Cognitive and Learning Sciences News

Tag: Michigan Tech

ACSHF Forum: Chikondi Sepula & Blessings Hwaca

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The Department of Cognitive and Learning Sciences will host Chikondi Sepula & Blessings Hwaca from Rhodes University at the next Applied Cognitive Science and Human Factors forum.

There will be two presentations from 2:00 to 3:00 p.m. Monday October 16 via Zoom from Grahamstown, South Africa.

Title: Exploring the Development of Computational Thinking Skills among Pre-Service Teachers through Visual Programming: An Interventionist Case Study
Abstract:
Due to its profound cognitive effect on learners, computational thinking (CT) has gained significant attention and has been increasingly integrated into primary and secondary education worldwide. The integration of CT into educational curricula offers several benefits, including improved learning outcomes, enhanced problem-solving abilities, and the development of skills necessary for the digital landscape of the 21st century. Reflecting this global trend, South Africa introduced CT in primary schools through a dedicated subject called “coding and robotics” in 2023. However, as cited in other contexts, teacher upskilling is a primary challenge faced in successfully integrating CT in South Africa. Many teachers lack the necessary skills to effectively teach this new subject. Recognizing this gap, I was motivated to explore the development of CT skills with pre-service teachers using visual programming. This study will be underpinned by the social-cultural theory (SCT) of Lev Vygotsky. Informed by this theory, the intervention will be guided by a professional development (PD) model called “Code, Connect, Create” and a pedagogical model known as “Use, Modify, Create”. The study will be carried out within the Education Department at Rhodes University. All first-year pre-service teachers who are willing to participate from within the department will be included in the intervention. Data will be collected through the CT Reflective tools, semi-structured interviews, focus-group discussions, and reflective journals. The CT framework proposed by Brennan & Resnick (2012) will be used as a lens to facilitate and assess CT development among the pre-service teachers as a result of the intervention. An evaluative interpretivist case study methodology will be employed in this study, as it allows the detailing of contextual effects of the visual programming approach, as well as enabling and constraining factors that should be considered when developing CT with visual programming.

Title: Working with Secondary School Educators’ on the development of Computational Thinking through lesson planning

Abstract:
Computational Thinking (CT) is a cognitive skill that helps learners to think logically and creatively, becoming more popular as well as necessary at all levels of education globally. By introducing CT into curriculum design and lesson activities, educators together with their learners can benefit in many ways such as effective problem-solving, better learning outcomes, and more holistic preparation for the digital challenges of the 21st century. Two of the obstacles cited in South African STEM Education are the lack of skilled teachers and low interest of learners in the former, which warrants the need for more support and focus from different actors. Since CT is not only for STEM subjects but also for any discipline or challenge, thus educators who understand computational thinking can help students use their skills in different situations and contexts and encourage them to think logically and systematically. As a scholar, I am inspired to investigate how we can promote the development of CT during lesson planning by selected secondary school educators. The intervention study will be carried out with ten educators in Makhanda, Eastern Cape province. The Pattern Recognition, Abstraction, Decomposition, and Algorithms (PRADA) and Vygotsky Social Cultural theory will be used as theoretical frameworks. The data will be collected through Workshops, Journal reflection, Interviews, and Focus Group discussions.

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Indigenous Peoples Day Drum Social

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The American Indian Science and Engineering Society at Michigan Tech invites you to the Indigenous Peoples Day Drum Social.

When: October 9th, 2023 at 3:00p.m.
Where: The Center for Diversity and Inclusion, Hamar House.

Indigenous Peoples Day is a federal holiday in the United States that celebrates and honors Indigenous American Peoples and commemorates their histories and cultures. Celebrations will be at the CDI with a local Ojibwe drum group named Four Thunders from Keweenaw Bay Indian Community. Stop by and have a listen!

advertisement featuring indigenous artwork with the same text from blog post
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Researching the Implications of Multitasking

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Women at computer on phone and writing.

