1,720,969 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
A Comparison of Concept Maps and Text Summaries: The Effects of Study Format on Memory
Get PDFA large body of research has provided evidence that concept maps offer a greater benefit for learning compared to traditional text (e.g., Nesbit & Adesope, 2006). Reder and Anderson (1980) compared text summaries to full-length texts and found text summaries to be more beneficial for learning, suggesting that details and elaborations can hurt retention. The current research compared concept maps and text summaries in two experiments. In Experiment 1, participants studied a science topic from a concept map or text summary. Immediately following study, all participants completed a concept map posttest and text summary posttest where the arrangement of both posttests did not match study condition. In Experiment 2 another topic was added and posttest arrangement was not manipulated. The results from both experiments provide evidence in support of transfer-appropriate processing. Additionally, findings suggest that the benefits of studying a concept map may depend on the subject matter
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Hey, Can We Talk? Examining the Effects of Professors Characteristics on Student Mental Health Disclosure
No full textPrevious research has indicated that college students may hesitate to disclose their mental health status because of social stigma (Conley et al., 2020; Martin, 2010; Woodhead et al., 2021). While some students may choose to confide in a professor concerning their mental health, Woodhead et al. (2021) found that college students reported better experiences disclosing to peers than professors. It was also found that faculty may be more willing to provide accommodation (e.g., extra time) for text anxiety but less willing to do the same for other conditions like depression.
Although this research has raised questions about improving students\u27 mental health disclosure, more research is needed to identify and understand the factors that contribute to their willingness to disclose to professors. It is unclear whether the gender of the professor and the course the professor teaches influence the likelihood of disclosure.
Past research has revealed that female professors are assumed to be more nurturing toward students compared to male professors (Meltzer & McNulty, 2011). Thus, it seems plausible that students may be more likely to disclose their mental health problems to a female professor. In addition, it has been reported that students tend to anticipate more negative psychological experiences in courses taught by science, technology, engineering, or math (STEM) professors, especially if the professor held a fixed mindset belief (LaCosse et al., 2021).
Given these findings, it seems likely that the professor’s teaching discipline may also influence whether students choose to disclose any mental health problems. In the current study, we examined whether the gender of the professor (male vs. female) and teaching discipline (STEM vs. Humanities) affects students\u27 likelihood to disclose a mental health problem. Participants read a fictitious syllabus where the professor was either male or female and taught a Chemistry or English course.
After reading the syllabus, participants were asked to respond to a series of questions concerning whether they would disclose their mental health problems to the professor of the course described in the syllabus. Preliminary results indicated that students believed that humanities professors would be more understanding towards their mental health situation. It was also found that students with higher self-disclosure believed that professors would be more understanding, however this effect was only found for the humanities professor.
These findings could have implications for our understanding of the relationships between students and professors concerning mental health
On the Placement of Retrieval Practice During a Lecture: How Does Lecture Quizzing Affect Memory, Attention, and Test Anxiety?
Get PDFAlthough lectures are a common method of teaching within higher education, critics argue that this traditional style of teaching encourages a passive approach to learning where students are not actively involved during the learning process. Prior reserach conducted in classroom settings suggests that clicker quizzes may encourage more student involvement and increase exam scores (Roschelle, Penuel, & Abrahamson, 2004). While the use of clicker quizzes during a lecture seems promising to promote more active learning, perhaps the greatest benefit of quizzing during a lecture is that it provides students with the opportunity to practice retrieval of what they learn, which may improve long-term retention (e.g., McDaniel, Roediger, & McDermott, 2007). The current study examined the effects of inserting quizzes during various segments of a lecture. A pre-recorded lecture was divided into three segments of equal lengths. Participants were randomly assigned to one of the following experimental conditions: (1) - quizzing after each segment; (2) quizzing only after the first segment; (3) quizzing only after the last segment; (4) no quizzing during the lecture. After a one-week retention interval, participants completed a final cumulative test. The results indicated that the interspersed condition significantly outperformed the beginning, end, and no quizzing conditions on the final test. This was especially the case among those with high test anxiety. Results also indicated that the interspersed condition reported significantly less episodes of mind wandering relative to the other conditions, and participants in the interspersed condition recorded significantly more notes
- …
