Eliciting children’s recall of events: how do computers compare with humans?

This study investigated the usefulness of an interactive computer program in eliciting children's reports about an event. Fifty-four 5–6- and fifty-nine 7–8-year old children participated in an event with their regular class teacher which involved several activities and a mildly negative secret. Four days and again 14 days later, the children were interviewed individually by computer (alone) or by a human interviewer. The computer program incorporated animation and audio whereby an animated figure asked the questions and the children were required to provide a verbal response. The accuracy and detail of the children’s reports was similar across the interview conditions. The children were more willing to review their answers with the computer than the adult interviewer. However, responses to the computer were less consistent across the interviews, and the children were less willing to disclose the secret in the second interview to the computer compared with the human interviewer. Overall, the computer revealed little benefit in eliciting children’s recall of the event over the standard face-to-face interview.     

Evaluation of the usefulness of ‘Marvin’; a computerized assessment tool for investigative interviewers of children

This study examined the usefulness of a computerized developmental assessment tool, designed to provide investigative interviewers with knowledge about children's understanding of spatial, temporal, numerical, and color terms that may be relevant to the forensic setting. Specifically, the effect of the computer program (compared to a standard verbal and no assessment) was examined on 4- to 5-year-old children's recall of an independent event and their enjoyment of the interview process. In addition, children's performance on the computerized and verbal developmental assessment was compared with their performance when recalling the independent event. Overall, the children rated the assessment conducted on computer more favorably than the verbal assessment. Further, the verbal assessment elicited responses that were more consistent with their responses about the event than the computerized assessment. However, there was no difference in the accuracy and detail of children's responses about the independent event, irrespective of whether the children received the computerized or verbal assessment, or no assessment. Directions for future research are discussed.     

Effects of computerized mediation of analogical thinking in kindergartens

Abstract  The current study describes an attempt to improve children's analogical thinking through the use of a 'humanized' computer program. This program was experimentally designed to incorporate several basic features of what has been defined theoretically and empirically as basic criteria of human mediation to children. The objective of the study was to examine the possibility of improving the educational benefits of using computers in early childhood education. More specifically, it was hypothesized that by introducing into a computer program basic features of human mediation, it would be possible to raise children's educational gains to the level of the gain achieved when they work with an adult mediator. Subjects were 120 Israeli-born kindergarten children between 4.5 and 6 years old. Despite no differences in test scores between the two experimental groups a higher frequency of 'stopping to think' (in contrast to trial and error responses) was found in the experimental group working with an adult as compared to the experimental group working independently.     

Social reactions toward people vs. computers: How mere lables shape interactions

What criteria afford a machine the status of a social agent? In this investigation, the mere label identifying an oral interviewer as human or computer was sufficient to affect participants’ responses toward the interviewer during an online interview for a competitive mock job. Participants’ impressions of the interviewer and self-reported emotional reactions to the interview were unaffected by the interviewer’s identity. Despite this invariance, however, participants exhibited more interpersonal displays when the interviewer was identified as human. Overall, these results show that participants engaged in heightened impression management strategies (deferral to, or attempts to engage or appease) with the “human” interviewer. The computer interviewer did not merit equivalent social status.     

Can private reports enhance children’s event recall,lower their suggestibility and foster their metacognitive monitoring compared to face-to-face interviews?

In this paper, two studies are presented in which the social demands of an event recall interview situation were manipulated using two different methodologies and by using different dependent measures as indices for children’s event memory, suggestibility and metacognitive monitoring processes. Participants aged 6–10 years were shown a brief video and then questioned about it 2–3 weeks later. Answers to the recall questions were either given privately by whispering into a teddy bear’s ear or publicly in a normal face-to-face interview. Confidence judgments as indicators for metacognitive monitoring were entered into a computer, either with the interviewer having direct knowledge about them, or with the children entering the confidence judgments in privacy. In line with previous research on this topic, although private reports did not produce poorer performance, neither did they improve performance. In both studies there were no effects of the social manipulations on either recall or metacognitive monitoring and also no age-dependent benefits. The results are discussed in terms of the chosen methodologies and in the light of previous studies.     

