Search results for "Context specific"
showing 3 items of 3 documents
Towards formalised end-user participation in information systems development process
2006
Creating requirements specifications is one of the most challenging tasks in the systems development. For a complete specification, different kinds of information are gathered. This includes information about the domain and context specific technical issues, and about multifaceted cultural, political, communicational, motivational, and personal issues. As there is no information systems development (ISD) method that would yield such information comprehensively, it could be achieved by user-oriented approaches, for instance by participatory design (PD). Reciprocally, unfortunately those do not provide detailed instructions for the systems development. In this paper, we will present our exper…
Context specificity of both acquisition and extinction of a Pavlovian conditioned response
2016
It is widely held that the extinction of a conditioned response is more context specific than its initial acquisition. One proposed explanation is that context serves to disambiguate the meaning of a stimulus. Using a procedure that equated the learning histories of the contexts, we show that the memory of an appetitive Pavlovian association can be highly context specific despite being unambiguous. This result is inconsistent with predictions of the Rescorla–Wagner model of learning but in line with configural accounts of contextual control of behavior. We propose an explanatory model in which context serves to modulate the gain of associative strength and which expands upon the configural …
Screening for Slow Reading Acquisition in Norway and Finland : a Quest for Context Specific Predictors
2020
Early identification of children at risk of developing reading difficulties is crucial for effective interventions. While orthographies and educational contexts differ, predictors included in early at-risk screening tend to remain rather homogeneous across countries. In this study, we compared longitudinal prediction patterns of being among the 20 percent lowest performing in reading fluency by the end of Grade 1 in Norway (N = 918) and Finland (N =378). The two countries differ in orthographic consistency (semi-transparent versus transparent), age at school entry and pre-primary education. Letter knowledge, phoneme isolation and rapid automatized naming (RAN) were unique predictors in the …