Menglung Lai - Academia.edu (original) (raw)

Papers by Menglung Lai

Attention orienting in a spatial and a nonspatial task by healthy young and elderly subjects and by Alzheimer's disease patients

Brain and Cognition, 1999

Attention orienting in a spatial and a nonspatial task by healthy young and elderly subjects and by Alzheimer's disease patients

Journal of Education and Learning, 2014

This study aimed to examine the effects of remedial instruction on low-SES & low-math first grade... more This study aimed to examine the effects of remedial instruction on low-SES & low-math first graders' basic mathematics competence as well as their interest and confidence in mathematics learning. Fourteen participants of low-SES & low-math were selected from two classes totaling fifty-seven first graders at a public elementary school in central Taiwan. Results show that remedial instruction conducted during the study successfully improved the low-SES & low-math students' mathematics competence and enhanced their interest and confidence in mathematics. Remedial instruction in the form of story contexts conducted through small group collaboration with manipulatives appeared to improve low-SES & low-math students' mathematics learning. Implications related to remedial instruction for low-SES & low-math students are discussed.

Preschoolers' Understanding of Subtraction-Related Principles

Mathematical Thinking and Learning, 2009

Little research has focused on an informal understanding of subtractive negation (e.g., 3 − 3 = 0... more Little research has focused on an informal understanding of subtractive negation (e.g., 3 − 3 = 0) and subtractive identity (e.g., 3 − 0 = 3). Previous research indicates that preschoolers may have a fragile (i.e., unreliable or localized) understanding of the addition-subtraction inverse principle (e.g., 2 + 1 − 1 = 2). Recognition of a small collection's cardinal value and computational experience, particularly with subtractive negation, may play a key role in the

Preschoolers' Understanding of the Addition–Subtraction Inverse Principle: A Taiwanese Sample

Mathematical Thinking and Learning, 2007

Page 1. MATHEMATICAL THINKING AND LEARNING, 9(2), 131–171 Copyright © 2007, Lawrence Erlbaum Asso... more Page 1. MATHEMATICAL THINKING AND LEARNING, 9(2), 131–171 Copyright © 2007, Lawrence Erlbaum Associates, Inc. Preschoolers' Understanding of the Addition–Subtraction Inverse Principle: A Taiwanese Sample Arthur ...

Mathematical Thinking and Learning, 2004

In this commentary, we first outline several frameworks for analyzing the articles in this issue.... more In this commentary, we first outline several frameworks for analyzing the articles in this issue. Next, we discuss Clements and Sarama's overview and the issue hypothetical learning trajectories (HLTs) in general. We then analyze each of the other contributions. We conclude our commentary by offering a vision of HLTs that includes a key role for "big ideas." FRAMEWORKS We base our analysis of the articles in this issue, in part, on three frameworks. One is different philosophies of knowledge and authority (see Table 1), which provide the rationales for different approaches to mathematics instruction, the second framework summarized in Table 2. The third framework is a summary of Dewey's (1963) Experience and Education (see Table 3). Philosophical Perspectives and Approaches to Mathematics Instruction At one end of the direct-to-indirect instruction continuum is the traditional skills approach. Consistent with a dualistic philosophy, a teacher in this approach serves as the authoritative source of knowledge and uses direct instruction and practice to impart the correct procedure. The aim of such an approach is the mastery of basic skills (procedural content).

Toddlers' Spontaneous Attention to Number

Mathematical Thinking and Learning, 2008

Hannula and Lehtinen (2001, 2005) defined spontaneous focusing on numerosity (SFON) as the tenden... more Hannula and Lehtinen (2001, 2005) defined spontaneous focusing on numerosity (SFON) as the tendency to notice the relatively abstract attribute of number despite the presence of other attributes. According to nativists, an innate concept of one to three directs young ...