The use of computers in kindergarten, with or without adult mediation; effects on children's cognitive performance and behavior

This study was designed to examine the differential effects of three types of adult interaction with kindergarten children using computers on children's cognitive performance and style of response. The types of adult interaction considered were: (1) mediation: provision of mediation, including behaviors such as focusing, affecting, expanding, encouraging, and regulation of behavior; (2) accompaniment: responding to children's questions; and (3) no assistance: provision of minimal technical assistance. The study sample included 150 kindergarten children, age 5–6 years. Children who engaged in adult-mediated computer activity showed higher levels of performance on a series of cognitive measures and more reflective response styles as compared to the other children. Adults' mediating behaviors found most predictive of children's cognitive performance were expanding, encouraging and regulation of behavior. Findings led to the conclusion that integrating adult mediation in pre-school computer learning environments facilitates informed use of computer technologies and has positive effects on children's performance.     

Virtual research assistants: Replacing human interviewers by automated avatars in virtual worlds

We conducted an experiment to evaluate the use of embodied survey bots (i.e., software-controlled avatars) as a novel method for automated data collection in 3D virtual worlds. A bot and a human-controlled avatar carried out a survey interview within the virtual world, Second Life, asking participants about their religion. In addition to interviewer agency (bot vs. human), we tested participants’ virtual age, that is, the time passed since the person behind the avatar joined Second Life, as a predictor for response rate and quality. The human interviewer achieved a higher response rate than the bot. Participants with younger avatars were more willing to disclose information about their real life than those with older avatars. Surprisingly, the human interviewer received more negative responses than the bot. Affective reactions of older avatars were also more negative than those of younger avatars. The findings provide support for the utility of bots as virtual research assistants but raise ethical questions that need to be considered carefully.     

Investigating verbal interactions when primary chidren use computers

Abstract This paper is based upon some early results of a research project currently underway at Edith Cowan University to investigate the nature of young children's interactions centred on and around the use of new technologies for learning. The research focused on children working in dyads on a single computer-based language task; the software used was chosen to facilitate children's talk. This paper reports a number of findings, including the difficulties of predicting the quality of children's interactions at the computer; the likely significance of a wide range of factors that influence children's interactions; and, the lack of patterns in children's interactions over time. From the analysis of the data, two categorisations are given which might be useful to guide further research into the nature of children's interactions using the computer. The first categorisation is a checklist of verbal interaction types, and the second, a checklist for metacognitive components in children's interactions.     

The effects of simulating human conversational style in a computer-based interview

A computer interview involves a program asking questions of the user, who responds by providing answers directly to the computer. Using a computer interview has been shown to be an effective method of eliciting information, and particularly personal information which many people find difficult to discuss face to face. While the simulation of some of the characteristics of human–human communication seems to enhance the dialogue, it appears to be the absence of others, such as being non-judgmental, unshockable, completely consistent, and unendingly patient, that gives computer interviewing its particular effectiveness.

The work reported in this paper investigated the effect of simulating in a computer interview two techniques which good human interviewers use: empathy and grouping questions. Thirty nine interviewees answered 40 questions on a computer, in combinations of human-like or computer-like question styles, and presented in either a logical or a random order.

They found the use of the human interviewer technique in the wording of questions made the computer interviews more interesting and enjoyable, than when blunt, direct questioning was used, and they answered honestly more often to the human-like style.

This investigation has shown that a computer interview can be made more effective by simulating the human interviewer technique of empathising with interviewees and softening those questions which are of a sensitive nature. It seems therefore that it is the combination of the right non-human characteristics with the right human characteristics that can produce a successful computer interview. The question for further research is which are the right characteristics in each case, given the purpose of the interview.     

School children's use of computers and teachers' education in computer ergonomics

A national survey to investigate the education of teachers in computer-related ergonomics was carried out by postal questionnaire. The use of computers by primary school children (age 4-12 years) was also investigated. Data were collected from a random sample of 25% (n = 830) of primary schools in the Republic of Ireland. Questionnaires (n = 1863) were returned from 416 schools giving a response rate of 50.1%. Almost all schools (99.7%) had computers for children's use. The computers were most often (69.8%) used in the classroom. The majority (56.3%) of children worked in pairs. Most teachers (89.6%) had received computer training, but few (17.6%) had received ergonomics information during the training. Respondents were not satisfied with their current knowledge of ergonomics. Over 90% stated that they would like to receive further information by printed format or during a training course, rather than by computer (web or CD-ROM).     

