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Descriptors:
Disabilities; Chronic Illness; Time Perspective; Role; Personality Theories; Therapy; Correlation; Death; Mental Disorders; Emotional Adjustment; Social Adjustment; Rehabilitation Counseling

Abstract:
The first part of this article focused on providing the reader with a general overview of the concept of time with special emphasis on understanding time's role in the structure of personality theories and their associated therapeutic approaches, as well as linking the discussion to the understanding of time in the context of psychosocial adaptation to chronic illnesses and disabilities (CIDs). In the second part of this article, the author seeks to (a) briefly comment on the association among death, disability, and time; (b) discuss findings from the clinical and empirical literatures regarding time perception/orientation within the context of psychiatric disabilities; (c) review findings on the relationships between time perception/orientation and psychosocial adaptation to CIDs; and (d) highlight those treatment modalities that have been suggested for individuals whose disabilities have resulted in time distortions. (Contains 1 note.) [For Part I, see EJ967880.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Linguistics; Semantics; Discourse Analysis; Role; Time Perspective; Linguistic Theory; Teaching Methods; History Instruction; Sociology; Secondary Education

Abstract:
Based on the theoretical understandings from Legitimation Code Theory (Maton, 2013) and Systemic Functional Linguistics (Martin, 2013) underpinning the research discussed in this special issue, this paper focuses on classroom pedagogy to illustrate an important strategy for making semantic waves in History teaching, namely "temporal shifting". We begin with a brief contextualisation of how Legitimation Code Theory (LCT) and Systemic Functional Linguistics have been used together to investigate cumulative knowledge-building before outlining how the LCT concepts of "semantic gravity and semantic density" were enacted in linguistic terms for this research in order to understand the linguistic resources marshalled by actors in making semantic waves. The paper then moves on to consider temporality from both linguistic and sociological perspectives and to demonstrate how it is implicated in movements up and down the semantic scale to create semantic waves. (Contains 1 table and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Technology; Electronic Learning; Learning Processes; Learning Activities; Data Collection; Study Habits; Cognitive Style; Student Behavior; Behavioral Science Research; Social Networks; Population Groups; Incidence; Time Perspective; Time on Task; Geographic Location; Library Research

Abstract:
The migration from traditional classrooms to online learning environments is in full effect. In the midst of these changes, a new approach to learning analytics needs to be considered. Learning analytics refers to the process of collecting and studying usage data in order to make instructional decisions that will support student success. In learning analytics, "usage data" can refer to a wide range of information being produced by the observed population. The necessary tools and technology used to study learning analytics are starting to become simplified, allowing librarians to develop a better understanding of their students learning habits. Rather than analyzing college students' general learning behavior, learning analytics can provide insight into the learning styles or patterns of a specific subset of students. Within learning analytics, the "learning process is assessed more so than final learning outcomes." Therefore, learning analytics involves a redesign of assessment that traditionally focuses on outcomes. This in-process assessment draws its data from the daily learning activity of students within their social and informational networks. The author discusses three interactive components to be studied when collecting data for learning analytics: (1) timing; (2) location; and (3) population. It is important to note that there is a sense of immediacy to these components; current data are very valuable in regard to learning analytics and in-process assessment. The first step in collecting data is to investigate these components as they relate to a group of students. Ultimately, a big picture will begin to develop about the daily learning activity of students within their network of courses. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Laptop Computers; Writing Tests; Essays; Computer Assisted Instruction; Computer Literacy; Computer Uses in Education; Intermode Differences; Workstations; Performance Factors; Preferences; Statistical Significance; Foreign Students; Student Surveys; Gender Differences; Regional Characteristics; Time Factors (Learning); Time Perspective

Abstract:
To explore the potential effect of computer type on the Test of English as a Foreign Language-Internet-Based Test (TOEFL iBT) Writing Test, a sample of 444 international students was used. The students were randomly assigned to either a laptop or a desktop computer to write two TOEFL iBT practice essays in a simulated testing environment, followed by a survey of computer experience. The survey results suggested that the participants had extensive experience using computers, had more experience with laptops than with desktops, and preferred using the laptop computers to the desktop computers. The computer type (laptop or desktop computer) was found to have a negligible effect on essay performance (essay score, essay length, and writing speed). However, other factors, including gender, regional background, daily experience with laptop or desktop computers, preference for a particular pointing device, and previous TOEFL experience, were found to be significantly related to essay performance but did not interact with computer type. (Contains 4 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Innovation; Lifelong Learning; Human Capital; Trend Analysis; Educational Trends; Skill Analysis; Skill Development; Performance Factors; Literature Reviews; Futures (of Society); Alignment (Education); Skill Obsolescence; Relevance (Education); Theory Practice Relationship; Epistemology; Program Content; Influence of Technology; Time Perspective; Basic Skills; Educational Needs

