ETD Collection

Permanent URI for this collectionhttps://wiredspace.wits.ac.za/handle/10539/104


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2016 - 20182

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    Exploring the relationship between language experience and the cognitive functions: divergent thinking and working memory in linguistically diverse adoleecents
    (2018) Anthony, Kirstin
    This study aimed to contribute to understanding the association between language experience and the cognitive functions, working memory and divergent thinking. There is a gap in literature when it comes to these cognitive constructs even though there is extensive evidence for language acquisition as an influential factor in other cognitive functions. As bi/multilingualism is a South African norm it is significant to explore the effect it has on working memory and divergent thinking constructs that are needed to successfully function in life. The sample consisted of 69 learners aged between 12 and 14 years of age from a private and government school in the Johannesburg area. The learners between spoke two and five languages determined by the selective questions of the Language Experience and Proficiency Questionnaire. (LEAP-Q). Language experience was measured according to the number of acquired languages and the reported proficiency of each language. These were correlated with the scores from the following instruments: the Working Memory Inventory (WMI) from the Wechsler Intelligence Scale for Children – Fifth Edition, and the Alternate User Test (AUT). The study concluded that language experience (both acquired language and language proficiency) did not correlate with any of the working memory subtests or total working memory, yet there was a negative association between language acquisition and the AUT scores for the government school. The government school respondents also demonstrated a positive correlation between their Alternate User Test (AUT) scores and the picture span subtest and total working memory. The study also found that the demographic variable age is significant when it comes to the total working memory and the AUT task. As a means of confirming the validity of the selective questions of the LEAP-Q, it was correlated against a benchmark test, the Oral Expression of the WIAT-III, which indicated that the test might not be a reliable measure of language proficiency. The possibility of these results was discussed as well as the limitations of the study as a means to improve future research in this area.
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    Digital search literacy, self-directed learning and epistemic cognition in a South African undergraduate student sample
    (2016) Herselman, Taryn Elise
    Undergraduate students’ require a certain degree of digital literacy in order to make use of the internet as a resource and educational tool. This report argues that two critical aspects of digital search literacy are the student’s ability to effectively execute and monitor the search strategies used to navigate the ever-increasing number of webpages; and the critical thinking skills required to evaluate those documents in an academic context. Therefore, digital literacy requires effective self-directed learning (SDL) skills and appropriate epistemic cognition (EC). The present research used a sequential explanatory design, which comprised of two phases: Stage 1, N = 119 and Stage 2, N=17. The sample for both phases of the project was drawn from students enrolled for first-year level psychology courses at the University of the Witwatersrand. The sample for Stage 2 was drawn from students who had already completed Stage 1, which required the completion an online questionnaire. During the second phase, students were tasked with conducting a web-based search on an essay topic relating to the discipline of psychology. Several research objectives were examined; general self-reported epistemic cognition and readiness for self-directed learning levels of a sample of undergraduate South African university students; self-reported self-directed learning behaviours, epistemic cognition and digital search literacy issues; the impact of search strategies on the type and quality of information sources located; and the psychology-specific epistemic beliefs involved in the evaluation of source features of web based documents. Findings showed that students did indeed engage specific self-directed learning and epistemic cognition behaviours while searching for resources online. The key components of digital search literacy included, self-directed learning (monitoring and strategy use) and epistemic cognition (source evaluation). In terms of rating the sources, personal justification and justification by authority were the most predominant when students rated the most credible sources; while relevance to task, personal justification and format/style were applied more often when rating the least credible web documents. In conclusion, future research on digital literacy should include the relative contribution of SDL and EC components as important mechanisms for online search strategies and critical source evaluation. Keywords: self-directed learning, epistemic cognition and beliefs, source evaluation, web search, navigation behaviour, strategies