Debugging strategies and tactics in a multi-representation software environment

This paper investigates the interplay between high level debugging strategies and low level tactics in the context of a multi-representation software development environment (SDE). It investigates three questions. 1. How do programmers integrate debugging strategies and tactics when working with SDEs? 2. What is the relationship between verbal ability, level of graphical literacy and debugging (task) performance. 3. How do modality and perspective influence debugging strategy and deployment of tactics? The paper extends the work of Katz and Anderson [1988. Debugging: an analysis of bug location strategies. Human-Computer Interaction 3, 359–399] and others in terms of identifying high level debugging strategies, in this case when working with SDEs. It also describes how programmers of different backgrounds and degrees of experience make differential use of the multiple sources of information typically available in a software debugging environment. Individual difference measures considered among the participants were their programming experience and their knowledge of external representation formalisms. The debugging environment enabled the participants, computer science students, to view the execution of a program in steps and provided them with concurrently displayed, adjacent, multiple and linked programming representations. These representations comprised the program code, two visualisations of the program and its output. The two visualisations of the program were available, in either a largely textual format or a largely graphical format so as to track interactions between experience and low level mode-specific tactics, for example.The results suggest that (i) additionally to deploying debugging strategies similar to those reported in the literature, participants also employed a strategy specific to SDEs, following execution, (ii) verbal ability was not correlated with debugging performance, (iii) knowledge of external representation formalisms was as important as programming experience to succeed in the debugging task, and (iv) participants with greater experience of both programming and external representation formalisms, unlike the less experienced, were able to modify their debugging strategies and tactics effectively when working under different format conditions (i.e. when working with either largely graphical or largely textual visualisations) in order to maintain their high debugging accuracy level.     

Electronic books versus adult readers: effects on children's emergent literacy as a function of social class

Abstract  We compared the effects of children's reading of an educational electronic storybook on their emergent literacy with those of being read the same story in its printed version by an adult. We investigated 128 5- to 6-year-old kindergarteners; 64 children from each of two socio-economic status (SES) groups: low (LSES) and middle (MSES). In each group, children were randomly assigned to one of three subgroups. The two intervention groups included three book reading sessions each; children in one group individually read the electronic book; in the second group, the children were read the same printed book by an adult; children in the third group, which served as a control, received the regular kindergarten programme. Pre- and post-intervention emergent literacy measures included vocabulary, word recognition and phonological awareness. Compared with the control group, the children's vocabulary scores in both intervention groups improved following reading activity. Children from both interventions groups and both SES groups showed a similarly good level of story comprehension. In both SES groups, compared with the control group, children's phonological awareness and word recognition did not improve following both reading interventions. Implications for future research and for education are discussed.     

网站设计中的安全性研究与实现

在计算机系统中,信息是指存储于计算机及其外部设备上的程序和数据,由于计算机系统中的信息涉及机密问题,因此极易受到敌对势力以及一些非法用户、别有用心者的威胁和攻击。加之几乎所有的计算机系统都存在着不同程度的安全隐患,延伸到个人信息的安全,保密问题越来越受到人们的重视。从系统与应用程序设计两个层面探讨网站设计中的安全问题。一方面,在系统层上通过下载最新补丁程序和采用NTFS格式等措施来提高网站安全性;另一方面,在应用程序设计中通过身份认证与加密来解决网站安全问题。本文阐述了在网站开发过程中如何提高安全性,以及如何进行数据库加密和解密,并举了相应的实例。     

The learning value of computer-based instruction of early reading skills

Abstract This study examined the unique contribution of computer-based instruction when compared with more conventional modes of instruction (i.e. teacher instruction with textbooks) to early reading skills acquisition, as well as the effects of specific features of computer technology on early reading skills performance. Forty-six pre-school children (aged 5–6), at high risk for learning disabilities, participated in the study. They were assigned to one of three study groups that received different treatments. Three dependent variables were defined, i.e. children's phonological awareness, word recognition and letter recognition skills measured prior and after the treatment. Results clearly indicated that children at high risk who received the reading intervention program with computer materials significantly improved their phonological awareness, word recognition, and letter naming skills relative to their peers who received a reading intervention program with only printed materials and those who received no formal reading intervention program. The results are discussed in detail, with reference to the features of the computer-based materials that contributed to the acquisition of critical early reading skills.     

