EMIP: The eye movements in programming dataset

Autor: Bednarik, Roman, Busjahn, Teresa, Gibaldi, Agostino, Ahadi, Alireza, Bielikova, Maria, Crosby, Martha, Essig, Kai, Fagerholm, Fabian, Jbara, Ahmad, Lister, Raymond, Orlov, Pavel, Paterson, James, Sharif, Bonita, Sirkiä, Teemu, Stelovsky, Jan, Tvarozek, Jozef, Vrzakova, Hana, van der Linde, Ian

© 2020 A large dataset that contains the eye movements of N=216 programmers of different experience levels captured during two code comprehension tasks is presented. Data are grouped in terms of programming expertise (from none to high) and other de

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=dedup_wf_001::a10783642c76013d09116935fb5382e4
https://hdl.handle.net/10453/144601

IDENTIFYING A PSYCHOMETRIC PROFILE FOR VULNERABILITY ASSESSMENT PROFESSIONALS: TALENT IDENTIFICATION TO SUPPORT CAREER ASSESSMENT.

Autor: CROSBY, MARTHA, IKEHARA, CURTIS, NEIDERT, GREGORY P. M., ZANTUA, MORGAN A.

Publikováno v: South Dakota Law Review; 2020, Vol. 65 Issue 3, p597-607, 11p

Measures of Real Time Assessment to use in Adaptive Augmentation

Autor: Crosby, Martha E, Ikehara, Curtis, Chin, David N

Publikováno v: Crosby, Martha E; Ikehara, Curtis; & Chin, David N. (2002). Measures of Real Time Assessment to use in Adaptive Augmentation. Proceedings of the Cognitive Science Society, 24(24). Retrieved from: http://www.escholarship.org/uc/item/5x71c4jn

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=od_______325::74e8b1db8a600d6c5cf1c193e4b571b4
http://www.escholarship.org/uc/item/5x71c4jn

Overloaded and Biased? Using Augmented Cognition to Understand the Interaction Between Information Overload and Cognitive Biases.

Autor: Minas, Randall K., Crosby, Martha E.

Publikováno v: Foundations of Augmented Cognition: Neuroergonomics & Operational Neuroscience (9783319399546); 2016, p242-252, 11p

Feedback from Physiological Sensors in the Classroom.

Autor: Crosby, Martha E., Ikehara, Curtis S.

Publikováno v: Impact of Pen & Touch Technology on Education; 2015, p381-387, 7p