Educational Research Review, 2013

This study aims to disclose how eye-tracking technology has been applied to studies of learning, ... more This study aims to disclose how eye-tracking technology has been applied to studies of learning, and what eye movement measures have been used for investigations by reviewing studies that have employed the eye-tracking approach. A total of 81 papers including 113 studies were selected from the Social Sciences Citation Index database from 2000 to 2012. Content analysis showed that eye movements and learning were studied under the following seven themes: patterns of information processing, effects of instructional design, reexamination of existing theories, individual differences, effects of learning strategies, patterns of decision making, and conceptual development. As for eye-tracking measurements, the most often used indices were temporal measures, followed by count and spatial measures, although the choice of measures was often motivated by the specific research question. Research development trends show that the use of the eye-tracking method has proliferated recently. This study concludes that the eye-tracking method provides a promising channel for educational researchers to connect learning outcomes to cognitive processes.

Computers in Human Behavior, 2011

This study utilized eye-tracking technology to determine the impact of redundant onscreen text in... more This study utilized eye-tracking technology to determine the impact of redundant onscreen text information on viewers' cognitive processes with respect to multimedia information. Sixteen college students participated in the study and their eye-movement data and self-reported cognitive load ratings were collected as they viewed three web pages into which different forms of verbal explanations of thunderstorm systems were integrated. A repeated measure design was utilized to support the research purposes. The eye-tracking data showed that viewers relied on text information as the main information resource for determining meaning. Students' cognitive load reports reflected a redundant effect from the on screen text on their cognitive load level when both onscreen and narrative verbal messages were presented. However, eye-movement data revealed that viewers spent less time on the onscreen text when there was a narrative message presenting the same information. When the pictorial information was accompanied by both onscreen and narrative formats of verbal information, viewers seemed to be able to filter out redundant information. Additionally, replacing onscreen text with a voice-over seemed to globally orient viewers' eye fixations toward the illustration. Discussions on results and suggestions for future studies are provided in this paper.

Computers & Education, 2012

This study employed an eye-tracking technique to examine students' visual attention when solving ... more This study employed an eye-tracking technique to examine students' visual attention when solving a multiple-choice science problem. Six university students participated in a problem-solving task to predict occurrences of landslide hazards from four images representing four combinations of four factors. Participants' responses and visual attention were recorded by an eye tracker. Participants were asked to think aloud during the entire task. A 4 (options) Â 4 (factors) repeated measures design, two paired ttests and effect sizes analyses were conducted to compare the fixation duration between chosen and rejected options and between relevant and irrelevant factors. Content analyses were performed to analyze participants' responses and think aloud protocols and to examine individual's Hot Zone image. Finally, sequential analysis on fixated LookZones was further utilized to compare the scan patterns between successful and unsuccessful problem solvers. The results showed that, while solving an imagebased multiple-choice science problem, students, in general, paid more attention to chosen options than rejected alternatives, and spent more time inspecting relevant factors than irrelevant ones. Additionally, successful problem solvers focused more on relevant factors, while unsuccessful problem solvers experienced difficulties in decoding the problem, in recognizing the relevant factors, and in selfregulating of concentration. Future study can be done to examine the reliability and the usability of providing adaptive instructional scaffoldings for problem solving according to students' visual attention allocations and transformations in a larger scale. Eye-tracking techniques are suggested to be used to deeply explore the cognitive process during e-learning and be applied to future online assessment systems.

The development and assessment of counting-based cardinal number concepts

Educational Studies in Mathematics

The development and assessment of counting-based cardinal number concepts

Educational Studies in Mathematics

Fostering Preschoolers' Understanding of the Addition -Subtraction Inverse Principle

Science Education for Young Children in Taiwan

The World of Science Education

Cognitive Development, 2008

The present research involved gauging preschoolers' learning potential for a key arithmetic conce... more The present research involved gauging preschoolers' learning potential for a key arithmetic concept, the addition-subtraction inverse principle (e.g., 2 + 1 -1 = 2). Sixty 4-and 5-year-old Taiwanese children from two public preschools serving low-and middle-income families participated in the training experiment. Half were randomly assigned to an experimental group; half, to a control condition. Participants were tested for an understanding of inversion before and after intervention. One-third of the 5 year olds from both groups performed at the marginally or reliably successful levels before the intervention, and three quarters of them did so in the posttest. Only one of the 4 year olds was marginally successful before the intervention and 4 year olds in the experimental group somewhat benefited from the intervention. Significant social class effect were evident.