Multitasking has become a common practice in many work environments, where individuals are required to perform several tasks simultaneously. However, research suggests that multitasking can lead to interference and a decline in cognitive performance. In a recent journal article published in Applied Ergonomics, a research team including CLS’s Samantha Smith studied the complexity of multitasking and its impact on cognitive performance1. The article titled “Dual-task effects between tone counting and mathematical calculations” sheds light on the factors that contribute to dual-task interference and provides valuable insights for understanding the challenges associated with multitasking.

Understanding Dual-Task Interference

Psychologists have proposed various theories to explain dual-task interference, including unitary cognitive resource theory and multiple cognitive resource theories. Among these, Wickens’ multiple resource theory (MRT) is frequently referenced by human factors and ergonomics professionals. According to MRT, tasks compete for our brain’s attention based on four factors: the processing stage (i.e., are we perceiving information, thinking about it, or responding to it?), whether the task is spatial or verbal, the senses required (i.e., is the task visual, tactile, or audial?), and if it’s a visual task, whether it requires our focal or ambient vision. 

Research Findings

In this study, the research team paired a seated mathematical calculation task with the tone counting task to explore the impact of dual-tasking and cognitive load on performance. The results of the study indicated that participants made significantly more correct calculations in the single-task condition compared to the dual-task conditions. Furthermore, participants performed better in the one-frequency tone counting task compared to the three-frequency tone counting task. These findings suggest that both dual-tasking and cognitive load have a detrimental effect on cognitive performance, with higher cognitive load leading to reduced accuracy in calculations.

Implications for Multitasking

The findings from this study have important implications for understanding multitasking in various work settings. In operational settings where dual-tasking is common, individuals may experience interference and performance loss in one or both tasks. This knowledge can inform the design of work environments and the allocation of tasks to minimize dual-task interference and optimize performance.

Additionally, the study emphasizes the importance of task prioritization and overall task demand when examining dual-tasking. Certain tasks, such as climbing, may inherently demand more attention due to their physical riskiness, leading to task prioritization and potential interference with paired tasks. Understanding the cognitive demands of different tasks can help professionals identify tasks that may be more prone to interference and develop strategies to mitigate the negative effects.

The article is now available for online viewing and download at  https://www.sciencedirect.com/science/article/pii/S000368702300090X.1 Blakely, Megan & Smith, Samantha & Russell, Paul & Helton, William. (2023). Dual-task effects between tone counting and mathematical calculations. Applied Ergonomics. 111. 104052. 10.1016/j.apergo.2023.104052.

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CLS Announces 2023 Student Awards

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(left to right) Kayla Richardson, Sara Gelon, and Jane Sinclair

The Department of Cognitive and Learning Sciences is pleased to announce its Outstanding Student Awards for academic year 2022-23. Starting off with the top research project team selected by our graduate student and faculty judges at the annual CLS Research Symposium held on Tuesday, April 18. Kyla Richardson, Sara Gelon, and Jane Sinclair made up the winning team for their project “Crowd Forming Observations at Michigan Tech”.

The team designed an observational study in order to look at the impacts of social conformity and curiosity. Their study was to determine the motivations behind crowd formation – Do crowds gather due to social conformity, or is curiosity the underlying motivator? For full abstract, along with all other projects presented at the symposium, see https://bit.ly/3MSblRJ

In addition, the following undergraduate student awards were presented by CLS chair Dr. Kelly Steelman:

Mercy Barikor: Undergraduate Research Award

This award is presented to a student who demonstrates excellence in research conducted in support of an undergraduate studies or project carried out under the guidance of a CLS faculty member or approved mentor. Mercy joined the research team of Dr. Lorelle Meadows in September 2022, working on an NSF grant-funded social psychology laboratory-based project focused on the influence of subtle bias on undergraduate students in STEM.

In her nomination, Dr. Meadows wrote: “What has most impressed me about Mercy is her keen interest in her work and the way that she consistently builds bridges between the things she is learning through the research and the things that she is learning in her courses. She often brings resources from her courses to our team meetings and shares them with the team, offering us new ways to think about the work and new ideas for future directions.”

