The performance and flexibility of robot technologies make it possible to bring robots to everyday life. This creates many challenges: safety, legal regulations, reliability, reusability, and ...business models must be considered under special conditions. The acceptance and interaction of humans and robots are of central importance for the success of the applications. This collection summarises 15 studies from the BMBF-funded program "Robots for Assistance: Interaction in the Field.
Maths anxiety is common and refers to feelings of anxiety, fear and other negative emotions and thoughts in individuals when confronted with mathematical tasks or numerical information. Self-report ...measures of maths anxiety have been created, but the majority are in English and are not culturally relevant to all countries. This study aimed to translate and validate existing measures for future use in Hebrew-speaking adult populations. The Mathematics Anxiety Scale – UK (MAS-UK) was translated to Hebrew and adult participants completed it alongside the Mathematics Anxiety Rating Scale – Revised (MARS-R) and a general anxiety measure. Factor structures were explored for both the translated MAS-UK and a Hebrew version of the MARS-R, as well as being checked for reliability and convergent and discriminant validity. Results from a final sample of 213 participants, indicated the shortened, Hebrew version of the MAS-UK and the MARS-R are internally consistent and suitable for use in future maths anxiety research in adult Israeli populations. Findings regarding sex differences in maths anxiety are also discussed.
Diese Open-Access-Publikation bietet zu Beginn einen Einblick in die Grundlagen der modellbasierten Systementwicklung. Dabei analysiert die Publikation aktuell bestehende methodische Defizite in der ...Automotive System-on-Chip (SoC) Entwicklung. Anschließend beschreibt die Publikation, eine neue modellbasierte Entwicklungsmethode, mit deren Hilfe es ermöglicht wird die wachsenden Herausforderungen der Automotive System-on-Chip Entwicklung zu meistern. Um das übergeordnete Ziel der Effizienzsteigerung zu erfüllen, vereint die modellbasierte Entwicklungsmethode fünf etablierte Werkzeuge und passt dabei die Gesamtmethode auf die Anforderungen der Automotive SoC Entwicklung an. Darüber hinaus behandelt die Publikation die Möglichkeiten zur modellgetriebenen Automatisierung in Hardware- wie auch in der Softwareentwicklung. Den Nachweis über den positiven Einfluss der modellbasierten Entwicklungsmethode auf die Effizienz der Automotive SoC Entwicklung erbringt die Publikation anhand einer Interview-Evaluierung in Form einer leitfaden-basierten Befragung von Anwendern aus der Industrie.
The main goal of the present research is to gain a better understanding of the consequences of background noise on learning, with a specific focus on how noise may impair maths achievement. A mental ...calculation task was administered in the classroom to 162 middle-school students (11–13 years old). The listening conditions were manipulated, choosing three different conditions - quiet, traffic and classroom noise - to reflect realistic noise exposure experienced in urban classrooms. A differential negative effect of listening condition on maths performance emerged in relation to task difficulty and children's age. The youngest children performed better in the quiet and traffic noise conditions than in the classroom noise condition, while in the older children these differences gradually disappeared. The detrimental effect of classroom noise was most evident when the maths task was moderately difficult. With increasing task complexity, the difference between listening conditions faded.
These data support the idea that younger children are more susceptible to the detrimental effects of noise in school classrooms than older children, and that their academic attainments are affected. Our findings have implications for classroom learning because different types of environmental noise affected children's performance differently, depending on the complexity of the task in hand.
•A maths task was administered in the classroom to 162 middle-school students.•Three listening conditions were manipulated: quiet, traffic and classroom noise.•Listening conditions affect maths depending on task difficulty and children's age.•A detrimental effect of classroom noise gradually disappeared with age increasing.•Maths performance was negatively affected by classroom noise for easier problems.