Attention orienting in a spatial and a nonspatial task by healthy young and elderly subjects and by Alzheimer's disease patients

Brain and Cognition, 1999

Attention orienting in a spatial and a nonspatial task by healthy young and elderly subjects and by Alzheimer's disease patients

Journal of Education and Learning, 2014

This study aimed to examine the effects of remedial instruction on low-SES & low-math first grade... more This study aimed to examine the effects of remedial instruction on low-SES & low-math first graders' basic mathematics competence as well as their interest and confidence in mathematics learning. Fourteen participants of low-SES & low-math were selected from two classes totaling fifty-seven first graders at a public elementary school in central Taiwan. Results show that remedial instruction conducted during the study successfully improved the low-SES & low-math students' mathematics competence and enhanced their interest and confidence in mathematics. Remedial instruction in the form of story contexts conducted through small group collaboration with manipulatives appeared to improve low-SES & low-math students' mathematics learning. Implications related to remedial instruction for low-SES & low-math students are discussed.

Preschoolers' Understanding of Subtraction-Related Principles

Mathematical Thinking and Learning, 2009

Little research has focused on an informal understanding of subtractive negation (e.g., 3 − 3 = 0... more Little research has focused on an informal understanding of subtractive negation (e.g., 3 − 3 = 0) and subtractive identity (e.g., 3 − 0 = 3). Previous research indicates that preschoolers may have a fragile (i.e., unreliable or localized) understanding of the addition-subtraction inverse principle (e.g., 2 + 1 − 1 = 2). Recognition of a small collection's cardinal value and computational experience, particularly with subtractive negation, may play a key role in the

Preschoolers' Understanding of the Addition–Subtraction Inverse Principle: A Taiwanese Sample

Mathematical Thinking and Learning, 2007

Page 1. MATHEMATICAL THINKING AND LEARNING, 9(2), 131–171 Copyright © 2007, Lawrence Erlbaum Asso... more Page 1. MATHEMATICAL THINKING AND LEARNING, 9(2), 131–171 Copyright © 2007, Lawrence Erlbaum Associates, Inc. Preschoolers' Understanding of the Addition–Subtraction Inverse Principle: A Taiwanese Sample Arthur ...

Mathematical Thinking and Learning, 2004

In this commentary, we first outline several frameworks for analyzing the articles in this issue.... more In this commentary, we first outline several frameworks for analyzing the articles in this issue. Next, we discuss Clements and Sarama's overview and the issue hypothetical learning trajectories (HLTs) in general. We then analyze each of the other contributions. We conclude our commentary by offering a vision of HLTs that includes a key role for "big ideas." FRAMEWORKS We base our analysis of the articles in this issue, in part, on three frameworks. One is different philosophies of knowledge and authority (see Table 1), which provide the rationales for different approaches to mathematics instruction, the second framework summarized in Table 2. The third framework is a summary of Dewey's (1963) Experience and Education (see Table 3). Philosophical Perspectives and Approaches to Mathematics Instruction At one end of the direct-to-indirect instruction continuum is the traditional skills approach. Consistent with a dualistic philosophy, a teacher in this approach serves as the authoritative source of knowledge and uses direct instruction and practice to impart the correct procedure. The aim of such an approach is the mastery of basic skills (procedural content).

Toddlers' Spontaneous Attention to Number

Mathematical Thinking and Learning, 2008

Hannula and Lehtinen (2001, 2005) defined spontaneous focusing on numerosity (SFON) as the tenden... more Hannula and Lehtinen (2001, 2005) defined spontaneous focusing on numerosity (SFON) as the tendency to notice the relatively abstract attribute of number despite the presence of other attributes. According to nativists, an innate concept of one to three directs young ...