Kallie Weecks: Outstanding Clinical Intern of the Year

This award recognizes a psychology or human factors undergraduate student who has made a positive impact on their community through experiential education opportunities. Kallie interned with the Copper Country Intermediate School District for fall 2022, completing 140 hours and assisted school psychologist Christine Etter twice a week. In her nomination, Etter stated: “Kallie was a tremendous asset to the students of Copper Country and has made a positive impact on our school system, the families in the Baraga, Houghton, and Keweenaw counties, and the staff at the ISD.”

Ani Schneiderhan: Outstanding First-Year Student

This award is presented to an outstanding first-year psychology and/or human factors student who has demonstrated academic excellence in their first year by academic achievement, exemplary character, leadership in class and activities, and potential for success in future endeavors. Dr. Steelman stated: “Not only has Ani achieved stellar classroom grades, but she’s already well known in the department by the way she contributes in the classroom discussions and activities. She has also been a good steward to the department by helping with our postcard writing campaign to leading scholars and accepted students for Fall 2023 and helped with the CSA Hang out / Texting Nights.”

Hunter Malinowski: 2023 CLS Department Scholar

This award represents the best of student scholarship in the department including participation in research and scholarly activities, high level of intellectual curiosity and creativity, and exceptional communication skills.

In her nomination, Dr. Beth Veinott stated “Hunter is one of the most motivated and intellectually curious students I have taught in the department. She has done excellent work and made the classroom a more engaging experience for other students.”

Dr. Steelman went on to say: Hunter has thrived in her courses, earning a 4.0 department GPA and making the Dean’s list in 2020, 2021, and 2022. She also earned department distinctions as Top or Outstanding Student in numerous psychology and human factors courses. Moreover, Hunter has taken full advantage of the Michigan Tech experience through her involvement in research, Pavlis Honors college, and student organizations.

Her research experience has involved three major projects. During the standard PSY 3000/3001 coursework, Hunter conducted a research project that combined her interests in psychology and computer science by testing and evaluating a scale about AI and machine learning understanding. Following that, she contributed to a number of research projects with Dr. Shane Mueller on human-AI interaction and explainable AI. Hunter co-authored a Human Factors and Ergonomics Society proceedings paper based on the results of this work, which contributed to a larger project funded by DARPA. She was then supported through the URIP program to explore how different XAI feature visualization approaches interacted with example-based explanations–two distinct and popular forms of algorithmic explanation of AI that have not been fully combined.

Since stepping foot on campus in Fall 2020, Hunter has sought out opportunities to innovate. During her first year she entered the Bob Mark Pitch Competition, taking 3rd place and receiving the MTEC Breakout Innovation Award. The next year, she was selected as one of Michigan Tech’s University Innovation Fellows and completed a design thinking program through the Stanford d.school.

Hunter is an engaged campus leader. She has served as the President of both Delta Zeta Sorority and Tiny Knitz, an organization that helps students learn knitting and crocheting skills partners with local non-profit organizations to provide apparel for newborns in the Keweenaw community. Hunter’s accomplishments extend beyond the CLS department and campus. She completed two internships with Ford Motor Company and received the award for Most Viable and Top Achiever in their 2022 Intern Innovation Challenges.

Graduate Student Recognition

To wrap up the awards celebration, Dr. Steelman also recognized Applied Cognitive Science and Human Factors (ACSHF) graduate students who earned fellowships and honors over the past year.

  • Alexandra Watral: Doctoral Finishing Fellowship for Spring 2023 and CLS Outstanding Scholarship Award Recipient from the Graduate School
  • Brittany Nelson: King-Chávez-Parks Future Faculty Fellowship, Spring 2022 to Summer 2023
  • Anne Linja and Tauseef Mamun: Third Place in Computing [MTU] Showcase, Fall 2022
  • Betsy Lehman: Scholarship award for Summer Institute for Social and Personality Psychology
  • Shruti Amre: Doctoral Finishing Fellowship for Summer 2023

The CLS faculty and staff congratulates all our undergraduate and graduate students for their many accomplishments during the 2022-23 academic year!

