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recall</title> <meta name="description" content="Search results for: recall"> <meta name="keywords" content="recall"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="recall"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 301</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: recall</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">301</span> The Relationship between Brand Recall and Brand Attitude in Advergame</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Azaze-Azizi%20Abdul%20Adis">Azaze-Azizi Abdul Adis</a>, <a href="https://publications.waset.org/abstracts/search?q=Hyung%20Jun%20Kim"> Hyung Jun Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamad%20Rizwan%20Abdul%20Majid"> Mohamad Rizwan Abdul Majid</a>, <a href="https://publications.waset.org/abstracts/search?q=Zaiton%20Osman"> Zaiton Osman</a>, <a href="https://publications.waset.org/abstracts/search?q=Izyanti%20Awang%20Razli"> Izyanti Awang Razli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The increase of online advertising, specifically advergame has become a popular method of strengthening consumer brand recognition by inserting attractive characters and enhancing entertainment value. There have been several remarkable studies on spokes-characters in advertising effectiveness. However, few studies have examined the link between character presence and consumers' brand recall and attitude in advergame. Moreover, how the entertainment value of an advergame influences brand recall and brand attitude and the mediating role of brand recall in influencing character presence and entertainment on brand attitude are still lacking in the advergaming literature. An online survey was conducted with 366 Malaysian gamers. Using structural equation modeling, the results showed that character presence had no influence but entertainment value had a positive influence on brand recall and brand attitude. This study confirmed the role of brand recall as a mediator of the effect of between entertainment and brand attitude in advergame. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=character%20presence" title="character presence">character presence</a>, <a href="https://publications.waset.org/abstracts/search?q=entertainment" title=" entertainment"> entertainment</a>, <a href="https://publications.waset.org/abstracts/search?q=brand%20recall" title=" brand recall"> brand recall</a>, <a href="https://publications.waset.org/abstracts/search?q=brand%20attitude" title=" brand attitude"> brand attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=advergame" title=" advergame"> advergame</a> </p> <a href="https://publications.waset.org/abstracts/20513/the-relationship-between-brand-recall-and-brand-attitude-in-advergame" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20513.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">536</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">300</span> Effects of Aging on Auditory and Visual Recall Abilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rashmi%20D.%20G.">Rashmi D. G.</a>, <a href="https://publications.waset.org/abstracts/search?q=Aishwarya%20G."> Aishwarya G.</a>, <a href="https://publications.waset.org/abstracts/search?q=Niharika%20M.%20K."> Niharika M. K.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: Free recall tasks target cognitive and linguistic processes like episodic memory, lexical access and retrieval. Consequently, the free recall paradigm is suitable for assessing memory deterioration caused by aging; this also depends on linguistic factors, including the use of first and second languages and their relative ability. Hence, the present study aimed to determine if aging has an effect on visual and auditory recall abilities. Method: Twenty young adults (mean age: 25.4±0.99) and older adults (mean age: 63.3±3.51) participated in the study. Participants performed a free recall task under two conditions – related and unrelated and two modalities - visual and auditory where they were instructed to recall as many items as possible with no specific order and time limit. Results: Free recall performance was calculated as the mean number of correctly recalled items. Although younger participants recalled a higher number of items, the performance across conditions and modality was variable. Conclusion: In summary, the findings of the present study revealed an age-related decline in the efficiency of episodic memory, which is crucial to remember recent events. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=recall" title="recall">recall</a>, <a href="https://publications.waset.org/abstracts/search?q=episodic%20memory" title=" episodic memory"> episodic memory</a>, <a href="https://publications.waset.org/abstracts/search?q=aging" title=" aging"> aging</a>, <a href="https://publications.waset.org/abstracts/search?q=modality" title=" modality"> modality</a> </p> <a href="https://publications.waset.org/abstracts/163572/effects-of-aging-on-auditory-and-visual-recall-abilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163572.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">299</span> Attentional Differences in Musical Recall and Improvisation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Krzysztof%20T.%20Piotrowski">Krzysztof T. Piotrowski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main goal of the research was to investigate differences in attention in two kinds of musical performance - recall and improvisation. Musical recall is a sample of convergent production that requires intensively focused attention. Inversely, musical improvisation is a divergent task and probably requires a different way of attentional control. The study was designed in dual task paradigm. Participants were to remember a simple melody and then recall or improvise, simultaneously performing the spatial attentional test on computer screen. The result shows that improvising participants find spatial goals in more disperse way. The conclusion is that musical improvisation requires extensification of attention to occur. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attention" title="attention">attention</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=divergent%20task" title=" divergent task"> divergent task</a>, <a href="https://publications.waset.org/abstracts/search?q=musical%20improvisation" title=" musical improvisation"> musical improvisation</a> </p> <a href="https://publications.waset.org/abstracts/60560/attentional-differences-in-musical-recall-and-improvisation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60560.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">233</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">298</span> The Effects of Music and Gender on Recall Ability on College Students: A Study in Students from Universitas Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hestika%20D.%20Waraningrum">Hestika D. Waraningrum</a>, <a href="https://publications.waset.org/abstracts/search?q=Indriani%20N.%20Khairunnisa"> Indriani N. Khairunnisa</a>, <a href="https://publications.waset.org/abstracts/search?q=Nabila%20Isnandini"> Nabila Isnandini</a>, <a href="https://publications.waset.org/abstracts/search?q=Nadine%20Yasminah"> Nadine Yasminah</a>, <a href="https://publications.waset.org/abstracts/search?q=Sekar%20A.%20Winesa"> Sekar A. Winesa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Each individual’s ability to recall, whether they are male or female, is allegedly influenced by the environmental circumstances during the recalling process. The presence of a distraction is one of the environmental variables that affect recall ability in its capacity in the Short Term Memory. This study was made to see the difference in number of words that was successfully recalled by male participants and female participants with the presence of music as a distraction and also without music as a distraction. Data was taken using an experimental procedure from 75 female and male undergraduate students of Universitas Indonesia. The study design used was a 2x2 Factorial ANOVA, which aimed to see the difference between two variables, which were gender (male vs female) and the presence of a distraction (music serving as a distraction vs absence of music). The results indicated that there were no significant mean differences in the ability to recall between male and female participants. There are no significant mean differences between the presence and the absence of music as a distraction, but a significant interaction was found between gender and distraction with the ability to recall. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college" title="college">college</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=music" title=" music"> music</a>, <a href="https://publications.waset.org/abstracts/search?q=recall" title=" recall"> recall</a> </p> <a href="https://publications.waset.org/abstracts/91881/the-effects-of-music-and-gender-on-recall-ability-on-college-students-a-study-in-students-from-universitas-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91881.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">231</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">297</span> Effect of Noise Reducing Headphones on the Short-Term Memory Recall of College Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gregory%20W.%20Smith">Gregory W. Smith</a>, <a href="https://publications.waset.org/abstracts/search?q=Paul%20J.%20Riccomini"> Paul J. Riccomini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The goal of this empirical inquiry is to explore the effect of noise reducing headphones on the short-term memory recall of college students. Immediately following the presentation (via PowerPoint) of 12 unrelated and randomly selected one- and two-syllable words, students were asked to recall as many words as possible. Using a linear model with conditions marked with binary indicators, we examined the frequency and accuracy of words that were recalled. The findings indicate that for some students, a reduction of noise has a significant positive impact on their ability to recall information. As classrooms become more aurally distracting due to the implementation of cooperative learning activities, these findings highlight the need for a quiet learning environment for some learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=auditory%20distraction" title="auditory distraction">auditory distraction</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=instruction" title=" instruction"> instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=noise" title=" noise"> noise</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory" title=" working memory"> working memory</a> </p> <a href="https://publications.waset.org/abstracts/61900/effect-of-noise-reducing-headphones-on-the-short-term-memory-recall-of-college-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61900.