolymer Lamellae

Abstract: The directed self-assembly (DSA) and pattern transfer of poly(5-vinyl-1,3-benzodioxole-block-pentamethyldisilylstyrene) (PVBD-b-PDSS) is reported. Lamellae-forming PVBD-b-PDSS can form well resolved 5 nm (half-pitch) features in thin films with high etch selectivity. Reactive ion etching was used to selectively remove the PVBD block, and fingerprint patterns were subsequently transferred into an underlying chromium hard mask and carbon layer. DSA of the block copolymer (BCP) features resulted from orienting PVBD-b-PDSS on guidelines patterned by nanoimprint lithography. A density multiplication factor of 4× was achieved through a hybrid chemo-/grapho-epitaxy process. Cross-sectional scanning tunneling electron microscopy/electron energy loss spectroscopy (STEM/EELS) was used to analyze the BCP profile in the DSA samples. Wetting layers of parallel orientation were observed to form unless the bottom and top surface were neutralized with a surface treatment and top coat, respectively.

Learning and development of embodied numerosity.

Abstract: Recent empirical evidence indicates that seemingly abstract numerical cognitions are rooted in sensory and bodily experiences. In particular in finger counting finger-based representations reflect a specific case of embodied cognition, we termed embodied numerosity. Furthermore, we suggest that finger-based representations should be considered a distinct representation of number (magnitude) and argue that this representation is activated automatically whenever we encounter a number. We discuss in what way such a theoretical framework can account for the associations of fingers and numbers observed so far. In the final part, we evaluate whether the concept of embodied numerosity should be generalized beyond finger-based representations with particular focus on whether bodily-sensory experiences (such as moving the whole body along the mental number line) may corroborate numerical capabilities. In a series of intervention studies, we consistently observed more pronounced training effects for our embodied numerosity trainings for different age groups, different digital media, different number ranges, and different control conditions. Taken together, we conclude that embodied representations of number (magnitude) exist, are not limited to finger-based representations, and influence number processing in a systematic and functional way that can be used to foster the efficiency of numerical trainings.

On the relation between the mental number line and arithmetic competencies

Abstract: In this study, we aimed at investigating whether it is indeed the spatial magnitude representation that links number line estimation performance to other basic numerical and arithmetic competencies. Therefore, estimations of 45 fourth-graders in both a bounded and a new unbounded number line estimation task (with only a start-point and a unit given) were correlated with their performance in a variety of tasks including addition, subtraction, and number magnitude comparison. Assuming that both number line tasks assess the same underlying mental number line representation, unbounded number line estimation should also be associated with other basic numerical and arithmetic competencies. However, results indicated that children's estimation performance in the bounded but not the unbounded number line estimation task was correlated significantly with numerical and arithmetic competencies. We conclude that unbounded and bounded number line estimation tasks do not assess the same underlying spatial–numerical rep...