1,721,130 research outputs found
Understanding the semantic functions of but in middle childhood : the role of text- and sentence-level comprehension abilities
Full text linkWe examined Italian 7- to 9-year-olds’ understanding of the connective but when used to relate two events in sentences embedded in short stories. Performance was largely accounted for by the cognitive complexity of the sentence that included the connective and the salience of its meaning (confirmed in a second study with adults). Additional influences on children’s performance were the category of the story in which the critical sentence was embedded and the child’s text comprehension abilities. Further, by 9 years of age, performance resembled that of adults. These findings make an advance in explaining the role of information presented in a text at different levels and an individual’s linguistic abilities in children’s understanding of the connective but in stories and its development
The simple view of reading : is it valid for different types of alphabetic orthographies?
Full text linkWe present a meta-analysis to test the validity of the Simple View of Reading Gough & Tunmer (Remedial and Special Education, 7:6-10, 1986) for beginner readers of English and other, more transparent, orthographies. Our meta-analytic approach established that the relative influence of decoding and linguistic comprehension on reading comprehension is different for readers of different types of orthography during the course of early reading development. Furthermore, we identified key differences in the relations among different measures of decoding and reading comprehension between readers of English and other more transparent orthographies. We discuss the implications for reading instruction and the diagnosis of reading difficulties, as well as our theoretical understanding of how component skills influence reading comprehension level
Going beyond children’s single-text comprehension: the role of word reading, working memory, comprehension monitoring and source use in 4th graders’ multiple-document comprehension.
Full text linkThis study examines the contribution of fundamental (word reading fluency and verbal working memory) and higher-level (comprehension monitoring and source use) skills to 4th graders’ multiple-document comprehension. The latter variable was assessed using sets of three documents on two topics (videogames and chocolate). The role of single-text comprehension (i.e., reading comprehension) and prior topic knowledge was taken into account as moderator and control, respectively. There was a significant direct and indirect (i.e., mediated by reading comprehension) influence of word reading fluency on multiple-document comprehension. There was also an indirect influence of comprehension monitoring on comprehension of multiple documents. However, these effects were apparent only for the topic of videogames, but not chocolate. Verbal working memory and source use did not emerge as unique predictors for either topic. Results are discussed in relation to theoretical models of multiple-document comprehension and features of the documents used in the present study
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Full text link“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
Full text linkWe 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
Full text linkWe 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
- …