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">334</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">296</span> An Embarrassingly Simple Semi-supervised Approach to Increase Recall in Online Shopping Domain to Match Structured Data with Unstructured Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sachin%20Nagargoje">Sachin Nagargoje</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Complete labeled data is often difficult to obtain in a practical scenario. Even if one manages to obtain the data, the quality of the data is always in question. In shopping vertical, offers are the input data, which is given by advertiser with or without a good quality of information. In this paper, an author investigated the possibility of using a very simple Semi-supervised learning approach to increase the recall of unhealthy offers (has badly written Offer Title or partial product details) in shopping vertical domain. The author found that the semisupervised learning method had improved the recall in the Smart Phone category by 30% on A=B testing on 10% traffic and increased the YoY (Year over Year) number of impressions per month by 33% at production. This also made a significant increase in Revenue, but that cannot be publicly disclosed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=semi-supervised%20learning" title="semi-supervised learning">semi-supervised learning</a>, <a href="https://publications.waset.org/abstracts/search?q=clustering" title=" clustering"> clustering</a>, <a href="https://publications.waset.org/abstracts/search?q=recall" title=" recall"> recall</a>, <a href="https://publications.waset.org/abstracts/search?q=coverage" title=" coverage"> coverage</a> </p> <a href="https://publications.waset.org/abstracts/125267/an-embarrassingly-simple-semi-supervised-approach-to-increase-recall-in-online-shopping-domain-to-match-structured-data-with-unstructured-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125267.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">295</span> Temporal Progression of Episodic Memory as Function of Encoding Condition and Age: Further Investigation of Action Memory in School-Aged Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farzaneh%20Badinlou">Farzaneh Badinlou</a>, <a href="https://publications.waset.org/abstracts/search?q=Reza%20Kormi-Nouri"> Reza Kormi-Nouri</a>, <a href="https://publications.waset.org/abstracts/search?q=Monika%20Knopf"> Monika Knopf</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Studies of adults' episodic memory have found that enacted encoding not only improve recall performance but also retrieve faster during the recall period. The current study focused on exploring the temporal progression of different encoding conditions in younger and older school children. 204 students from two age group of 8 and 14 participated in this study. During the study phase, we studied action encoding in two forms; participants performed the phrases by themselves (SPT), and observed the performance of the experimenter (EPT), which were compared with verbal encoding; participants listened to verbal action phrases (VT). At test phase, we used immediate and delayed free recall tests. We observed significant differences in memory performance as function of age group, and encoding conditions in both immediate and delayed free recall tests. Moreover, temporal progression of recall was faster in older children when compared with younger ones. The interaction of age-group and encoding condition was only significant in delayed recall displaying that younger children performed better in EPT whereas older children outperformed in SPT. It was proposed that enactment effect in form of SPT enhances item-specific processing, whereas EPT improves relational information processing and this differential processes are responsible for the results achieved in younger and older children. The role of memory strategies and information processing methods in younger and older children were considered in this study. Moreover, the temporal progression of recall was faster in action encoding in the form of SPT and EPT compared with verbal encoding in both immediate and delayed free recall and size of enactment effect was constantly increased throughout the recall period. The results of the present study provide further evidence that the action memory is explained with an emphasis on the notion of information processing and strategic views. These results also reveal the temporal progression of recall as a new dimension of episodic memory in children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=action%20memory" title="action memory">action memory</a>, <a href="https://publications.waset.org/abstracts/search?q=enactment%20effect" title=" enactment effect"> enactment effect</a>, <a href="https://publications.waset.org/abstracts/search?q=episodic%20memory" title=" episodic memory"> episodic memory</a>, <a href="https://publications.waset.org/abstracts/search?q=school-aged%20children" title=" school-aged children"> school-aged children</a>, <a href="https://publications.waset.org/abstracts/search?q=temporal%20progression" title=" temporal progression"> temporal progression</a> </p> <a href="https://publications.waset.org/abstracts/71738/temporal-progression-of-episodic-memory-as-function-of-encoding-condition-and-age-further-investigation-of-action-memory-in-school-aged-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71738.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">273</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">294</span> The Effect of Object Presentation on Action Memory in School-Aged Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farzaneh%20Badinlou">Farzaneh Badinlou</a>, <a href="https://publications.waset.org/abstracts/search?q=Reza%20Kormi-Nouri"> Reza Kormi-Nouri</a>, <a href="https://publications.waset.org/abstracts/search?q=Monika%20Knopf"> Monika Knopf</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Enacted tasks are typically remembered better than when the same task materials are only verbally encoded, a robust finding referred to as the enactment effect. It has been assumed that enactment effect is independent of object presence but the size of enactment effect can be increased by providing objects at study phase in adults. To clarify the issues in children, free recall and cued recall performance of action phrases with or without using real objects were compared in 410 school-aged children from four age groups (8, 10, 12 and 14 years old). In this study, subjects were instructed to learn a series of action phrases under three encoding conditions, participants listened to verbal action phrases (VTs), performed the phrases (SPTs: subject-performed tasks), and observed the experimenter perform the phrases (EPTs: experimenter-performed tasks). Then, free recall and cued recall memory tests were administrated. The results revealed that the real object compared with imaginary objects improved recall performance in SPTs and EPTs, but more so in VTs. It was also found that the object presence was not necessary for the occurrence of the enactment effect but it was changed the size of enactment effect in all age groups. The size of enactment effect was more pronounced for imaginary objects than the real object in both free recall and cued recall memory tests in children. It was discussed that SPTs and EPTs deferentially facilitate item-specific and relation information processing and providing the objects can moderate the processing underlying the encoding conditions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=action%20memory" title="action memory">action memory</a>, <a href="https://publications.waset.org/abstracts/search?q=enactment%20effect" title=" enactment effect"> enactment effect</a>, <a href="https://publications.waset.org/abstracts/search?q=item-specific%20processing" title=" item-specific processing"> item-specific processing</a>, <a href="https://publications.waset.org/abstracts/search?q=object" title=" object"> object</a>, <a href="https://publications.waset.org/abstracts/search?q=relational%20processing" title=" relational processing"> relational processing</a>, <a href="https://publications.waset.org/abstracts/search?q=school-aged%20children" title=" school-aged children"> school-aged children</a> </p> <a href="https://publications.waset.org/abstracts/74919/the-effect-of-object-presentation-on-action-memory-in-school-aged-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74919.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">238</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">293</span> Examining the Relations among Autobiographical Memory Recall Types, Quality of Descriptions, and Emotional Arousal in Psychotherapy for Depression</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jinny%20Hong">Jinny Hong</a>, <a href="https://publications.waset.org/abstracts/search?q=Jeanne%20C.%20Watson"> Jeanne C. Watson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Three types of autobiographical memory recall -specific, episodic, and generic- were examined in relation to the quality of descriptions and in-session levels of emotional arousal. Correlational analyses and general estimating equation were conducted to test the relationships between 1) quality of descriptions and type of memory, 2) type of memory and emotional arousal, and 3) quality of descriptions and emotional arousal. The data was transcripts drawn from an archival randomized-control study comparing cognitive-behavioral therapy and emotion-focused therapy in a 16-week treatment for depression. Autobiographical memory recall segments were identified and sorted into three categories: specific, episodic, and generic. Quality of descriptions of these segments was then operationalized and measured using the Referential Activity Scale, and each memory segment was rated on four dimensions: concreteness, specificity, clarity, and overall imagery. Clients’ level of emotional arousal for each recall was measured using the Client’s Expression Emotion Scale. Contrary to the predictions, generic memories are associated with higher emotional arousal ratings and descriptive language ratings compared to specific memories. However, a positive relationship emerged between the quality of descriptions and expressed emotional arousal, indicating that the quality of descriptions in which memories are described in sessions is more important than the type of memory recalled in predicting clients’ level of emotional arousal. The results from this study provide a clearer understanding of the role of memory recall types and use of language in activating emotional arousal in psychotherapy sessions in a depressed sample. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autobiographical%20memory%20recall" title="autobiographical memory recall">autobiographical memory recall</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20arousal" title=" emotional arousal"> emotional arousal</a>, <a href="https://publications.waset.org/abstracts/search?q=psychotherapy%20for%20depression" title=" psychotherapy for depression"> psychotherapy for depression</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20descriptions" title=" quality of descriptions"> quality of descriptions</a>, <a href="https://publications.waset.org/abstracts/search?q=referential%0D%0Aactivity" title=" referential activity"> referential activity</a> </p> <a href="https://publications.waset.org/abstracts/98536/examining-the-relations-among-autobiographical-memory-recall-types-quality-of-descriptions-and-emotional-arousal-in-psychotherapy-for-depression" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98536.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">162</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">292</span> The Effect of Iconic and Beat Gestures on Memory Recall in Greek’s First and Second Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eleni%20Ioanna%20Levantinou">Eleni Ioanna Levantinou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Gestures play a major role in comprehension and memory recall due to the fact that aid the efficient channel of the meaning and support listeners’ comprehension and memory. In the present study, the assistance of two kinds of gestures (iconic and beat gestures) is tested in regards to memory and recall. The hypothesis investigated here is whether or not iconic and beat gestures provide assistance in memory and recall in Greek and in Greek speakers’ second language. Two groups of participants were formed, one comprising Greeks that reside in Athens and one with Greeks that reside in Copenhagen. Three kinds of stimuli were used: A video with words accompanied with iconic gestures, a video with words accompanied with beat gestures and a video with words alone. The languages used are Greek and English. The words in the English videos were spoken by a native English speaker and by a Greek speaker talking English. The reason for this is that when it comes to beat gestures that serve a meta-cognitive function and are generated according to the intonation of a language, prosody plays a major role. Thus, participants that have different influences in prosody may generate different results from rhythmic gestures. Memory recall was assessed by asking the participants to try to remember as many words as they could after viewing each video. Results show that iconic gestures provide significant assistance in memory and recall in Greek and in English whether they are produced by a native or a second language speaker. In the case of beat gestures though, the findings indicate that beat gestures may not play such a significant role in Greek language. As far as intonation is concerned, a significant difference was not found in the case of beat gestures produced by a native English speaker and by a Greek speaker talking English. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=first%20language" title="first language">first language</a>, <a href="https://publications.waset.org/abstracts/search?q=gestures" title=" gestures"> gestures</a>, <a href="https://publications.waset.org/abstracts/search?q=memory" title=" memory"> memory</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a> </p> <a href="https://publications.waset.org/abstracts/49317/the-effect-of-iconic-and-beat-gestures-on-memory-recall-in-greeks-first-and-second-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49317.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">333</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">291</span> Brand Placement Practices in the Movies and Their Importance on Brand Recall</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elif%20Esiyok">Elif Esiyok</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Brand placement practices have become a popular advertising strategy, which is widely used in movies. Whether these brands are remembered by the audience after the film, or if they affect the purchasing preferences of the consumers has become one of the most important topics in the field of advertising. From this point, in this study, the "Devil Wears Prada" movie which includes high amount of brand placements is chosen. The movie watched to the undergraduate students in Turkey to measure the impact of brand placements on the attitudes of the consumers relating with a specific brand. In total 100 students were the subjects of this study. The participants were selected through using a simple random sampling method. The findings revealed that there is a significant difference between male and females in terms of brand recall. Female students were remembered the fashion brands more than the males, whereas males generally recalled the automotive brands and restaurant names. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=brand%20placement" title="brand placement">brand placement</a>, <a href="https://publications.waset.org/abstracts/search?q=brand%20recall" title=" brand recall"> brand recall</a>, <a href="https://publications.waset.org/abstracts/search?q=advertising" title=" advertising"> advertising</a>, <a href="https://publications.waset.org/abstracts/search?q=media" title=" media"> media</a> </p> <a href="https://publications.waset.org/abstracts/91904/brand-placement-practices-in-the-movies-and-their-importance-on-brand-recall" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91904.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">165</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">290</span> Effects of the Visual and Auditory Stimuli with Emotional Content on Eyewitness Testimony</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=%C4%B0rem%20Bulut">İrem Bulut</a>, <a href="https://publications.waset.org/abstracts/search?q=Mustafa%20Z.%20%20S%C3%B6y%C3%BCk"> Mustafa Z. Söyük</a>, <a href="https://publications.waset.org/abstracts/search?q=Ertu%C4%9Frul%20Yal%C3%A7%C4%B1n"> Ertuğrul Yalçın</a>, <a href="https://publications.waset.org/abstracts/search?q=Simge%20%C5%9Ei%C5%9Fman-Bal"> Simge Şişman-Bal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Eyewitness testimony is one of the most frequently used methods in criminal cases for the determination of crime and perpetrator. In the literature, the number of studies about the reliability of eyewitness testimony is increasing. The study aims to reveal the factors that affect the short-term and long-term visual memory performance of the participants in the event of an accident. In this context, the effect of the emotional content of the accident and the sounds during the accident on visual memory performance was investigated with eye-tracking. According to the results, the presence of visual and auditory stimuli with emotional content during the accident decreases the participants' both short-term and long-term recall performance. Moreover, the data obtained from the eye monitoring device showed that the participants had difficulty in answering even the questions they focused on at the time of the accident. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eye%20tracking" title="eye tracking">eye tracking</a>, <a href="https://publications.waset.org/abstracts/search?q=eyewitness%20testimony" title=" eyewitness testimony"> eyewitness testimony</a>, <a href="https://publications.waset.org/abstracts/search?q=long-term%20recall" title=" long-term recall"> long-term recall</a>, <a href="https://publications.waset.org/abstracts/search?q=short-term%20recall" title=" short-term recall"> short-term recall</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20memory" title=" visual memory"> visual memory</a> </p> <a href="https://publications.waset.org/abstracts/115650/effects-of-the-visual-and-auditory-stimuli-with-emotional-content-on-eyewitness-testimony" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115650.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">162</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">289</span> Cognitive Development Theories as Determinant of Children's Brand Recall and Ad Recognition: An Indian Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ruchika%20Sharma">Ruchika Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the past decade, there has been an explosion of research that has examined children’s understanding of TV advertisements and its persuasive intent, socialization of child consumer and child psychology. However, it is evident from the literature review that no studies in this area have covered advertising messages and its impact on children’s brand recall and ad recognition. Copywriters use various creative devices to lure the consumers and very impressionable consumers such as children face far more drastic effects of these creative ways of persuasion. On the basis of Piaget’s theory of cognitive development as a theoretical basis for predicting/understanding children’s response and understanding, a quasi-experiment was carried out for the study, that manipulated measurement timing and advertising messages (familiar vs. unfamiliar) keeping gender and age group as two prominent factors. This study also examines children’s understanding of Advertisements and its elements, predominantly - Language, keeping in view Fishbein’s model. Study revealed significant associations between above mentioned factors and children’s brand recall and ad identification. Further, to test the reliability of the findings on larger sample, bootstrap simulation technique was used. The simulation results are in accordance with the findings of experiment, suggesting that the conclusions obtained from the study can be generalized for entire children’s (as consumers) market in India. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=advertising" title="advertising">advertising</a>, <a href="https://publications.waset.org/abstracts/search?q=brand%20recall" title=" brand recall"> brand recall</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20development" title=" cognitive development"> cognitive development</a>, <a href="https://publications.waset.org/abstracts/search?q=preferences" title=" preferences"> preferences</a> </p> <a href="https://publications.waset.org/abstracts/46281/cognitive-development-theories-as-determinant-of-childrens-brand-recall-and-ad-recognition-an-indian-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46281.