ODISSEI (Open Data Infrastructure for Social Science and Economic Innovations)
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Project Ongekend Bijzonder, Utrecht, interview 14
No full textgeslacht: V
land van herkomst: Afghanistan
leeftijd aankomst NL: 12
stad: Utrecht
relaties met eigen gemeenschap: actief in Afghaanse stichting
opleiding: student Rechten
werk in NL: studen
In the brand we trust? The moderating role of journalistic values and news topics in the relation between news source and trust in news
No full textData collected in the context of a paper examining the relation between news source and trust, while considering the moderating role of journalistic values and type of issue the news deals with (politicized/ not politicized). We conducted a survey experiment in the Netherlands and Sweden
Project Ongekend Bijzonder, Utrecht, interview 31
No full textgeslacht: V
land van herkomst: Iran
leeftijd aankomst NL:
stad: Utrecht
vluchtreden: vrijheid en veiligheid
relaties met eigen gemeenschap:
opleiding: universitaire studie biologie, kunst privélessen (Iran); kunstacademie, dokterassistentopleiding (NL)
beroep land van herkomst: boekhouder
kinderen: 1
bijdrage aan de stad: dansles, aerobics, sportles, schilderijen, gedichten, jeugdboe
Smell-e Technology: Validating immersive multisensory VR food environments to study food choice
No full textThe key objective of the research was to empirically examine the validity of immersive multisensory VR (food) environments for modeling real-world food cue responses [FCR]. We conducted a lab-based "proof-of-principle" study to systematically compare individuals’ FCRs (i.e., self-reported craving and salivation levels) between a unisensory (vision only) VR environment, multisensory (vision + olfaction) VR environment, and a comparable real-life setting. Furthermore, we investigated possible mechanisms (i.e., presence) underlying FCR-enhancing effects of a multisensory VR environment.
Research Questions:
To what extent do individuals’ psychological (i.e., subjective craving) and physiological (i.e., salivary volume) responses to food cues (versus non-food cues) differ between a unisensory (vision only) VR environment versus a multisensory (vision + olfaction) VR environment versus a comparable real-life setting?
What mechanisms underlie (indirect) FCR-enhancing effects of the multisensory VR environment?
This lab-based study had a within-subjects cue exposure paradigm with a 2 (Stimuli Type: Non-food vs Food) by 3 (Exposure Mode: Unisensory VR vs Multisensory VR vs Real-life) factorial design. In total, there were 6 experimental conditions. Participants attended one screening session (~10 minutes) and one lab-based test session (~45 minutes) at the university, consisting of the six experimental conditions in a (pseudo)randomized order. During the test session, participants performed a cue exposure task in both virtual and real-life conditions, and answered a series of questionnaires
Janneke van der Steen: PhD Project data for study 4
No full textTitle
Closing the design cycle: A conclusive set of design principles for formative assessment plans
AbstractDesigning a plan for formative assessment can support teachers in using formative assessment to inform their decisions about the best next steps in teaching and learning. In an earlier study, design principles were formulated to support teachers in designing a coherent and goal-oriented formative assessment plan. However, those design principles were based only on a theoretical exploration. In this study, teachers from four secondary schools used the principles to design and implement their own formative assessment plans over multiple design cycles. Their experiences became a basis for refining the design principles. The question in the current study is: What is a conclusive set of design principles for formative assessment plans for the purpose of supporting better-founded formative decision-making based on empirical and theoretical evidence? Through preparatory sessions and interviews with two teachers per school, suggestions were collected for modifying the design principles and essential characteristics of a plan to achieve better-informed formative decision-making. The outcome of this study is a refined set of design principles. It prescribes that a formative assessment plan that contributes to better-informed formative decisions must be constructively aligned, include decision-driven data collection and make room for adjustments and improvement in teaching and learning. Furthermore, it describes the procedures that teachers should follow during the design process to achieve these characteristics and outcomes. While this set of design principles is conclusive for now, further research on their practical efficacy may lead to future refinements.
