1,720,966 research outputs found
Revising Misconceptions Using Multiple Documents
No full textUniversity of Minnesota Ph.D. dissertation. July 2020. Major: Educational Psychology. Advisor: Panayiota Kendeou. 1 computer file (PDF); viii, 140 pages.In the “information age,” readers encounter information about socio-scientific issues repeatedly from multiple documents and sources. In turn, this information found across multiple sources may reactivate and strengthen inaccurate prior knowledge or misconceptions. Much existing theoretical and empirical work has examined how readers represent and process multiple documents and sources. Likewise, existing work has also provided an understanding of the conditions that promote the revision of preexisting misconceptions (i.e., knowledge revision) during reading. However, currently lacking is an understanding of how knowledge revision unfolds when readers engage with multiple documents from different sources. To address this gap, I present a new theoretical account that integrates key representational and processing aspects from existing accounts of multiple-document comprehension and sourcing to expand our current understanding of knowledge revision to account for multiple documents and sources (i.e., the Knowledge Revision Components Framework – Multiple Documents; KReC-MD). In a set of two experiments, I tested core hypotheses derived from KReC-MD regarding the influence of text structure, source credibility, and intertextual integration on knowledge revision. In Experiment 1, readers engaged with a set of three documents addressing misconceptions related to genetically modified organisms (GMOs) that varied in text structure (refutation vs. non-refutation) and source credibility (high vs. low). Readers demonstrated superior intertextual integration after engaging with refutation texts, as well as high-credibility sources. In turn, readers who engaged in more intertextual integration demonstrated superior knowledge revision outcomes. In addition to examining knowledge revision outcomes, it was also critical to examine the processes that readers engage in moment-by-moment during reading. Thus, in Experiment 2, I used a typed think-aloud methodology to examine the integration, sourcing, and knowledge revision processes readers engaged in during reading of refutation texts from either high- or low-credibility sources. Readers engaged in more source evaluations in the low-credibility condition, yet they demonstrated superior intertextual integration and knowledge revision in the high-credibility condition. Thus, readers may have engaged in more evaluation of low-credibility sources as a means of subsequently rejecting information from those sources. These results are discussed in light of existing research regarding multiple-document comprehension and sourcing, and critically, are used to refine the initial proposal of KReC-MD and inform future work.Butterfuss, Reese. (2020). Revising Misconceptions Using Multiple Documents. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/216409
Evaluating the Outcomes of Brief Experimental Analyses at Two Points in Time
No full textColor poster with text, graphs, tables, and charts.Reading is a fundamental skill for success in school. Thus, providing effective intervention to children underperforming in a standard classroom is critical. Our study explores differences in the outcomes of brief experimental analyses (BEAs) when administered at two different times during the school year to see how children's instructional needs may change. We found that BEA outcomes differed for most children in our sample when administered at two different times, perhaps as a function of changes in students' academic skills. Our results may shed light on how often instruction needs to change in schools to meet the changing academic needs of students.Kell Container Corporation; University of Wisconsin--Eau Claire Office of Research and Sponsored Programs
Early Literacy Screening : Comparing PALS-K with AIMSweb and STAR
No full textColor poster with text and tables.Wisconsin schools are required to assess K - 2nd grade students with the Phonological Awareness Literacy Screening (PALS). However, other literacy screeners are also used in Wisconsin
schools. Research suggests that the validity and accuracy of early literacy screeners varies from test to test. Outside of evidence published by the test authors, limited research exists to support the accuracy of PALS-K as an early
literacy screener. The AIMSweb Tests of Early Literacy has strong evidence to support its ability to identify kindergarteners at risk for future reading difficulties. The validity of STAR Early Literacy assessment has been examined extensively; however, less research exists examining its predictive accuracy.University of Wisconsin--Eau Cliare Office of Research and Sponsored Programs
Using Brief Experimental Analysis to Increase GRE Vocabulary Knowledge
No full textColor poster with text and graphs.BEA is a tool that "test drives" different interventions to select a promising intervention for each participant, which can be implemented over time. Research indicates that for school-aged children, Brief Experimental Analysis (BEA) can be used to select effective academic interventions, especially in oral reading fluency (Burns & Wagner, 2008). On the GRE, university students emphasize the verbal component because they perceive it as especially difficult (Loken, Radlinsky, Crespi, Millet, & Cushing, 2004).
We selected three interventions commonly used to teach word definitions: interspersal, incremental rehearsal, and traditional flashcard drill. Although traditional flashcard drill procedures have been used for vocabulary instruction (e.g., MacQuarrie, Tucker, Burns, & Hartman, 2002), research suggests that interspersal procedures yield better results than traditional flashcard drill procedures for definitional knowledge and retention of knowledge over time (Petersen-Brown & Burns, 2011).
We aimed to extend the traditional use of BEA to select an effective vocabulary intervention for college students. We then measured the effectiveness of this intervention across time in an extended analysis using a cumulative acquisition design.University of Wisconsin--Eau Claire Office of Research and Sponsored Programs
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
School Wide Early Literacy Screening : A Comparison of PALS-K and AIMSweb Tests of Early Literacy
No full textColor poster with text and tables.The purpose of this study was to examine the differences between PALS-K and AIMSweb assessments.University of Wisconsin--Eau Claire Office of Research and Sponsored Program
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
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