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"Hofer, Barbara"
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Theoretical Considerations on the Literacy-Metacognition Nexus: Exploring the Linguistic-Cognitive Landscape of Young Multilingual Minds
Background/Objectives: Research suggests that metalinguistic and cognitive/attentional-control processes are key variables in literacy development in young learners. Interactions between these variables are complex, and this complexity is increased in multilingual learners. With data on the interplay between metalinguistic and cognitive awareness, literacy, and multilingualism being scarce, it is far from clear how these variables interact and how they impact the individual child. This article sets out to shine some light on the interconnectedness and interactions between metalinguistic awareness, cognitive/executive functions, and (multilingual) literacy. Conclusions: We argue that the three dimensions are strongly correlated and that this correlation comes with important implications for language learning, language processing, and language development. However, the exact nature of these correlations is yet to be established.
Journal Article
Personal Epistemology Research: Implications for Learning and Teaching
The ideas that individuals hold about knowledge and knowing have been the target of research programs with disparate names, such as epistemological beliefs, reflective judgment, ways of knowing, and epistemological reflection, all of which appear to be a part of a larger body of work on \"personal epistemology.\" Epistemological perspectives are salient in numerous academic experiences, have been shown to be related to learning in various ways, influence reasoning and judgment throughout our lives, and have implications for teaching. Yet this work has remained outside the mainstream of educational psychology and cognitive development. This paper addresses three main questions: (1) What is personal epistemology research and how is it conceptualized? (2) How are individuals' conceptions of epistemology related to learning and instruction? (3) Given what we know about personal epistemology, what might educators do? Suggestions are also provided for future research and theoretical development.
Journal Article
Mapping of Dwellings in IDP/Refugee Settlements from Very High-Resolution Satellite Imagery Using a Mask Region-Based Convolutional Neural Network
Earth-observation-based mapping plays a critical role in humanitarian responses by providing timely and accurate information in inaccessible areas, or in situations where frequent updates and monitoring are required, such as in internally displaced population (IDP)/refugee settlements. Manual information extraction pipelines are slow and resource inefficient. Advances in deep learning, especially convolutional neural networks (CNNs), are providing state-of-the-art possibilities for automation in information extraction. This study investigates a deep convolutional neural network-based Mask R-CNN model for dwelling extractions in IDP/refugee settlements. The study uses a time series of very high-resolution satellite images from WorldView-2 and WorldView-3. The model was trained with transfer learning through domain adaptation from nonremote sensing tasks. The capability of a model trained on historical images to detect dwelling features on completely unseen newly obtained images through temporal transfer was investigated. The results show that transfer learning provides better performance than training the model from scratch, with an MIoU range of 4.5 to 15.3%, and a range of 18.6 to 25.6% for the overall quality of the extracted dwellings, which varied on the bases of the source of the pretrained weight and the input image. Once it was trained on historical images, the model achieved 62.9, 89.3, and 77% for the object-based mean intersection over union (MIoU), completeness, and quality metrics, respectively, on completely unseen images.
Journal Article
Reproducible research and GIScience: an evaluation using AGILE conference papers
The demand for reproducible research is on the rise in disciplines concerned with data analysis and computational methods. Therefore, we reviewed current recommendations for reproducible research and translated them into criteria for assessing the reproducibility of articles in the field of geographic information science (GIScience). Using this criteria, we assessed a sample of GIScience studies from the Association of Geographic Information Laboratories in Europe (AGILE) conference series, and we collected feedback about the assessment from the study authors. Results from the author feedback indicate that although authors support the concept of performing reproducible research, the incentives for doing this in practice are too small. Therefore, we propose concrete actions for individual researchers and the GIScience conference series to improve transparency and reproducibility. For example, to support researchers in producing reproducible work, the GIScience conference series could offer awards and paper badges, provide author guidelines for computational research, and publish articles in Open Access formats.
Journal Article
On the Dynamics of Early Multilingualism
This book contributes to current issues in TLA and multilingualism research. It discusses multilingual learning and development from a Dynamic Systems Theory perspective. The author argues that trilingual education does not harm or confuse young learners but that the teaching of three languages from an early age carries positive implications for children's linguistic, metalinguistic, and crosslinguistic awareness.
eBook
Epistemology, metacognition, and self-regulation: musings on an emerging field
The contributors to this special issue explore the connections between metacognition and personal epistemology. This commentary on the five articles addresses definitional concerns regarding both epistemology and metacognition, discusses the conceptual relation between the constructs, critiques methodological approaches, and suggests developmental considerations in this type of research.
Journal Article
Research agenda: From monolingual to multilingual norms in multilingual classrooms
The present contribution proposes a low-threshold action plan for research into what we consider critical areas in multilingualism where we see an urgent need for more empirical studies and research-based classroom interventions and a stronger commitment to multilingual standards both in research and teaching. Reaching out to a wide audience of researchers, educationalists and decision makers, we first stake out the conceptual frame for our discussion and delineate the theoretical base that informs our thinking. This is followed by a perforce perfunctory overview of the current state of things. Next, we outline three research tasks with concrete practical suggestions and guidance on how to operationalise and implement the respective projects. Each task is contextualised in terms of its broader socio-educational embedding and prospective practical-theoretical relevance. The overall aim is to challenge traditional monolingual-grounded notions of language development, promote a dynamic and inclusive multilingual perspective in language learning, teaching and assessment, and contribute to a more informed understanding of multilingualism.
Journal Article
Personal epistemology
This is the first book to provide a comprehensive overview of the theoretical and methodological approaches to the study of personal epistemology from a psychological and educational perspective. Both theory building and empirical research have grown dramatically in the past decade but, until now, this work has not been pulled together in a single volume. That is the mission of this volume whose state-of-the-art theory and research are likely to define the field for the next 20 years. Key features of this important new book include: *Pioneering Contributors--The book provides current perspectives of each of the major theoreticians and researchers who pioneered this growing field, as well as contributions from new researchers. *Diverse Perspectives--The contributors represent a variety of perspectives, including education, educational psychology, developmental psychology, higher education, and science and mathematics education. *Editorial Integration--Opening and closing chapters by the editors set out key issues confronting the field.
eBook
Beliefs About Knowledge and Knowing: Integrating Domain Specificity and Domain Generality: A Response to Muis, Bendixen, and Haerle (2006)
In their review of the empirical research, Muis, Bendixen, and Haerle (2006) bring closure to the debate between domain specificity and domain generality of epistemic beliefs and provide a framework for future research. In response to their review, this article comments on issues that remain for those who wish to examine the nature of the interaction between epistemic domain specificity and domain generality and its relation to learning. These issues include methodological concerns, philosophical contributions, terminology, epistemology beyond academic domains, and educational implications.
Journal Article