The tools and technique used in the Design of Experiments (DOE) have been proved successful in meeting the challenge of continuous improvement over the last 15 years. However, research has shown that ...applications of these techniques in small and medium-sized manufacturing companies are limited due to a lack of statistical knowledge required for their effective implementation. Although many books have been written in this subject, they are mainly by statisticians, for statisticians and not appropriate for engineers.Design of Experiments for Engineers and Scientists overcomes the problem of statistics by taking a unique approach using graphical tools. The same outcomes and conclusions are reached as by those using statistical methods and readers will find the concepts in this book both familiar and easy to understand. The book treats Planning, Communication, Engineering, Teamwork and Statistical Skills in separate chapters and then combines these skills through the use of many industrial case studies. Design of Experiments forms part of the suite of tools used in Six Sigma.Key features:* Provides essential DOE techniques for process improvement initiatives* Introduces simple graphical techniques as an alternative to advanced statistical methods - reducing time taken to design and develop prototypes, reducing time to reach the market* Case studies place DOE techniques in the context of different industry sectors* An excellent resource for the Six Sigma training programThis book will be useful to engineers and scientists from all disciplines tackling all kinds of manufacturing, product and process quality problems and will be an ideal resource for students of this topic.Dr Jiju Anthony is Senior Teaching Fellow at the International Manufacturing Unit at Warwick University. He is also a trainer and consultant in DOE and has worked as such for a number of companies including Motorola, Vickers, Procter and Gamble, Nokia, Bosch and a large number of SMEs.
La asignatura de matemáticas en la etapa de Educación Secundaria Obligatoria (ESO), se encuentra unida a distintos estados emocionales. Es por ello, que el presente trabajo tiene como objetivo ...comprobar la influencia del Sentido Socioafectivo en el Aprendizaje de las Matemáticas a través de un programa de intervención titulado “Taller Emocional” mediante un diseño cuasi-experimental. Para ello se ha contado con un total de 52 estudiantes de 1º de ESO de un centro concertado de la ciudad de León. Como instrumentos de evaluación para medir el Sentido Socioafectivo (Variable Independiente), se ha empleado el cuestionario TMSS-24 adaptado, y para medir el Aprendizaje en Matemáticas (Variable Dependiente), se han empleado dos pruebas de matemáticas sencillas. Los resultados obtenidos indican diferencias significativas a favor del grupo control en atención, claridad y reparación, sin embargo, el grupo de intervención, tras el taller emocional presenta mejoras en atención.
This study investigated the effect of teacher academic support, teacher-student relationship, and teacher achievement pressure on maths class engagement via maths self-efficacy. This study examined ...the relationships among these variables through four structural equation models and identified the model with the best fit. Data of 6,927 students from three waves (longitudinal data from fifth- to seventh-graders) of the Korea Education Longitudinal Survey were analysed. Model comparisons indicated that the model with maths self-efficacy partially mediating the relationship between teacher academic support and class engagement, and fully mediating the relationship of class engagement with teacher-student relationship and teacher achievement pressure, had the best fit. Teacher academic support directly and indirectly (maths self-efficacy mediation) influenced student maths class engagement. Teacher-student relationship and teacher achievement pressure indirectly influenced student maths engagement through maths self-efficacy. Based on these results, this study has several implications for promoting mathematics education.
This study explored whether executive functioning skills and maths test anxiety were associated with children's untimed and timed algorithmic computational performance and their discrepancy. It also ...investigated whether such relations were moderated by children's basic maths fact fluency. One hundred and thirty third-graders were rated by teachers regarding their executive functioning skills. Moreover, they self-reported their maths test anxiety level and were tested on various maths skills. Results showed that for untimed computational performance, working memory was a correlate among children low in basic maths fact fluency, whereas maths test anxiety was a correlate among all children. Planning/organization and maths test anxiety were correlates of timed computational performance, regardless of the basic maths fact fluency level. As for discrepancy in computational performance across the two conditions, maths test anxiety was a correlate among children low in basic maths fact fluency. Implications on how to promote children's algorithmic computation were discussed.
Fine motor skills have long been recognized as an important foundation for development in other domains. However, more precise insights into the role of fine motor skills, and their relationships to ...other skills in mediating early educational achievements, are needed to support the development of optimal educational interventions. We explored concurrent relationships between two components of fine motor skills, Fine Motor Precision and Fine Motor Integration, and early reading and maths development in two studies with primary school children of low-to-mid socio-economic status in the UK. Two key findings were revealed. First, despite being in the first 2 years of primary school education, significantly better performance was found in reading compared to maths across both studies. This may reflect the protective effects of recent national-level interventions to promote early literacy skills in young children in the UK that have not been similarly promoted for maths. Second, fine motor skills were a better predictor of early maths ability than they were of early reading ability. Hierarchical multiple regression revealed that fine motor skills did not significantly predict reading ability when verbal short-term memory was taken into account. In contrast, Fine Motor Integration remained a significant predictor of maths ability, even after the influence of non-verbal IQ had been accounted for. These results suggest that fine motor skills should have a pivotal role in educational interventions designed to support the development of early mathematical skills.
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