University of Memphis

About: University of Memphis is a education organization based out in Memphis, Tennessee, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 7710 authors who have published 20082 publications receiving 611618 citations. The organization is also known as: U of M.

Development of the Connected Speech Test (CST).

Abstract: This paper describes the first phase in the development of the Connected Speech Test (CST). This test of intelligibility of everyday speech has been developed primarily for use as a criterion measure in investigations of hearing aid benefit. The test consists of 48 passages of conversationally produ

Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion

Abstract: Learning typically involves the use of numerous self-regulatory processes such as planning, knowledge activation, metacognitive monitoring and regulation, and reflection (Azevedo 2009; Azevedo and Hadwin 2005; Graesser et al. 2005; Schraw 2006; Veenman et al. 2006; Zimmerman 2008). According to Pintrich (2000), self-regulated learning (SRL) is an active, constructive process whereby students set goals for their learning and then attempt to monitor, regulate, and control their cognition, motivation, and behavior guided and constrained by their goals and the contextual features in the environment. Most models of SRL propose a general time-ordered sequence that students follow as they perform a task, but there is no strong assumption that the various phases (such as planning, monitoring, control) are hierarchically or linearly structured such that earlier phases must occur before later phases (see Ainley and Patrick 2006; Azevedo and Witherspoon 2009; Boekaerts et al. 2000; Butler and Winne 1995; Efklides 2008; Flavell 1979; Greene and Azevedo 2007; Hacker et al. 1998, 2007; Pintrich 2000; Schraw 2006; Schraw and Moshman 1995; Schunk 2001, 2005; Winne 2001; Winne and Hadwin 1998, 2008; Zimmerman 1989, 2001, 2006, 2008; Zimmerman and Schunk 2001). As an example, imagine a student using a computer simulation to learn about the cardiovascular system. One could imagine this self-regulated learner would analyze the learning situation, set meaningful goals, and determine which strategies to use given the task conditions. In addition, the student may generate motivational beliefs based on prior experience with the topic, ability to use a non-traditional computerized environment, Metacognition Learning (2009) 4:87–95 DOI 10.1007/s11409-009-9035-7

Consumer acceptance of virtual stores: a theoretical model and critical success factors for virtual stores

Abstract: Virtual stores provide great efficiency in the retail value chain, and their existence has tremendously paved the way for the diffusion of electronic commerce. Understanding the determinants of consumer acceptance of virtual stores will provide important theoretical contributions to the area of business-to-consumer (B-to-C) electronic commerce and lead to the development of more effective and meaningful strategies for virtual stores. By expanding the Technology Acceptance Model and the Innovation Diffusion Theory, this study aims to provide an integral theoretical paradigm that can successfully support a wide array of technical, business, and consumer issues involved in online retailing. The results from a Web-based survey of 253 online consumers indicate that the proposed theoretical model is able to explain and predict consumer acceptance of virtual stores substantially well. The resulting theoretical model explains a large portion of the factors that lead to a user's behavioral intention to use and actual use of a virtual store. In addition to providing new theoretical grounds for studying the virtual store phenomenon, this article also supplies virtual stores with a number of operative critical success factors to remain competitive in the volatile electronic marketplace.

Scaffolding Deep Comprehension Strategies Through Point&Query, AutoTutor, and iSTART

Abstract: It is well-documented that most students do not have adequate proficiencies in inquiry and metacognition, particularly at deeper levels of comprehension that require explanatory reasoning. The proficiencies are not routinely provided by teachers and normal tutors so it is worthwhile to turn to computer-based learning environments. This article describes some of our recent computer systems that were designed to facilitate explanation-centered learning through strategies of inquiry and metacognition while students learn science and technology content. Point&Query augments hypertext, hypermedia, and other learning environments with question-answer facilities that are under the learner control. AutoTutor and iSTART use animated conversational agents to scaffold strategies of inquiry, metacognition, and explanation construction. AutoTutor coaches students in generating answers to questions that require explanations (e.g., why, what-if, how) by holding a mixed-initiative dialogue in natural language. iSTART mod...