1,720,955 research outputs found
First Graders’ Reading Text Comprehension from Paper and Screen: A Longitudinal Study on Precursors.
No full textThis longitudinal study investigated the role of precursors in first graders’ comprehension of narrative and expository texts on paper and computer screen. Working memory and inferencing as cognitive precursors, and digital skills were measured at the end of preschool (T1), while reading text comprehension and the control variable of decoding at the end of the first grade (T2). Sixty-three first graders read two texts, one narrative and one expository, in each medium (paper and computer screen) in a counterbalanced order. Results showed that at T2 children had higher comprehension after reading narrative texts from paper. No significant differences emerged for expository texts. As precursors, only digital skills (T1) were a negative predictor of the difference in text comprehension across mediums
Comprensione di Testi letti su carta e schermo in Bambini di Classe Prima: Contributi longitudinali di Abilità Cognitive e Digitali.
No full textIntroduzione. I bambini nati nell’era digitale interagiscono fin dall’età prescolare con strumenti tecnologici che li espongono ad una varietà di testi digitali oltre che cartacei. Secondo recenti meta-analisi, la comprensione di testi cartacei è migliore rispetto a quella di testi digitali, sebbene la lettura sullo schermo sia preferita a quella su carta (Clinton, 2019; Delgado et al., 2018). Questi studi, tuttavia, hanno incluso soprattutto studenti di scuola secondaria e universitari. Le ricerche, inoltre, suggeriscono che la comprensione di testi letti su schermo è influenzata sia da abilità cognitive, coinvolte anche nella comprensione di testi cartacei, sia da abilità digitali di base che consentono l’uso del mezzo digitale e si sviluppano dall’età prescolare (Hahnel et al., 2016). Questo studio longitudinale estende le ricerche precedenti a bambini di classe Ia e ha due obiettivi: (1) confrontare la comprensione di testi letti su carta e sullo schermo di un computer, sia di genere narrativo che espositivo, nonché la preferenza per i due mezzi di lettura alla fine della classe Ia (Tempo 2) e (2) analizzare se possibili differenze legate al mezzo e al genere testuale siano predette da memoria di lavoro (ML), abilità inferenziali e digitali di base misurate alla fine della scuola dell’infanzia (Tempo 1). Metodo. Hanno partecipato 63 bambini (35 F; Metà al T1 = 5.8 anni; DS = .03) a cui sono state somministrate: al T1 una prova di ML, una di generazione di inferenze e una check-list per testare l’esecuzione di abilità digitali di base; al T2 due testi, uno narrativo e uno descrittivo, per ognuno dei due mezzi (carta e schermo), presentati in ordine randomizzato, due domande di preferenza per il mezzo di lettura somministrate prima e dopo la lettura dei testi, e una prova standardizzata di decodifica. Risultati. (1) Un modello misto con fattori Mezzo e Genere Testuale ha evidenziato un’interazione significativa, F(1,186) = 12.37, p < .001, indice di una differenza significativa tra comprensione del testo narrativo cartaceo e digitale in favore del primo, t(62) = 2.74, p = .008. Inoltre, da un test binomiale, non è emersa una preferenza per la lettura su schermo prima (48% vs 52%) ma solo dopo la somministrazione dei testi (78% vs 22%; p = .001). (2) Un modello di regressione lineare ha mostrato che la differenza tra comprensione del testo narrativo cartaceo e digitale al T2 era predetta in modo significativo e negativo solo dalle abilità digitali di base al T1, ß = -.42; p < .01, al netto dell’abilità di decodifica. Conclusioni. Dai risultati emerge uno svantaggio nella comprensione di testi narrativi digitali rispetto a testi cartacei in giovani lettori che è relato a basse capacità di utilizzo del mezzo digitale. Queste conoscenze contribuiscono a definire modelli teorici sui diversi fattori implicati nella comprensione dei testi digitali e suggeriscono di supportare le abilità digitali di base come precursori della digital literacy
Precursors of reading text comprehension from paper and screen in first graders: a longitudinal study
Full text linkResearch on text comprehension in relation to the reading medium (paper or screen) has mainly involved undergraduate or high school students. To advance current knowledge on the effects of reading medium, this longitudinal study focused on beginner readers, specifically, the role of precursors in first graders’ comprehension of narrative and expository linear texts from reading on paper and computer screen. Working memory and inference skills as cognitive precursors and basic digital skills were measured at the end of preschool (T1); reading text comprehension and word reading, as a control variable, were measured at the end of the first grade (T2). Sixty-three children participated in total. The first graders read four texts, one narrative and one expository, on both paper and computer screen, in a counterbalanced order. Results showed no main effects of the reading medium or text genre, but the interactive effect of these variables was significant. At T2, the children had higher comprehension scores after reading narrative than descriptive texts from paper. In addition, reading from the screen was preferred at post-test, after all texts were presented. As precursors, working memory and inference skills predicted both printed and digital text comprehension. In contrast, basic digital skills predicted only digital text comprehension after controlling for medium, text genre, and word reading
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
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
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