Physical exposure differences between children and adults when using standard and small computer input devices

By the age of five years, 75% of the children in the USA are using computers and at this age they are only one-half to two-thirds the size of and about one-fifth as strong as their adult counterparts. Fourteen children between five and eight years of age and their same-gender biological parents (giving a total of 28 subjects) were evaluated using both a standard and a smaller, child-proportional input device during standardised mouse and keyboard tasks. Typing and computer mouse performance were measured with tracking software, wrist posture was measured with an electrogoniometer and electromyography was used to measure finger flexor and extensor muscle activity in the right arm. With the small mouse, both children and adults performed the mouse task significantly faster and made significantly fewer errors. When using the standard-sized mouse and keyboard, children worked with significantly greater ulnar deviation and significantly less extension than their adult counterparts. When children used the smaller mouse, finger flexor muscle activity, finger extensor muscle activity and ulnar deviation significantly decreased, with little change in wrist extension compared to the standard mouse. No significant differences were observed between the standard and small keyboards for children or their parents. Compared to their adult counterparts, children had to apply twice the relative force, as a percentage of their maximum capacity, to activate the buttons and keys on the input devices. These measured differences may have application in the design of computer input devices for children.     

Physical exposure differences between children and adults when using standard and small computer input devices

By the age of five years, 75% of the children in the USA are using computers and at this age they are only one-half to two-thirds the size of and about one-fifth as strong as their adult counterparts. Fourteen children between five and eight years of age and their same-gender biological parents (giving a total of 28 subjects) were evaluated using both a standard and a smaller, child-proportional input device during standardised mouse and keyboard tasks. Typing and computer mouse performance were measured with tracking software, wrist posture was measured with an electrogoniometer and electromyography was used to measure finger flexor and extensor muscle activity in the right arm. With the small mouse, both children and adults performed the mouse task significantly faster and made significantly fewer errors. When using the standard-sized mouse and keyboard, children worked with significantly greater ulnar deviation and significantly less extension than their adult counterparts. When children used the smaller mouse, finger flexor muscle activity, finger extensor muscle activity and ulnar deviation significantly decreased, with little change in wrist extension compared to the standard mouse. No significant differences were observed between the standard and small keyboards for children or their parents. Compared to their adult counterparts, children had to apply twice the relative force, as a percentage of their maximum capacity, to activate the buttons and keys on the input devices. These measured differences may have application in the design of computer input devices for children.     

THE CONSTRUCTION OF A PUN GENERATOR FOR LANGUAGE SKILLS DEVELOPMENT

Since the early 1990s, there have been a number of small-scale computer programs that automatically constructed simple verbal jokes (puns), but none of these were fully developed systems that could be used for a practical application. We describe the building and testing of the STANDUP program – a large-scale, robust, interactive, user-friendly pun-generator (inspired by Binsted's JAPE program), which is aimed at allowing children, particularly those with communication disabilities, to develop their linguistic skills. The STANDUP system was designed in consultation with potential users and suitable experts, was rigorously engineered using public-domain linguistic data, and has a special purpose, child-friendly, graphical user interface. The software was tested successfully with real users (children with complex communication needs).     

The impact of LOGO on gifted children's achievement and creativity

It was hypothesised that problem solving via the Arabic logo programming environment would enhance gifted children's mathematics achievement and their creativity as measured by their performance on Torrance Tests of Creative Thinking (TTCT) and Mathematical Skills Assessment (MSA). The study findings extend previous research by indicating that problem solving via the LOGO programming environment can enhance mathematics achievement and creativity in figural, as well as verbal, domains. The evaluation of a large number of previous studies on the enhancement of creativity concluded that many of these studies have a positive effect. An implication is that computer environments may offer appropriate special provisions to meet the special needs of gifted children. In addition, this experiment provided some evidence that if gifted children work in pairs the need for teacher intervention to motivate the children is decreased. Also, if gifted children choose their own goals this increases their motivation and task commitment but might also restrict the range of mathematical ideas used.     

Designing handheld technologies for kids

Computers are becoming an important tool in learning environments; however, children's access to computer technology is often limited. Computers are commonly placed at the back of the classroom or in a separate computer room. At home, if computers are available, they are often found in a home-office or another communal area. In both cases, the physical location of the computers is separate from many places where children's activities and learning occur. Flexible access to technology will provide tools to help children construct knowledge throughout their daily activities. The growth of handheld computers provides the potential to integrate computer technology into the many facers of children's lives. This paper investigates issues surrounding the design of handheld computers for children's use in learning environments. It focuses on child-centred design, engaging children as active participants in the design of handheld technologies. Two central issues are addressed: mobility and sharability.