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2023 CLS Undergraduate Research Symposium

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Research Methods student presenting her research poster.

Please join us for the 2023 CLS Undergraduate Research Symposium on Tuesday 4/18  at 3:45-5:00pm in room 110 of the Harold Meese Center. This poster session will feature research conducted by our undergraduates students enrolled in PSY 3001 Research Methods.

Some of the highlights of this symposium include research that:

– Examines thinking styles and strategies for different problem-solving tasks.

– Tests whether the anchoring and adjustment heuristic can be influenced by people’s knowledge.

– Examines whether pets can make us smarter, or at least help us feel less impacted by academic stress.

–  Investigates how students were impacted by  the pandemic and MTUs COVID-19 policies and response.

–  Studies the bystander response to flashmob behavior on campus. 

The full list of presentations/abstracts is here:

https://docs.google.com/document/d/1FVn-7D-znXYIr85EbL5AY21aGcfy3HpB/edit

Michigan Tech’s Department of Cognitive and Learning Sciences offers bachelor of science degrees in Psychology and Human Factors, along with a Minor in Psychology. We also offer an Accelerated Masters degree in Applied Cognitive Science and Human Factors (ACSHF), which typically requires only one additional year of course work. Our graduate program includes masters and doctoral degrees in Applied Cognitive Science and Human Factors (ACSHF).

Questions? Contact us at cls@mtu.edu. And follow us @clsmtu on Instagram and Facebook for the latest happenings.

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Call for Applications: 2023 Songer Research Award for Human Health

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Undergrad students working with Dr. Kevin Trewartha in his Aging and Cognition Lab
Undergraduate students working with Dr. Kevin Trewartha in his Aging, Cognition, and Action Lab

Funding Opportunity for Student Research

Undergraduate and graduate students in the Department of Cognitive and Learning Sciences are encouraged to apply for the 2023 Songer Research Award for Human Health. Matthew Songer, (Biological Sciences ’79) and Laura Songer (Biological Sciences ’80) established these awards to stimulate and encourage opportunities for original research by current Michigan Tech students.

Students may propose an innovative medically-oriented research project in any area of human health. The best projects will demonstrate the potential to have a broad impact on improving human life. This research will be pursued in consultation with faculty members within the College of Sciences and Arts. The Songers’ gift and matching funds from the College will support two awards for undergraduate research ($4,000) and two for graduate research ($6,000), for research conducted over the Summer of 2023 and/or the following academic year.

Learn more about who is eligible to apply, how to apply, and how the funds may be used.

Submit applications as a single PDF file to the Office of the College of Sciences and Arts by 4:00 p.m. Monday, April 24, 2023. Applications may be emailed to djhemmer@mtu.edu. Any questions may be directed to David Hemmer (djhemmer@mtu.edu).

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Hunter Malinowski, 2023 Department Scholar

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Hunter Malinowski

The Department of Cognitive and Learning Sciences (CLS) has selected Hunter Malinowski for the 2023 Department Scholar Award. This award, presented to a student entering their senior year, who best represents scholarship at Michigan Tech and is considered excellent not only by academic standards, but also for participation in research scholarship activity, levels of intellectual curiosity, creativity, and communication skills. All department scholars are also nominated for the Provost’s Award for Scholarship to be selected later this spring.

In Hunter’s nomination to the Provost, CLS chair Kelly Steelman wrote, “Hunter is well respected among department faculty for her creativity and problem solving skills that have made her an excellent student and scholar. Her research experience has involved three major projects. During our standard PSY 3000/3001 coursework, she conducted a research project that combined her interests in psychology and computer science by testing and evaluating a scale about AI and machine learning understanding. Following that, she took research credit in Professor Shane Mueller’s laboratory, contributing to a number of research projects on human-AI interaction and explainable AI. Hunter co-authored a Human Factors and Ergonomics Society proceedings paper based on the results of this work1 which contributed to a larger project funded by DARPA. Following this, Hunter was supported through the URIP program to explore how different XAI feature visualization approaches interacted with example-based explanations–two distinct and popular forms of algorithmic explanation of AI that have not been fully combined.

