1,720,962 research outputs found
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
Target group characteristics:are perceptual modality preferences relevant for instructional materials design?
No full textIn instructional development one is often advised to take individual perceptional preferences into account when designing audiovisual materials. Perceptual and learning‐style research literature, however, offers no clear evidence for modality preferences for video or audio. The same holds for other interlocking symbolic modalities: verbal and pictorial, and reading and listening. Here, too, no such thing as individual modality preference has been clearly proved. A relatively strong support is given to the dichotomy between visualizers and nonvisualizers. There is not always a clear discrimination in the research literature between these various dichotomies. Audiovisual design must deal with learner characteristics such as perceptual preference in the same way as it deals with other characteristics such as reading proficiency and prerequisite visual literacy: by building on optimal prerequisite information and intuitive knowledge about the target group. There is not yet a legitimate theoretical basis for typological diflerentation within the target group
Interactivity or instruction?:a reaction to Merrill
Full text linkThe models for designing instruction that we have traditionally used are based on or otherwise reflect Gagne's work. These models, called "first generation instructional design" (IDj) by Merrill and his colleagues Zhongmin Li and Mark Jones (1990a) show, however, a number of shortcomings. Among the shortcomings observed by Merrill and his colleagues is that they are out of date. That is to say, new technologies make possible certain forms of interactive education procedures. For these kinds of educational procedures the traditional IDx models are not sufficient. ID2 models should integrate instruction with these "interactive, technology-based delivery systems" (p. 8). As part of Merrill and his colleagues' proposal, which cannot be welcomed toó much, we would expect, however, at least two theoretical expositions: A new definition of "instruction," and the other, a concise description of "interaction"
Speech and voice in instructional programmes
No full textLiterature search shows that, compared to vision, very little attention has been given to audio as a vehicle of information. This contrasts strongly with the daily use of audio in direct as well as in mediated communication. New technologies relate audiovisual instruction with computer‐assisted learning. New challenges and new questions appear from this development. A number of cases of deliberate application of audio are briefly described. Applying audio in AV/CAI format, one has to deal with aspects of dominance and redundancy in auditory‐visual presentation which are still not clear. Describing acoustic and informational characteristics of audio and qualities of voice and speech may be helpful for the designer of auditory materials
Target group characteristics: are perceptual modality preferences relevant for instructional materials design?
No full textIn instructional development, one is often advised to take individual perceptional preferences into account when designing audiovisual materials. Perceptual and learning style research literature, however, offers no clear evidence for modality preferences for either video or audio. The same holds for other interlocking symbolic modalities: verbal and pictorial, and reading and listening. Here, too, no such thing as individual modality preference has been clearly proved. A relatively strong support is given to the dichotomy of visualizers/nonvisualizers. In the research literature these various dichotomies are not always clearly discriminated. Audiovisual design must deal with learner characteristics, such as perceptual preference, in the same way as it deals with other characteristics such as reading proficiency and prerequisite visual literacy: by building upon optimal prerequisite information and intuitive knowledge about the target group. There is not yet a legitimate theoretical basis for laborious typological differentiation within the target group
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