Abstract:
This article explores and discusses key conditions needed to develop skills for innovation. This article analyses five trends that can contribute to fostering the development of skills for innovation within and outside formal educational institutions. These key trends, identified through a literature review, are elements that foster learning and human capital development necessary for an innovative society. These five key elements are: (1) the mismatch between formal education and the challenges of an innovative society; (2) the shift from what we learn to how we learn; (3) the fluctuating relationship between digital technologies and contents; (4) the changing conceptions of space-time and the emphasis on lifelong learning; and (5) the development of soft skills. Finally, this article ends highlighting that the expanded learning and the development of skills for innovation are critical aspects for the future of education. (Contains 1 figure and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Practices; Global Approach; Educational History; Comparative Education; Time Perspective; Educational Trends; Elementary Schools; Enrollment Trends; Education Work Relationship; Educational Attainment; Equal Education; Evaluation Methods; Comparative Analysis; Research Methodology; Statistical Analysis

Abstract:
This research documents long-run trends in between-country education inequality and proposes a method for doing so that accounts for the ways in which most education variables differ from continuous variables such as income. Historical, national-level estimates of primary schooling enrollment rates and years of completed primary, secondary, and total schooling are used to identify several problems that arise when formal measures of inequality are used to estimate intercountry education convergence, including violation of the welfare, scale invariance, and anonymity principles. An alternate measurement strategy shows that the intercountry trend in the dispersion of education has followed an approximately normal curve over the past 140 years, but with considerable variation across measures of education. These results are in contradiction to previous education inequality studies, which have reported either monotonically rising or falling intercountry inequality. (Contains 1 table, 6 figures and 11 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Models; Intervals; Experiments; Theories; Time Perspective; Investigations

Abstract:
This paper examines the judgment of segmented temporal intervals, using short tone sequences as a convenient test case. In four experiments, we investigate how the relative lengths, arrangement, and pitches of the tones in a sequence affect judgments of sequence duration, and ask whether the data can be described by a simple weighted sum of segments model. The model incorporates three basic assumptions: (i) the judgment of each segment is a negatively accelerated function of its duration, (ii) the judgment of the overall interval is produced by summing the judgments of each segment, and (iii) more recent segments are weighted more heavily. We also assume that higher-pitched tones are judged to last longer. Empirically, sequences with equal-sized segments were consistently judged longer than those with accelerating or decelerating structures. Furthermore, temporal structure interacted with duration, such that accelerating sequences were judged longer than decelerating ones at short durations but the effect reversed at longer durations. These effects were modulated by the number of tones in the sequence, the rate of acceleration/deceleration, and whether the sequence had ascending or descending pitch, and were well-described by the weighted sum model. The data provide strong constraints on theories of temporal judgment, and the weighted sum of segments model offers a useful basis for future theoretical and empirical investigation. (Contains 5 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Stress Variables; Life Satisfaction; Unemployment; Social Indicators; Measurement; Sociometric Techniques; Socioeconomic Influences; Psychometrics; Comparative Analysis; Predictor Variables; Time Perspective; Experience; Adjustment (to Environment); Resilience (Psychology); Widowed; Marriage; Birth; Divorce

Abstract:
This paper analyzed the effect of major positive and negative life events (marriage, divorce, birth of child, widowhood, and unemployment) on life satisfaction. For the first time, this study estimated the effects of life events not with a precision of 12 months but of 3 months. Specifically, two questions were addressed: (1) Does the precision of the temporal localization of the event (i.e., 12 or 3 months) affect the observed trajectories of life satisfaction, and (2) is the precision of the temporal localization more important for negative life events? As expected, results showed that the precision of temporal localization allows a clearer view on hedonic adaptation, in particular following negative life events. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Time Perspective; Models; Error Patterns; Duplication; Acoustics; Light; Bias; Methods; Foreign Countries

Abstract:
Systematic errors in time reproduction tasks have been interpreted as a misperception of time and therefore seem to contradict basic assumptions of pacemaker-accumulator models. Here we propose an alternative explanation of this phenomenon based on methodological constraints regarding the direction of time, which cannot be manipulated in experimental settings. In two experiments, we demonstrate the influence of the direction of a dimensional change for pitch and brightness estimates. The results support the assumption that errors in time reproduction tasks do not reflect a systematic temporal misperception, but rather a methodological artifact. Implications for contemporary models of time perception are discussed. (Contains 3 figures and 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Retirement; Money Management; Social Responsibility; Motivation; Time Perspective; Self Concept; School Personnel; Universities

Abstract:
Americans are not saving enough for retirement. Previous research suggests that this is due, in part, to people's tendency to think of the future self as more like another person than like the present self, making saving feel like giving money away rather than like investing in oneself. Using objective employer saving data, a field experiment capitalized on this phenomenon to increase saving. It compared the effectiveness of a novel message--one appealing to people's sense of "social" responsibility to their future selves--with a more traditional appeal to people's sense of rational self-interest. The social-responsibility-to-the-future-self message resulted in larger increases in saving than the self-interest message, but only to the extent that people felt a strong "social" connection to their future selves. These results broaden our understanding of the psychology of moral responsibility and refine our understanding of the role of future-self continuity in fostering intertemporal patience. They further demonstrate how understanding conceptions of the self over time can suggest solutions to important and challenging policy problems. (Contains 5 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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