Hunter’s accomplishments extend beyond the department and campus. She completed two internships with Ford Motor Company and received the award for Most Viable and Top Achiever in their 2022 Intern Innovation Challenges.”

Hunter, along with all 2023 department scholars, will be recognized at the Annual Student Leadership Awards Celebration on Friday, April 14, 2023.

Congratulations Hunter and best wishes for your senior year!

1 Mamun, T. I., Baker, K., Malinowski, H., Hoffman, R. R., & Mueller, S. T. (2021, September). Assessing collaborative
explanations of AI using explanation goodness criteria. In Proceedings of the Human Factors and Ergonomics
Society Annual Meeting (Vol. 65, No. 1, pp. 988-993). Sage CA: Los Angeles, CA: SAGE Publications.

Related story: Student Highlight: Hunter Malinowski

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Hungwe Awarded Carnegie African Diaspora Fellowship

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Kedmon Hungwe

We are excited to announce that Kedmon Hungwe, a professor in the Department of Cognitive & Learning Sciences, has been awarded a fellowship by the Carnegie African Diaspora Fellowship Program. Professor Hungwe will be collaborating with Rhodes University and Dr. Clement Simuja on the project “Co-Developing and Designing a Digital Literacy Curriculum for Pre-Service Teachers in a Developing Country University” in South Africa.

The project will focus on designing and developing a digital literacy curriculum for pre-service teachers based on South Africa’s Department of Basic Education Digital Learning Framework and the UNESCO global framework. The project will run for 90 days during the summer of 2023 and will include curriculum co-development, research collaboration, and graduate student teaching and mentoring.

The Carnegie African Diaspora Fellowship Program provides funding and structure for African-born academics at accredited higher education institutions in the United States and Canada to collaborate with colleagues at accredited higher education African institutions on capacity-building projects. The program is designed to strengthen capacity at host institutions and develop long-term, mutually beneficial collaborations between universities in Africa and the United States and Canada. The fellowship is funded by Carnegie Corporation of New York and managed by the Institute of International Education in collaboration with the Association of African Universities.

This project is a great opportunity for Professor Hungwe to use his expertise and knowledge in STEM Education to help develop a curriculum that will benefit pre-service teachers in South Africa. We wish Professor Hungwe all the best on this exciting venture and look forward to hearing about the outcomes of this project.

See a full list of newly selected projects, hosts and scholars.

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CLS Faculty Receive Exceptional Teaching Score

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photos of Amber Bennett, Kelly Steelman, Linda Wanless, and Destaney Sauls
Clockwise starting top left: Amber Bennett, Kelly Steelman, Linda Wanless, and Destaney Sauls

Cognitive and Learning Sciences’ faculty Amber Bennett, Destaney Sauls, Kelly Steelman, and Linda Wanless (CTL) have been identified as four of only 70 instructors who received an exceptional “Average of 7 Dimensions” student evaluation score for fall semester 2022.

Each of their scores were in the top 10% of similarly sized sections university-wide that had at least a 50% response rate and a minimum of 5 responses. Only 91 sections out of more than 1,379 surveyed were rated this highly by students.

Andrew Storer, Interim Provost and Senior Vice President for Academic Affairs, recently congratulated the faculty stating, “On behalf of Michigan Tech’s students, I want you to know that I am aware of your accomplishment. I know that exceptional teaching takes a great deal of time and effort, and I appreciate your commitment to the success of our students. Providing excellent learning opportunities is an important part of Michigan Tech’s mission.”

Michigan Tech’s Department of Cognitive and Learning Sciences offers bachelor of science degrees in Psychology and Human Factors, along with a Minor in Psychology. We also offer an Accelerated Masters degree in Applied Cognitive Science and Human Factors (ACSHF), which typically requires only one additional year of course work. Our graduate program includes masters and doctoral degrees in Applied Cognitive Science and Human Factors (ACSHF).

Questions? Contact us at cls@mtu.edu. And follow us @clsmtu on Instagram and Facebook for the latest happenings.

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