Educational Research Review, 2013

This study aims to disclose how eye-tracking technology has been applied to studies of learning, ... more This study aims to disclose how eye-tracking technology has been applied to studies of learning, and what eye movement measures have been used for investigations by reviewing studies that have employed the eye-tracking approach. A total of 81 papers including 113 studies were selected from the Social Sciences Citation Index database from 2000 to 2012. Content analysis showed that eye movements and learning were studied under the following seven themes: patterns of information processing, effects of instructional design, reexamination of existing theories, individual differences, effects of learning strategies, patterns of decision making, and conceptual development. As for eye-tracking measurements, the most often used indices were temporal measures, followed by count and spatial measures, although the choice of measures was often motivated by the specific research question. Research development trends show that the use of the eye-tracking method has proliferated recently. This study concludes that the eye-tracking method provides a promising channel for educational researchers to connect learning outcomes to cognitive processes.

Computers in Human Behavior, 2011

This study utilized eye-tracking technology to determine the impact of redundant onscreen text in... more This study utilized eye-tracking technology to determine the impact of redundant onscreen text information on viewers' cognitive processes with respect to multimedia information. Sixteen college students participated in the study and their eye-movement data and self-reported cognitive load ratings were collected as they viewed three web pages into which different forms of verbal explanations of thunderstorm systems were integrated. A repeated measure design was utilized to support the research purposes. The eye-tracking data showed that viewers relied on text information as the main information resource for determining meaning. Students' cognitive load reports reflected a redundant effect from the on screen text on their cognitive load level when both onscreen and narrative verbal messages were presented. However, eye-movement data revealed that viewers spent less time on the onscreen text when there was a narrative message presenting the same information. When the pictorial information was accompanied by both onscreen and narrative formats of verbal information, viewers seemed to be able to filter out redundant information. Additionally, replacing onscreen text with a voice-over seemed to globally orient viewers' eye fixations toward the illustration. Discussions on results and suggestions for future studies are provided in this paper.

Computers & Education, 2012

This study employed an eye-tracking technique to examine students' visual attention when solving ... more This study employed an eye-tracking technique to examine students' visual attention when solving a multiple-choice science problem. Six university students participated in a problem-solving task to predict occurrences of landslide hazards from four images representing four combinations of four factors. Participants' responses and visual attention were recorded by an eye tracker. Participants were asked to think aloud during the entire task. A 4 (options) Â 4 (factors) repeated measures design, two paired ttests and effect sizes analyses were conducted to compare the fixation duration between chosen and rejected options and between relevant and irrelevant factors. Content analyses were performed to analyze participants' responses and think aloud protocols and to examine individual's Hot Zone image. Finally, sequential analysis on fixated LookZones was further utilized to compare the scan patterns between successful and unsuccessful problem solvers. The results showed that, while solving an imagebased multiple-choice science problem, students, in general, paid more attention to chosen options than rejected alternatives, and spent more time inspecting relevant factors than irrelevant ones. Additionally, successful problem solvers focused more on relevant factors, while unsuccessful problem solvers experienced difficulties in decoding the problem, in recognizing the relevant factors, and in selfregulating of concentration. Future study can be done to examine the reliability and the usability of providing adaptive instructional scaffoldings for problem solving according to students' visual attention allocations and transformations in a larger scale. Eye-tracking techniques are suggested to be used to deeply explore the cognitive process during e-learning and be applied to future online assessment systems.

The development and assessment of counting-based cardinal number concepts

Educational Studies in Mathematics

The development and assessment of counting-based cardinal number concepts

Educational Studies in Mathematics

Fostering Preschoolers' Understanding of the Addition -Subtraction Inverse Principle

Science Education for Young Children in Taiwan

The World of Science Education

Cognitive Development, 2008

The present research involved gauging preschoolers' learning potential for a key arithmetic conce... more The present research involved gauging preschoolers' learning potential for a key arithmetic concept, the addition-subtraction inverse principle (e.g., 2 + 1 -1 = 2). Sixty 4-and 5-year-old Taiwanese children from two public preschools serving low-and middle-income families participated in the training experiment. Half were randomly assigned to an experimental group; half, to a control condition. Participants were tested for an understanding of inversion before and after intervention. One-third of the 5 year olds from both groups performed at the marginally or reliably successful levels before the intervention, and three quarters of them did so in the posttest. Only one of the 4 year olds was marginally successful before the intervention and 4 year olds in the experimental group somewhat benefited from the intervention. Significant social class effect were evident.