Description of the data included
To come to a conclusive set of design principles, the eight teachers from four secondary schools were interviewed in pairs. Teachers reacted to the design principles in two ways: 1) directly, by giving suggestions for changes, improvements and additions for the procedural design principles and 2) indirectly, by focusing on the positive outcomes they experienced while working with formative assessment plans. These positive experiences made it possible to talk in the interviews about which design characteristics led to these positive outcomes, which could subsequently lead to new design principles. Teachers first spoke about these topics in a preparatory session in pairs at each school. Subsequently, interviews were conducted to deepen this conversation and link positive outcomes to characteristics and existing procedural design principles.
1. Four reports from the preparatory sessions prior to the interview
During the preparatory session, the two teachers from each school prepared for the interview by completing the following assignments together:
a. Name as many positive outcomes as you can think of that you experienced while working with a formative assessment plan.
b. What features of your formative assessment plan do you believe caused these positive outcomes? In other words, what characteristics must a formative assessment plan have to achieve these results?
c. Review the eight design principles (Fig. 1). Would you like to adjust, eliminate or add principles so this set of design principles leads to a formative assessment plan that has the most benefits for teachers and students?
2. Anonymized Transcripts of four interviews with pairs of teachers, from four secondary schools, who designed and implemented formative assessment plans.
All the positive outcomes and beneficial characteristics that teachers wrote down in the preparatory session and the procedural design principles were put on individual cards per school in preparation for the interviews. Therefore, there were three sets of cards that were used during the interviews. The first set of cards with the positive outcomes the teachers had experienced, the second set contained the beneficial characteristics they reported, and the third set of cards were the procedural design principles. There was one interview planned at each school with the two selected teachers. Each interview lasted approximately 50 to 90 minutes. The interviews were conducted using these sequential steps:
a. The interviewer began by asking clarifying questions about the notes from the preparatory session. These were meant to establish that the positive outcomes mentioned were really a result of working with formative assessment plans and that the participants agreed that the information on the cards was correct and complete.
b. The next step was to draw lines on a poster to connect the cards describing the positive outcomes they experienced to the cards describing the beneficial characteristics they mentioned. Thus, at the end of the interview, each poster portrayed which (combination of) characteristics of a formative assessment plan had led to which experienced positive outcomes, according to the teachers.
c. Subsequently, the teachers were asked to draw lines between the cards with the beneficial characteristics and the cards with the procedural design principles.
d. After and during the process of drawing lines between the different cards, teachers were asked to reflect on and discuss what these connections and their experiences could mean for modifications to the existing design principles.
e. Once all the positive outcomes they experienced were linked to the corresponding beneficial characteristics they saw and the procedural design principles, the interviewer concluded the interview with three final questions:
I. Can the potential of working with formative programs be further increased? If so, in what way? What does this mean for the design principles?
II. Look at the usability/added value in/for practice. Can the design principles be modified/supplemented to improve this?
III. What are the disadvantages of working with formative assessment plans? Can the design principles be modified/supplemented to improve this?
3. Pictures of the four posters that were the outcome of the interviews.<BR
Behavioural interference at event boundaries reduces long-term memory performance in the virtual water maze task without affecting working memory performance
No full textNarrative episodic memory of movie clips can be retroactively inhibited by presenting unrelated stimuli coinciding with event boundaries. This effect has been alternatively linked with rapid hippocampal processes related to memory consolidation and triggered by the offset of the event, or with working memory processes. Here we tested whether this effect extended to spatial memory, the temporal specificity and extent of interference and its effect on working- vs long-term memory. In three computerized adaptations of the Morris Water Maze participants learned the location of an invisible target over three trials each. A second spatial navigation task was presented either immediately after finding the target, after a 10-second delay, or no second task was presented (control condition). A recall session, in which participants indicated the learned target location with 10 ‘pin-drop’ trials for each condition, was performed after a 1-hour or a 24-hour break. Spatial memory was measured by the mean distance between pins and the true location. Results indicated that the immediate presentation of the second task led to worse memory performance, for both break durations, compared to the delayed condition. There was no difference in performance between the delayed presentation and the control condition. Despite this long-term memory effect, we found no difference in the rate of performance improvement during the learning session, indicating no effect of the second task on working memory. Our findings are in line with a rapid process, linked to the offset of an event, that is involved in the early stages of memory consolidation
Communicatie en participatie bij chronische afasie (845009005)
No full textPeople with aphasia (PWA) recorded interactions of their choosing, using their own recording device (usually a smartphone)
Sjim Romme - PhD Project data for study 2
No full textTitle
Involving patients in undergraduate health professions education: What’s in it for them?