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">290</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">288</span> Classification of Poverty Level Data in Indonesia Using the Naïve Bayes Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anung%20Style%20Bukhori">Anung Style Bukhori</a>, <a href="https://publications.waset.org/abstracts/search?q=Ani%20Dijah%20Rahajoe"> Ani Dijah Rahajoe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Poverty poses a significant challenge in Indonesia, requiring an effective analytical approach to understand and address this issue. In this research, we applied the Naïve Bayes classification method to examine and classify poverty data in Indonesia. The main focus is on classifying data using RapidMiner, a powerful data analysis platform. The analysis process involves data splitting to train and test the classification model. First, we collected and prepared a poverty dataset that includes various factors such as education, employment, and health..The experimental results indicate that the Naïve Bayes classification model can provide accurate predictions regarding the risk of poverty. The use of RapidMiner in the analysis process offers flexibility and efficiency in evaluating the model's performance. The classification produces several values to serve as the standard for classifying poverty data in Indonesia using Naive Bayes. The accuracy result obtained is 40.26%, with a moderate recall result of 35.94%, a high recall result of 63.16%, and a low recall result of 38.03%. The precision for the moderate class is 58.97%, for the high class is 17.39%, and for the low class is 58.70%. These results can be seen from the graph below. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=poverty" title="poverty">poverty</a>, <a href="https://publications.waset.org/abstracts/search?q=classification" title=" classification"> classification</a>, <a href="https://publications.waset.org/abstracts/search?q=na%C3%AFve%20bayes" title=" naïve bayes"> naïve bayes</a>, <a href="https://publications.waset.org/abstracts/search?q=Indonesia" title=" Indonesia"> Indonesia</a> </p> <a href="https://publications.waset.org/abstracts/179775/classification-of-poverty-level-data-in-indonesia-using-the-naive-bayes-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179775.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">55</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">287</span> Content-Based Mammograms Retrieval Based on Breast Density Criteria Using Bidimensional Empirical Mode Decomposition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sourour%20Khouaja">Sourour Khouaja</a>, <a href="https://publications.waset.org/abstracts/search?q=Hejer%20Jlassi"> Hejer Jlassi</a>, <a href="https://publications.waset.org/abstracts/search?q=Nadia%20Feddaoui"> Nadia Feddaoui</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamel%20Hamrouni"> Kamel Hamrouni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Most medical images, and especially mammographies, are now stored in large databases. Retrieving a desired image is considered of great importance in order to find previous similar cases diagnosis. Our method is implemented to assist radiologists in retrieving mammographic images containing breast with similar density aspect as seen on the mammogram. This is becoming a challenge seeing the importance of density criteria in cancer provision and its effect on segmentation issues. We used the BEMD (Bidimensional Empirical Mode Decomposition) to characterize the content of images and Euclidean distance measure similarity between images. Through the experiments on the MIAS mammography image database, we confirm that the results are promising. The performance was evaluated using precision and recall curves comparing query and retrieved images. Computing recall-precision proved the effectiveness of applying the CBIR in the large mammographic image databases. We found a precision of 91.2% for mammography with a recall of 86.8%. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=BEMD" title="BEMD">BEMD</a>, <a href="https://publications.waset.org/abstracts/search?q=breast%20density" title=" breast density"> breast density</a>, <a href="https://publications.waset.org/abstracts/search?q=contend-based" title=" contend-based"> contend-based</a>, <a href="https://publications.waset.org/abstracts/search?q=image%20retrieval" title=" image retrieval"> image retrieval</a>, <a href="https://publications.waset.org/abstracts/search?q=mammography" title=" mammography"> mammography</a> </p> <a href="https://publications.waset.org/abstracts/59187/content-based-mammograms-retrieval-based-on-breast-density-criteria-using-bidimensional-empirical-mode-decomposition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59187.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">232</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">286</span> Impact of Research-Informed Teaching and Case-Based Teaching on Memory Retention and Recall in University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Durvi%20Yogesh%20Vagani">Durvi Yogesh Vagani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research paper explores the effectiveness of Research-informed teaching and Case-based teaching in enhancing the retention and recall of memory during discussions among university students. Additionally, it investigates the impact of using Artificial Intelligence (AI) tools on the quality of research conducted by students and its correlation with better recollection. The study hypothesizes that Case-based teaching will lead to greater recall and storage of information. The research gap in the use of AI in educational settings, particularly with actual participants, is addressed by leveraging a multi-method approach. The hypothesis is that the use of AI, such as ChatGPT and Bard, would lead to better retention and recall of information. Before commencing the study, participants' attention levels and IQ were assessed using the Digit Span Test and the Wechsler Adult Intelligence Scale, respectively, to ensure comparability among participants. Subsequently, participants were divided into four conditions, each group receiving identical information presented in different formats based on their assigned condition. Following this, participants engaged in a group discussion on the given topic. Their responses were then evaluated against a checklist. Finally, participants completed a brief test to measure their recall ability after the discussion. Preliminary findings suggest that students who utilize AI tools for learning demonstrate improved grasping of information and are more likely to integrate relevant information into discussions compared to providing extraneous details. Furthermore, Case-based teaching fosters greater attention and recall during discussions, while Research-informed teaching leads to greater knowledge for application. By addressing the research gap in AI application in education, this study contributes to a deeper understanding of effective teaching methodologies and the role of technology in student learning outcomes. The implication of the present research is to tailor teaching methods based on the subject matter. Case-based teaching facilitates application-based teaching, and research-based teaching can be beneficial for theory-heavy topics. Integrating AI in education. Combining AI with research-based teaching may optimize instructional strategies and deepen learning experiences. This research suggests tailoring teaching methods in psychology based on subject matter. Case-based teaching suits practical subjects, facilitating application, while research-based teaching aids understanding of theory-heavy topics. Integrating AI in education could enhance learning outcomes, offering detailed information tailored to students' needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=attention" title=" attention"> attention</a>, <a href="https://publications.waset.org/abstracts/search?q=case-based%20teaching" title=" case-based teaching"> case-based teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=memory%20recall" title=" memory recall"> memory recall</a>, <a href="https://publications.waset.org/abstracts/search?q=memory%20retention" title=" memory retention"> memory retention</a>, <a href="https://publications.waset.org/abstracts/search?q=research-informed%20teaching" title=" research-informed teaching"> research-informed teaching</a> </p> <a href="https://publications.waset.org/abstracts/190786/impact-of-research-informed-teaching-and-case-based-teaching-on-memory-retention-and-recall-in-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190786.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">30</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">285</span> The Relationship Between Sleep Characteristics and Cognitive Impairment in Patients with Alzheimer’s Disease</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peng%20Guo">Peng Guo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: This study investigates the clinical characteristics of sleep disorders (SD) in patients with Alzheimer's disease (AD) and their relationship with cognitive impairment. Methods: According to the inclusion and exclusion criteria of AD, 460 AD patients were consecutively included in Beijing Tiantan Hospital from January 2016 to April 2022. Demographic data, including gender, age, age of onset, course of disease, years of education and body mass index, were collected. The Pittsburgh sleep quality index (PSQI) scale was used to evaluate the overall sleep status. AD patients with PSQI ≥7 was divided into AD with SD (AD-SD) group, and those with PSQI < 7 were divided into AD with no SD (AD-nSD) group. The overall cognitive function of AD patients was evaluated by the scales of Mini-mental state examination (MMSE) and Montreal cognitive assessment (MoCA), memory was evaluated by the AVLT-immediate recall, AVLT-delayed recall and CFT-delayed memory scales, the language was evaluated by BNT scale, visuospatial ability was evaluated by CFT-imitation, executive function was evaluated by Stroop-A, Stroop-B and Stroop-C scales, attention was evaluated by TMT-A, TMT-B, and SDMT scales. The correlation between cognitive function and PSQI score in AD-SD group was analyzed. Results: Among the 460 AD patients, 173 cases (37.61%) had SD. There was no significant difference in gender, age, age of onset, course of disease, years of education and body mass index between AD-SD and AD-nSD groups (P>0.05). The factors with significant difference in PSQI scale between AD-SD and AD-nSD groups include sleep quality, sleep latency, sleep duration, sleep efficiency, sleep disturbance, use of sleeping medication and daytime dysfunction (P<0.05). Compared with AD-nSD group, the total scores of MMSE, MoCA, AVLT-immediate recall and CFT-imitation scales in AD-SD group were significantly lower（P＜0.01，P＜0.01，P＜0.01，P＜0.05）. In AD-SD group, subjective sleep quality was significantly and negatively correlated with the scores of MMSE, MoCA, AVLT-immediate recall and CFT-imitation scales (r=-0.277，P=0.000; r=-0.216，P=0.004; r=-0.253，P=0.001; r=-0.239, P=0.004), daytime dysfunction was significantly and negatively correlated with the score of AVLT-immediate recall scale (r=-0.160，P=0.043). Conclusion The incidence of AD-SD is 37.61%. AD-SD patients have worse subjective sleep quality, longer time to fall asleep, shorter sleep time, lower sleep efficiency, severer nighttime SD, more use of sleep medicine, and severer daytime dysfunction. The overall cognitive function, immediate recall and visuospatial ability of AD-SD patients are significantly impaired and are closely correlated with the decline of subjective sleep quality. The impairment of immediate recall is highly correlated with daytime dysfunction in AD-SD patients. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alzheimer%27s%20disease" title="Alzheimer's disease">Alzheimer's disease</a>, <a href="https://publications.waset.org/abstracts/search?q=sleep%20disorders" title=" sleep disorders"> sleep disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20impairment" title=" cognitive impairment"> cognitive impairment</a>, <a href="https://publications.waset.org/abstracts/search?q=correlation" title=" correlation"> correlation</a> </p> <a href="https://publications.waset.org/abstracts/188413/the-relationship-between-sleep-characteristics-and-cognitive-impairment-in-patients-with-alzheimers-disease" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188413.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">31</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">284</span> Detecting Tomato Flowers in Greenhouses Using Computer Vision</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dor%20Oppenheim">Dor Oppenheim</a>, <a href="https://publications.waset.org/abstracts/search?q=Yael%20Edan"> Yael Edan</a>, <a href="https://publications.waset.org/abstracts/search?q=Guy%20Shani"> Guy Shani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents an image analysis algorithm to detect and count yellow tomato flowers in a greenhouse with uneven illumination conditions, complex growth conditions and different flower sizes. The algorithm is designed to be employed on a drone that flies in greenhouses to accomplish several tasks such as pollination and yield estimation. Detecting the flowers can provide useful information for the farmer, such as the number of flowers in a row, and the number of flowers that were pollinated since the last visit to the row. The developed algorithm is designed to handle the real world difficulties in a greenhouse which include varying lighting conditions, shadowing, and occlusion, while considering the computational limitations of the simple processor in the drone. The algorithm identifies flowers using an adaptive global threshold, segmentation over the HSV color space, and morphological cues. The adaptive threshold divides the images into darker and lighter images. Then, segmentation on the hue, saturation and volume is performed accordingly, and classification is done according to size and location of the flowers. 1069 images of greenhouse tomato flowers were acquired in a commercial greenhouse in Israel, using two different RGB Cameras – an LG G4 smartphone and a Canon PowerShot A590. The images were acquired from multiple angles and distances and were sampled manually at various periods along the day to obtain varying lighting conditions. Ground truth was created by manually tagging approximately 25,000 individual flowers in the images. Sensitivity analyses on the acquisition angle of the images, periods throughout the day, different cameras and thresholding types were performed. Precision, recall and their derived F1 score were calculated. Results indicate better performance for the view angle facing the flowers than any other angle. Acquiring images in the afternoon resulted with the best precision and recall results. Applying a global adaptive threshold improved the median F1 score by 3%. Results showed no difference between the two cameras used. Using hue values of 0.12-0.18 in the segmentation process provided the best results in precision and recall, and the best F1 score. The precision and recall average for all the images when using these values was 74% and 75% respectively with an F1 score of 0.73. Further analysis showed a 5% increase in precision and recall when analyzing images acquired in the afternoon and from the front viewpoint. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=agricultural%20engineering" title="agricultural engineering">agricultural engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=image%20processing" title=" image processing"> image processing</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20vision" title=" computer vision"> computer vision</a>, <a href="https://publications.waset.org/abstracts/search?q=flower%20detection" title=" flower detection"> flower detection</a> </p> <a href="https://publications.waset.org/abstracts/57279/detecting-tomato-flowers-in-greenhouses-using-computer-vision" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57279.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">329</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">283</span> Serial Position Curves under Compressively Expanding and Contracting Schedules of Presentation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Priya%20Varma">Priya Varma</a>, <a href="https://publications.waset.org/abstracts/search?q=Denis%20John%20McKeown"> Denis John McKeown</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Psychological time, unlike physical time, is believed to be ‘compressive’ in the sense that the mental representations of a series of events may be internally arranged with ever decreasing inter-event spacing (looking back from the most recently encoded event). If this is true, the record within immediate memory of recent events is severely temporally distorted. Although this notion of temporal distortion of the memory record is captured within some theoretical accounts of human forgetting, notably temporal distinctiveness accounts, the way in which the fundamental nature of the distortion underpins memory and forgetting broadly is barely recognised or at least directly investigated. Our intention here was to manipulate the spacing of items for recall in order to ‘reverse’ this supposed natural compression within the encoding of the items. In Experiment 1 three schedules of presentation (expanding, contracting and fixed irregular temporal spacing) were created using logarithmic spacing of the words for both free and serial recall conditions. The results of recall of lists of 7 words showed statistically significant benefits of temporal isolation, and more excitingly the contracting word series (which we may think of as reversing the natural compression within the mental representation of the word list) showed best performance. Experiment 2 tested for effects of active verbal rehearsal in the recall task; this reduced but did not remove the benefits of our temporal scheduling manipulation. Finally, a third experiment used the same design but with Chinese characters as memoranda, in a further attempt to subvert possible verbal maintenance of items. One change to the design here was to introduce a probe item following the sequence of items and record response times to this probe. Together the outcomes of the experiments broadly support the notion of temporal compression within immediate memory. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=memory" title="memory">memory</a>, <a href="https://publications.waset.org/abstracts/search?q=serial%20position%20curves" title=" serial position curves"> serial position curves</a>, <a href="https://publications.waset.org/abstracts/search?q=temporal%20isolation" title=" temporal isolation"> temporal isolation</a>, <a href="https://publications.waset.org/abstracts/search?q=temporal%20schedules" title=" temporal schedules"> temporal schedules</a> </p> <a href="https://publications.waset.org/abstracts/90260/serial-position-curves-under-compressively-expanding-and-contracting-schedules-of-presentation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90260.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">217</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">282</span> Effective Learning and Testing Methods in School-Aged Children </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farzaneh%20Badinlou">Farzaneh Badinlou</a>, <a href="https://publications.waset.org/abstracts/search?q=Reza%20Kormi-Nouri"> Reza Kormi-Nouri</a>, <a href="https://publications.waset.org/abstracts/search?q=Monika%20Knopf"> Monika Knopf</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamal%20Kharrazi"> Kamal Kharrazi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> When we teach, we have two critical elements at our disposal to help students: learning styles as well as testing styles. There are many different ways in which educators can effectively teach their students; verbal learning and experience-based learning. Lecture as a form of verbal learning style is a traditional arrangement in which teachers are more active and share information verbally with students. In experienced-based learning as the process of through, students learn actively through hands-on learning materials and observing teachers or others. Meanwhile, standard testing or assessment is the way to determine progress toward proficiency. Teachers and instructors mainly use essay (requires written responses), multiple choice questions (includes the correct answer and several incorrect answers as distractors), or open-ended questions (respondents answers it with own words). The current study focused on exploring an effective teaching style and testing methods as the function of age over school ages. In the present study, totally 410 participants were selected randomly from four grades (2ⁿᵈ, 4ᵗʰ, 6ᵗʰ, and 8ᵗʰ). Each subject was tested individually in one session lasting around 50 minutes. In learning tasks, the participants were presented three different instructions for learning materials (learning by doing, learning by observing, and learning by listening). Then, they were tested via different standard assessments as free recall, cued recall, and recognition tasks. The results revealed that generally students remember more of what they do and what they observe than what they hear. The age effect was more pronounced in learning by doing than in learning by observing, and learning by listening, becoming progressively stronger in the free-recall, cued-recall, and recognition tasks. The findings of this study indicated that learning by doing and free recall task is more age sensitive, suggesting that both of them are more strategic and more affected by developmental differences. Pedagogically, these results denoted that learning by modeling and engagement in program activities have the special role for learning. Moreover, the findings indicated that the multiple-choice questions can produce the best performance for school-aged children but is less age-sensitive. By contrast, the essay as essay can produce the lowest performance but is more age-sensitive. It will be very helpful for educators to know that what types of learning styles and test methods are most effective for students in each school grade. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=experience-based%20learning" title="experience-based learning">experience-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20style" title=" learning style"> learning style</a>, <a href="https://publications.waset.org/abstracts/search?q=school-aged%20children" title=" school-aged children"> school-aged children</a>, <a href="https://publications.waset.org/abstracts/search?q=testing%20methods" title=" testing methods"> testing methods</a>, <a href="https://publications.waset.org/abstracts/search?q=verbal%20learning" title=" verbal learning"> verbal learning</a> </p> <a href="https://publications.waset.org/abstracts/86871/effective-learning-and-testing-methods-in-school-aged-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86871.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">202</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">281</span> Taiwan’s Democratic Institutions: The Electoral Rise and Recall of Kuomintang’s Han Kuo-YU Mayor</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ryan%20Brading">Ryan Brading</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The results of Taiwan’s presidential election, which took place on 11 January 2020, were alarming for the Kuomintang (KMT). A party that was once the pillar of Taiwan’s institutional apparatus is now losing its direction. Since 2016, the inability of KMT to construct a winning presidential election campaign strategy has made its Chinese ancestry an obstacle in Taiwan’s vibrant and transparent democracy. The appearance of the little-known legislator Han Kuo-yu as the leadership alternative opened the possibility of reigniting the party. Han’s victory in the Kaohsiung mayoral election in November 2018 provided hope that Han could also win the presidency. Wrongly described as a populist, Han, however, was defeated in the January 2020 presidential race. This article analyses why Han is not a populist, his triumph in Kaohsiung, humiliation in running for the presidency and suffering a complete ‘loss of face’ when Kaohsiungers democratically ousted him from the mayoral post on 6 June 2020. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=populism" title="populism">populism</a>, <a href="https://publications.waset.org/abstracts/search?q=1992%20consensus" title=" 1992 consensus"> 1992 consensus</a>, <a href="https://publications.waset.org/abstracts/search?q=youth%20vote" title=" youth vote"> youth vote</a>, <a href="https://publications.waset.org/abstracts/search?q=Taiwan" title=" Taiwan"> Taiwan</a>, <a href="https://publications.waset.org/abstracts/search?q=recall" title=" recall"> recall</a> </p> <a href="https://publications.waset.org/abstracts/144351/taiwans-democratic-institutions-the-electoral-rise-and-recall-of-kuomintangs-han-kuo-yu-mayor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144351.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">175</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">280</span> The Incidental Linguistic Information Processing and Its Relation to General Intellectual Abilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Evgeniya%20V.%20Gavrilova">Evgeniya V. Gavrilova</a>, <a href="https://publications.waset.org/abstracts/search?q=Sofya%20S.%20Belova"> Sofya S. Belova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was aimed at clarifying the relationship between general intellectual abilities and efficiency in free recall and rhymed words generation task after incidental exposure to linguistic stimuli. The theoretical frameworks stress that general intellectual abilities are based on intentional mental strategies. In this context, it seems to be crucial to examine the efficiency of incidentally presented information processing in cognitive task and its relation to general intellectual abilities. The sample consisted of 32 Russian students. Participants were exposed to pairs of words. Each pair consisted of two common nouns or two city names. Participants had to decide whether a city name was presented in each pair. Thus words’ semantics was processed intentionally. The city names were considered to be focal stimuli, whereas common nouns were considered to be peripheral stimuli. Along with that each pair of words could be rhymed or not be rhymed, but this phonemic aspect of stimuli’s characteristic (rhymed and non-rhymed words) was processed incidentally. Then participants were asked to produce as many rhymes as they could to new words. The stimuli presented earlier could be used as well. After that, participants had to retrieve all words presented earlier. In the end, verbal and non-verbal abilities were measured with number of special psychometric tests. As for free recall task intentionally processed focal stimuli had an advantage in recall compared to peripheral stimuli. In addition all the rhymed stimuli were recalled more effectively than non-rhymed ones. The inverse effect was found in words generation task where participants tended to use mainly peripheral stimuli compared to focal ones. Furthermore peripheral rhymed stimuli were most popular target category of stimuli that was used in this task. Thus the information that was processed incidentally had a supplemental influence on efficiency of stimuli processing as well in free recall as in word generation task. Different patterns of correlations between intellectual abilities and efficiency in different stimuli processing in both tasks were revealed. Non-verbal reasoning ability correlated positively with free recall of peripheral rhymed stimuli, but it was not related to performance on rhymed words’ generation task. Verbal reasoning ability correlated positively with free recall of focal stimuli. As for rhymed words generation task, verbal intelligence correlated negatively with generation of focal stimuli and correlated positively with generation of all peripheral stimuli. The present findings lead to two key conclusions. First, incidentally processed stimuli had an advantage in free recall and word generation task. Thus incidental information processing appeared to be crucial for subsequent cognitive performance. Secondly, it was demonstrated that incidentally processed stimuli were recalled more frequently by participants with high nonverbal reasoning ability and were more effectively used by participants with high verbal reasoning ability in subsequent cognitive tasks. That implies that general intellectual abilities could benefit from operating by different levels of information processing while cognitive problem solving. This research was supported by the “Grant of President of RF for young PhD scientists” (contract № is 14.Z56.17.2980- MK) and the Grant № 15-36-01348a2 of Russian Foundation for Humanities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=focal%20and%20peripheral%20stimuli" title="focal and peripheral stimuli">focal and peripheral stimuli</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20intellectual%20abilities" title=" general intellectual abilities"> general intellectual abilities</a>, <a href="https://publications.waset.org/abstracts/search?q=incidental%20information%20processing" title=" incidental information processing"> incidental information processing</a> </p> <a href="https://publications.waset.org/abstracts/70096/the-incidental-linguistic-information-processing-and-its-relation-to-general-intellectual-abilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70096.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">231</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">279</span> Attention and Memory in the Music Learning Process in Individuals with Visual Impairments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lana%20Burmistrova">Lana Burmistrova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: The influence of visual impairments on several cognitive processes used in the music learning process is an increasingly important area in special education and cognitive musicology. Many children have several visual impairments due to the refractive errors and irreversible inhibitors. However, based on the compensatory neuroplasticity and functional reorganization, congenitally blind (CB) and early blind (EB) individuals use several areas of the occipital lobe to perceive and process auditory and tactile information. CB individuals have greater memory capacity, memory reliability, and less false memory mechanisms are used while executing several tasks, they have better working memory (WM) and short-term memory (STM). Blind individuals use several strategies while executing tactile and working memory n-back tasks: verbalization strategy (mental recall), tactile strategy (tactile recall) and combined strategies. Methods and design: The aim of the pilot study was to substantiate similar tendencies while executing attention, memory and combined auditory tasks in blind and sighted individuals constructed for this study, and to investigate attention, memory and combined mechanisms used in the music learning process. For this study eight (n=8) blind and eight (n=8) sighted individuals aged 13-20 were chosen. All respondents had more than five years music performance and music learning experience. In the attention task, all respondents had to identify pitch changes in tonal and randomized melodic pairs. The memory task was based on the mismatch negativity (MMN) proportion theory: 80 percent standard (not changed) and 20 percent deviant (changed) stimuli (sequences). Every sequence was named (na-na, ra-ra, za-za) and several items (pencil, spoon, tealight) were assigned for each sequence. Respondents had to recall the sequences, to associate them with the item and to detect possible changes. While executing the combined task, all respondents had to focus attention on the pitch changes and had to detect and describe these during the recall. Results and conclusion: The results support specific features in CB and EB, and similarities between late blind (LB) and sighted individuals. While executing attention and memory tasks, it was possible to observe the tendency in CB and EB by using more precise execution tactics and usage of more advanced periodic memory, while focusing on auditory and tactile stimuli. While executing memory and combined tasks, CB and EB individuals used passive working memory to recall standard sequences, active working memory to recall deviant sequences and combined strategies. Based on the observation results, assessment of blind respondents and recording specifics, following attention and memory correlations were identified: reflective attention and STM, reflective attention and periodic memory, auditory attention and WM, tactile attention and WM, auditory tactile attention and STM. The results and the summary of findings highlight the attention and memory features used in the music learning process in the context of blindness, and the tendency of the several attention and memory types correlated based on the task, strategy and individual features. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attention" title="attention">attention</a>, <a href="https://publications.waset.org/abstracts/search?q=blindness" title=" blindness"> blindness</a>, <a href="https://publications.waset.org/abstracts/search?q=memory" title=" memory"> memory</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20learning" title=" music learning"> music learning</a>, <a href="https://publications.waset.org/abstracts/search?q=strategy" title=" strategy"> strategy</a> </p> <a href="https://publications.waset.org/abstracts/95997/attention-and-memory-in-the-music-learning-process-in-individuals-with-visual-impairments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95997.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">184</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">278</span> Event Extraction, Analysis, and Event Linking</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anam%20Alam">Anam Alam</a>, <a href="https://publications.waset.org/abstracts/search?q=Rahim%20Jamaluddin%20Kanji"> Rahim Jamaluddin Kanji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the rapid growth of event in everywhere, event extraction has now become an important matter to retrieve the information from the unstructured data. One of the challenging problems is to extract the event from it. An event is an observable occurrence of interaction among entities. The paper investigates the effectiveness of event extraction capabilities of three software tools that are Wandora, Nitro and SPSS. We performed standard text mining techniques of these tools on the data sets of (i) Afghan War Diaries (AWD collection), (ii) MUC4 and (iii) WebKB. Information retrieval measures such as precision and recall which are computed under extensive set of experiments for Event Extraction. The experimental study analyzes the difference between events extracted by the software and human. This approach helps to construct an algorithm that will be applied for different machine learning methods. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=event%20extraction" title="event extraction">event extraction</a>, <a href="https://publications.waset.org/abstracts/search?q=Wandora" title=" Wandora"> Wandora</a>, <a href="https://publications.waset.org/abstracts/search?q=nitro" title=" nitro"> nitro</a>, <a href="https://publications.waset.org/abstracts/search?q=SPSS" title=" SPSS"> SPSS</a>, <a href="https://publications.waset.org/abstracts/search?q=event%20analysis" title=" event analysis"> event analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=extraction%20method" title=" extraction method"> extraction method</a>, <a href="https://publications.waset.org/abstracts/search?q=AFG" title=" AFG"> AFG</a>, <a href="https://publications.waset.org/abstracts/search?q=Afghan%20War%20Diaries" title=" Afghan War Diaries"> Afghan War Diaries</a>, <a href="https://publications.waset.org/abstracts/search?q=MUC4" title=" MUC4"> MUC4</a>, <a href="https://publications.waset.org/abstracts/search?q=4%20universities" title=" 4 universities"> 4 universities</a>, <a href="https://publications.waset.org/abstracts/search?q=dataset" title=" dataset"> dataset</a>, <a href="https://publications.waset.org/abstracts/search?q=algorithm" title=" algorithm"> algorithm</a>, <a href="https://publications.waset.org/abstracts/search?q=precision" title=" precision"> precision</a>, <a href="https://publications.waset.org/abstracts/search?q=recall" title=" recall"> recall</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a> </p> <a href="https://publications.waset.org/abstracts/17112/event-extraction-analysis-and-event-linking" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17112.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">596</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">277</span> Traffic Sign Recognition System Using Convolutional Neural NetworkDevineni</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Devineni%20Vijay%20Bhaskar">Devineni Vijay Bhaskar</a>, <a href="https://publications.waset.org/abstracts/search?q=Yendluri%20Raja"> Yendluri Raja</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We recommend a model for traffic sign detection stranded on Convolutional Neural Networks (CNN). We first renovate the unique image into the gray scale image through with support vector machines, then use convolutional neural networks with fixed and learnable layers for revealing and understanding. The permanent layer can reduction the amount of attention areas to notice and crop the limits very close to the boundaries of traffic signs. The learnable coverings can rise the accuracy of detection significantly. Besides, we use bootstrap procedures to progress the accuracy and avoid overfitting problem. In the German Traffic Sign Detection Benchmark, we obtained modest results, with an area under the precision-recall curve (AUC) of 99.49% in the group “Risk”, and an AUC of 96.62% in the group “Obligatory”. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=convolutional%20neural%20network" title="convolutional neural network">convolutional neural network</a>, <a href="https://publications.waset.org/abstracts/search?q=support%20vector%20machine" title=" support vector machine"> support vector machine</a>, <a href="https://publications.waset.org/abstracts/search?q=detection" title=" detection"> detection</a>, <a href="https://publications.waset.org/abstracts/search?q=traffic%20signs" title=" traffic signs"> traffic signs</a>, <a href="https://publications.waset.org/abstracts/search?q=bootstrap%20procedures" title=" bootstrap procedures"> bootstrap procedures</a>, <a href="https://publications.waset.org/abstracts/search?q=precision-recall%20curve" title=" precision-recall curve"> precision-recall curve</a> </p> <a href="https://publications.waset.org/abstracts/149896/traffic-sign-recognition-system-using-convolutional-neural-networkdevineni" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149896.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">276</span> The Role of Planning and Memory in the Navigational Ability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Greeshma%20Sharma">Greeshma Sharma</a>, <a href="https://publications.waset.org/abstracts/search?q=Sushil%20Chandra"> Sushil Chandra</a>, <a href="https://publications.waset.org/abstracts/search?q=Vijander%20Singh"> Vijander Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Alok%20Prakash%20Mittal"> Alok Prakash Mittal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Navigational ability requires spatial representation, planning, and memory. It covers three interdependent domains, i.e. cognitive and perceptual factors, neural information processing, and variability in brain microstructure. Many attempts have been made to see the role of spatial representation in the navigational ability, and the individual differences have been identified in the neural substrate. But, there is also a need to address the influence of planning, memory on navigational ability. The present study aims to evaluate relations of aforementioned factors in the navigational ability. Total 30 participants volunteered in the study of a virtual shopping complex and subsequently were classified into good and bad navigators based on their performances. The result showed that planning ability was the most correlated factor for the navigational ability and also the discriminating factor between the good and bad navigators. There was also found the correlations between spatial memory recall and navigational ability. However, non-verbal episodic memory and spatial memory recall were also found to be correlated with the learning variable. This study attempts to identify differences between people with more and less navigational ability on the basis of planning and memory. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=memory" title="memory">memory</a>, <a href="https://publications.waset.org/abstracts/search?q=planning%20navigational%20ability" title=" planning navigational ability"> planning navigational ability</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a> </p> <a href="https://publications.waset.org/abstracts/54114/the-role-of-planning-and-memory-in-the-navigational-ability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54114.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">338</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">275</span> Verbal Working Memory in Sequential and Simultaneous Bilinguals: An Exploratory Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Archana%20Rao%20R.">Archana Rao R.</a>, <a href="https://publications.waset.org/abstracts/search?q=Deepak%20P."> Deepak P.</a>, <a href="https://publications.waset.org/abstracts/search?q=Chayashree%20P.%20D."> Chayashree P. D.</a>, <a href="https://publications.waset.org/abstracts/search?q=Darshan%20H.%20S."> Darshan H. S.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cognitive abilities in bilinguals have been widely studied over the last few decades. Bilingualism has been found to extensively facilitate the ability to store and manipulate information in Working Memory (WM). The mechanism of WM includes primary memory, attentional control, and secondary memory, each of which makes a contribution to WM. Many researches have been done in an attempt to measure WM capabilities through both verbal (phonological) and nonverbal tasks (visuospatial). Since there is a lot of speculations regarding the relationship between WM and bilingualism, further investigation is required to understand the nature of WM in bilinguals, i.e., with respect to sequential and simultaneous bilinguals. Hence the present study aimed to highlight the verbal working memory abilities in sequential and simultaneous bilinguals with respect to the processing and recall abilities of nouns and verbs. Two groups of bilinguals aged between 18-30 years were considered for the study. Group 1 consisted of 20 (10 males and 10 females) sequential bilinguals who had acquired L1 (Kannada) before the age of 3 and had exposure to L2 (English) for a period of 8-10 years. Group 2 consisted of 20 (10 males and 10 females) simultaneous bilinguals who have acquired both L1 and L2 before the age of 3. Working memory abilities were assessed using two tasks, and a set of stimuli which was presented in gradation of complexity and the stimuli was inclusive of frequent and infrequent nouns and verbs. The tasks involved the participants to judge the correctness of the sentence and simultaneously remember the last word of each sentence and the participants are instructed to recall the words at the end of each set. The results indicated no significant difference between sequential and simultaneous bilinguals in processing the nouns and verbs, and this could be attributed to the proficiency level of the participants in L1 and the alike cognitive abilities between the groups. And recall of nouns was better compared to verbs, maybe because of the complex argument structure involved in verbs. Similarly, authors found a frequency of occurrence of nouns and verbs also had an effect on WM abilities. The difference was also found across gradation due to the load imposed on the central executive function and phonological loop. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilinguals" title="bilinguals">bilinguals</a>, <a href="https://publications.waset.org/abstracts/search?q=nouns" title=" nouns"> nouns</a>, <a href="https://publications.waset.org/abstracts/search?q=verbs" title=" verbs"> verbs</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory" title=" working memory"> working memory</a> </p> <a href="https://publications.waset.org/abstracts/101663/verbal-working-memory-in-sequential-and-simultaneous-bilinguals-an-exploratory-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101663.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">129</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">274</span> Deep Learning based Image Classifiers for Detection of CSSVD in Cacao Plants</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Atuhurra%20Jesse">Atuhurra Jesse</a>, <a href="https://publications.waset.org/abstracts/search?q=N%27guessan%20Yves-Roland%20Douha"> N'guessan Yves-Roland Douha</a>, <a href="https://publications.waset.org/abstracts/search?q=Pabitra%20Lenka"> Pabitra Lenka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The detection of diseases within plants has attracted a lot of attention from computer vision enthusiasts. Despite the progress made to detect diseases in many plants, there remains a research gap to train image classifiers to detect the cacao swollen shoot virus disease or CSSVD for short, pertinent to cacao plants. This gap has mainly been due to the unavailability of high quality labeled training data. Moreover, institutions have been hesitant to share their data related to CSSVD. To fill these gaps, image classifiers to detect CSSVD-infected cacao plants are presented in this study. The classifiers are based on VGG16, ResNet50 and Vision Transformer (ViT). The image classifiers are evaluated on a recently released and publicly accessible KaraAgroAI Cocoa dataset. The best performing image classifier, based on ResNet50, achieves 95.39\% precision, 93.75\% recall, 94.34\% F1-score and 94\% accuracy on only 20 epochs. There is a +9.75\% improvement in recall when compared to previous works. These results indicate that the image classifiers learn to identify cacao plants infected with CSSVD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CSSVD" title="CSSVD">CSSVD</a>, <a href="https://publications.waset.org/abstracts/search?q=image%20classification" title=" image classification"> image classification</a>, <a href="https://publications.waset.org/abstracts/search?q=ResNet50" title=" ResNet50"> ResNet50</a>, <a href="https://publications.waset.org/abstracts/search?q=vision%20transformer" title=" vision transformer"> vision transformer</a>, <a href="https://publications.waset.org/abstracts/search?q=KaraAgroAI%20cocoa%20dataset" title=" KaraAgroAI cocoa dataset"> KaraAgroAI cocoa dataset</a> </p> <a href="https://publications.waset.org/abstracts/169653/deep-learning-based-image-classifiers-for-detection-of-cssvd-in-cacao-plants" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169653.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">103</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">273</span> Lung Disease Detection from the Chest X Ray Images Using Various Transfer Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aicha%20Akrout">Aicha Akrout</a>, <a href="https://publications.waset.org/abstracts/search?q=Amira%20Echtioui"> Amira Echtioui</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Ghorbel"> Mohamed Ghorbel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Pneumonia remains a significant global health concern, posing a substantial threat to human lives due to its contagious nature and potentially fatal respiratory complications caused by bacteria, fungi, or viruses. The reliance on chest X-rays for diagnosis, although common, often necessitates expert interpretation, leading to delays and potential inaccuracies in treatment. This study addresses these challenges by employing transfer learning techniques to automate the detection of lung diseases, with a focus on pneumonia. Leveraging three pre-trained models, VGG-16, ResNet50V2, and MobileNetV2, we conducted comprehensive experiments to evaluate their performance. Our findings reveal that the proposed model based on VGG-16 demonstrates superior accuracy, precision, recall, and F1 score, achieving impressive results with an accuracy of 93.75%, precision of 94.50%, recall of 94.00%, and an F1 score of 93.50%. This research underscores the potential of transfer learning in enhancing pneumonia diagnosis and treatment outcomes, offering a promising avenue for improving healthcare delivery and reducing mortality rates associated with this debilitating respiratory condition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chest%20x-ray" title="chest x-ray">chest x-ray</a>, <a href="https://publications.waset.org/abstracts/search?q=lung%20diseases" title=" lung diseases"> lung diseases</a>, <a href="https://publications.waset.org/abstracts/search?q=transfer%20learning" title=" transfer learning"> transfer learning</a>, <a href="https://publications.waset.org/abstracts/search?q=pneumonia%20detection" title=" pneumonia detection"> pneumonia detection</a> </p> <a href="https://publications.waset.org/abstracts/187213/lung-disease-detection-from-the-chest-x-ray-images-using-various-transfer-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187213.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">43</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">272</span> Development and Validation of a Semi-Quantitative Food Frequency Questionnaire for Use in Urban and Rural Communities of Rwanda</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Phenias%20Nsabimana">Phenias Nsabimana</a>, <a href="https://publications.waset.org/abstracts/search?q=J%C3%A9r%C3%B4me%20W.%20Some"> Jérôme W. Some</a>, <a href="https://publications.waset.org/abstracts/search?q=Hilda%20Vasanthakaalam"> Hilda Vasanthakaalam</a>, <a href="https://publications.waset.org/abstracts/search?q=Stefaan%20De%20Henauw"> Stefaan De Henauw</a>, <a href="https://publications.waset.org/abstracts/search?q=Souheila%20Abbeddou"> Souheila Abbeddou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Tools for the dietary assessment in adults are limited in low- and middle-income settings. The objective of this study was to develop and validate a semi-quantitative food frequency questionnaire (FFQ) against the multiple pass-24 h recall tool for use in urban and rural Rwanda. A total of 212 adults (154 females and 58 males), 18-49 aged, including 105 urban and 107 rural residents, from the four regions of Rwanda, were recruited in the present study. A multiple-pass 24- H recall technique was used to collect dietary data in both urban and rural areas in four different rounds, on different days (one weekday and one weekend day), separated by a period of three months, from November 2020 to October 2021. The details of all the foods and beverages consumed over the 24h period of the day prior to the interview day were collected during face-to-face interviews. A list of foods, beverages, and commonly consumed recipes was developed by the study researchers and ten research assistants from the different regions of Rwanda. Non-standard recipes were collected when the information was available. A single semi-quantitative FFQ was also developed in the same group discussion prior to the beginning of the data collection. The FFQ was collected at the beginning and the end of the data collection period. Data were collected digitally. The amount of energy and macro-nutrients contributed by each food, recipe, and beverage will be computed based on nutrient composition reported in food composition tables and weight consumed. Median energy and nutrient contents of different food intakes from FFQ and 24-hour recalls and median differences (24-hour recall –FFQ) will be calculated. Kappa, Spearman, Wilcoxon, and Bland-Altman plot statistics will be conducted to evaluate the correlation between estimated nutrient and energy intake found by the two methods. Differences will be tested for their significance and all analyses will be done with STATA 11. Data collection was completed in November 2021. Data cleaning is ongoing and the data analysis is expected to be completed by July 2022. A developed and validated semi-quantitative FFQ will be available for use in dietary assessment. The developed FFQ will help researchers to collect reliable data that will support policy makers to plan for proper dietary change intervention in Rwanda. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=food%20frequency%20questionnaire" title="food frequency questionnaire">food frequency questionnaire</a>, <a href="https://publications.waset.org/abstracts/search?q=reproducibility" title=" reproducibility"> reproducibility</a>, <a href="https://publications.waset.org/abstracts/search?q=24-H%20recall%20questionnaire" title=" 24-H recall questionnaire"> 24-H recall questionnaire</a>, <a href="https://publications.waset.org/abstracts/search?q=validation" title=" validation"> validation</a> </p> <a href="https://publications.waset.org/abstracts/151539/development-and-validation-of-a-semi-quantitative-food-frequency-questionnaire-for-use-in-urban-and-rural-communities-of-rwanda" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151539.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">141</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=recall&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=recall&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=recall&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=recall&page=5">5</a></li> <li class="page-item"><a class="page-link" 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