6,760 research outputs found
Facing the Future: the Changing Shape of Academic Skills Support at Bournemouth University
No full textThis paper explores the potential impact of changes to higher education in England on student expectations, engagement, lifestyles and diversity, and outlines implications for the development of digital literacy within academic skills support at Bournemouth University (BU). We will investigate how tackling resource constraints with organisational change can also enable efficient, centralised provision of support materials that utilise networks to overcome the risk of fragmented support for digital literacy. We will also look at how changing delivery modes for support can accommodate changing student lifestyles whilst tackling a weakness of centralised support for digital literacy: that it can become detached from the student’s subject-focused academic practice. Finally we will explore how involving students in developing support can help us to face changes to student expectations and engagement whilst ensuring that materials are authentic and speak to learners in their own voice
Neil Hamilton, Constance Bennett, Gregory Ratoff and others in WHAT PRICE HOLLYWOOD?, 1932
No full textNeil Hamilton, center and left of bride, Constance Bennett, with bouquet, and Gregory Ratoff, right, with unidentified cast in a scene from WHAT PRICE HOLLYWOOD?, 1932. 8x10.25 b&w photographic print
Repeated exposure to exemplars does not enhance implicit learning: A puzzle for models of learning and memory
No full textWe learn regularities in the world around us, frequently without conscious effort, a phenomenon known as implicit learning. These regularities are often impossible to verbalise. One example of implicit learning is the structural effect, in which participants learn a rule set combining two factors, such as lexical frequency and concreteness. Theories of implicit learning predict that repetition of exemplar words would result in improved learning of the rule set, increasing the magnitude of the structural effect. Over four experiments, we demonstrate that this is, in fact, not the case. In Experiments 1 and 2, three repetitions of exemplar words result in superior item memory, but no change in the magnitude of the structural effect, compared with individually presented words. In Experiments 3 and 4, the structural effect is shown to be invariant to five repetitions of exemplar words and at high and low numbers of exemplars. In all four experiments, participants were unable to describe the rule set underlying the structural effect. However, confidence ratings demonstrated sensitivity to the structure and this sensitivity, unlike endorsements, increased with strength. The results are discussed in reference to differentiation, structural versus judgement knowledge, and flexible learning systems
Why Privacy Matters: An Interview with Neil Richards
No full textProfessor Daniel J. Solove discusses the book \u27Why Privacy Matters\u27 and the future of privacy with the author, Professor Neil Richards
Interview with AntipodeFoundation.org: “Much More Than You Think: The Spatialities of Italian Autonomy” – Interview with Neil Gray, author of “Beyond the Right to the City: Territorial Autogestion and the Take over the City Movement in 1970s Italy”
No full textNo abstract available
Jere Nash Interview with Neil McMillen (Part 2 of 2)
No full textInterview conducted by author Jere Nash with University of Southern Mississippi history professor Neil R. McMillen in the process of writing Mississippi Politics: The Struggle for Power, 1976-2006. Topics discussed include Aaron Henry; race relations after the civil rights movement; and William Winter
Mathematics 1274: Calculus II : econonomics & business applications
No full textThe first three chapters of this book are mainly taken from chapters 5, 6, and 7 of the open source calculus textbook titled APEX calculus, Version 5.0, by Gregory Hartman, department of applied mathematics, Virginia Military Institute. The chapter on differential equations is authored by Ross Magi, available in chapter 20 of this version of the text. The complete calculus book is under the Creative Commons Attribution- NonCommercial-Share-Alike 4.0 International License. It is available for free at www.apexcalculus.com. The chapters on more applications and multivariate calculus are taken from Math 1274 lecture notes and the Multivariate calculus notebook, by Pichmony Anhaouy, department of mathematics and statistics, Langara College. The exercises for each section of these chapters are taken from Math 1274 problems book and Exercises multivariate calculus, by Ken Collins and Pichmony Anhaouy
Bridging the gap between learning and memory
No full textThis thesis uses a fusion of recognition memory and implicit learning methods to investigate performance based on implicit learning. A series of experiments exposed participants to a study list composed of natural words that conform to a conjunctive rule-set involving the frequency and the concreteness of the words. Participants were asked either to identify words seen on the study list or to identify rule-consistent words. Across a variety of learning conditions signal-detection analyses revealed that participants used both the episodic status of the words (the episodic effect) and the structural status of the word (the structural effect) in making their decisions. Questionnaires indicated that participants could not verbalise the conjunctive rule-set. Increasing the number of repetitions of each word on the study list increased the magnitude of the episodic effect but not that of the structural effect. In addition, a classic strength-based mirror effect was found in which endorsements to words on the study list increased with repetitions but endorsements to both new rule-consistent and new rule-inconsistent words decreased. Discussion of recognition-memory models and a set of MINERVA simulations demonstrated that current recognition memory models cannot account for these results. Implicit learning theories also struggle to account for the invariance of the structural effect to repetitions. It is concluded that familiarity underlies both the structural effect and a portion of the episodic effect, but that the precursors of familiarity are different in each case with structural familiarity being insensitive to repetitions and episodic familiarity being sensitive to repetitions. Implications for recognition and implicit learning theories are discusse
Can you trust what you hear? Concurrent misinformation affects recall memory and judgments of guilt.
No full textIn most misinformation studies, participants are exposed to a to-be-remembered event, and then subsequently given misinformation in textual form. This misinformation impacts on people’s ability to accurately report the initial event. In this paper, we present two experiments that explored a different approach to presenting misinformation. In the context of a murder suspect, the to-be-remembered event was audio of a police interview, whilst the misinformation was co-presented as subtitles with some words being different to, and more incriminating than, those that were actually said. We refer to this as concurrent misinformation. In Experiment 1, concurrent misinformation was inappropriately reported in a cued-recall test, and inflated participants’ ratings of how incriminating the audio was. Experiment 2 attempted to employ warnings to mitigate the influence of concurrent misinformation. Warnings after the to-be-remembered event had no effect, whilst warnings before the event reduced the effect of concurrent misinformation for a sub-set of participants. Participants that noticed the discrepancy between the audio and the sub-titles were also less likely to judge the audio as incriminating. These results were considered in relation to existing theories underlying the misinformation effect, as well as the implication for the use of audio and text in applied contexts
Maximizing Research Impact Through Institutional and National Open-Access Self-Archiving Mandates
No full textNo research institution can afford all the journals its researchers may need, so all articles are losing research impact (usage and citations). Articles made “Open Access,” (OA) by self-archiving them on the web are cited twice as much, but only 15% of articles are being spontaneously self-archived. The only institutions approaching 100% self-archiving are those that mandate it. Surveys show that 95% of authors will comply with a self-archiving mandate; the actual expe-rience of institutions with mandates has confirmed this. What institutions and funders need to mandate is that (1) immediately upon acceptance for publication, (2) the author’s final draft must be (3) deposited into the Institutional Repository. Only the depositing needs to be mandated; set-ting access privileges to the full-text as either OA or Restricted Access (RA) can be left up to the author. For articles published in the 93% of journals that have already endorsed self-archiving, access can be set as OA immediately; for the remaining 7%, authors can email the eprint in re-sponse to individual email requests automatically forwarded by the Repository
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