Abstract
Objectives
Patients have become more involved in research, policy, and health professions education. They are involved in teaching students competencies required for person-centred care, but patient benefits have not received proper attention. This exploratory study identifies how patient involvement in health professions education helps patients to practice self-management and shared decision-making.
Methods
Individual interviews were conducted with patients (hereafter ‘experts by experience’) (N=11) who participated in the Patient As a Person Module, organised for health professions students in The Netherlands. Additionally, one of their healthcare professionals (N=10) and family members (N=9) were interviewed. Directed content analysis was used.
Results
Participants reported that sharing lived experiences helped experts by experience to reflect on their preferences regarding health and healthcare, accept their changed selves, and obtain a renewed sense of purpose. They reported gaining insight into healthcare professionals' perspectives, which yielded more equal healthcare professional-patient relationships.
Conclusions
Sharing their lived experiences with health and health care with students could help patients practise effective self-management and participate in shared decision-making.
Practice implications
Approaching patient involvement in health professions education from both the perspectives of students and experts by experience, as opposed to students alone, optimises its societal impact.
Data index
All thirty transcripts as well as the coding are documented in one single file which can be opened in Atlas.ti.<BR
Trajectories of Insomnia Following Bereavement
No full textThis data package contains: Document describing data cleaning (in Dutch), Anonymized data for SPSS. Syntaxes and outputs belonging to the published article.
Abstract from the paper: Insomnia symptoms are common following bereavement and may exacerbate severe and protracted grief reactions, such as prolonged grief disorder (PGD). However, typical trajectories of insomnia symptoms and risk factors for having a more chronic insomnia trajectory following bereavement are yet unknown. Method:
In the current investigation, 220 recently bereaved (≤6 months post-loss) participants, completed questionnaires assessing sociodemographic and loss-related characteristics, rumination, experiential avoidance and symptoms of (prolonged) grief and depression, on three time-points (6 months apart). We applied growth mixture models to investigate the typical trajectories of insomnia symptoms following bereavement. Results: Three insomnia trajectory classes emerged, characterized by a resilient (47 %), recovering (43 %), and a chronic trajectory (10 %). Baseline depression symptoms best predicted the type of insomnia trajectory. At one-year follow-up, 9 %, 27 %, and 60 % of participants met the criteria for probable PGD within the resilient, recovering and chronic trajectory, respectively. A parallel process model showed that temporal changes in insomnia symptoms were strongly related to changes in prolonged grief symptoms. Conclusion: The results suggest, that targeting insomnia symptoms in the treatment of PGD, particularly with comorbid depression, may be a viable option
LibrarIN - Survey of Main Public Library Managers - Survey questionnaire translations
No full textThese questionnaires were used for a survey on the innovation and co-creation activities of academic and public libraries in nine EU countries: Austria, Belgium, Denmark, Finland, France, Germany, Greece, the Netherlands, and Spain. The questionnaires are designed to collect 1) descriptive results of value for producing metrics on library innovation and co-creation activities and 2) data for use in econometric analyses of the antecedents of co-creation activities and the role of co-creation in innovation outcomes.
Funding acknowledgement
The LibrarIN project is funded by the European Union under grant agreement ID 101061516.
Disclaimer
The information and views set out in this publication are those of the author(s) only and do not necessarily reflect those of the European Union or the European Research Executive Agency (REA). Neither the European Union nor the granting authority can be held responsible for them