1,720,960 research outputs found
Le difficoltà di lettura nei primi due anni di scuola primaria. Strumenti e metodologie per l’identificazione e l’intervento
No full textLe autrici propongono una metodologia per l’osservazione longitudinale degli apprendimenti e per l’individuazione precoce delle difficoltà di lettura e scrittura, così da avviare tempestivi interventi di potenziamento con i bambini del primo biennio di scuola primari
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
Bridging the gap between different measures of the reading speed deficit in developmental dyslexia.
No full textThe study assessed how decoding and pronunciation times contribute to total reading time in reading aloud and how these measures change in the presence of developmental dyslexia. Vocal reaction times (RTs), pronunciation times, and total reading times were measured while 25 children with dyslexia and 43 age-matched typically developing readers read singly presented words and non-words that varied for length. Group differences were large for vocal RTs; children with dyslexia were increasingly slower as a function of condition difficulty (over-additivity effect); lexicality and length influenced RTs even when over-additivity was controlled for by z-score transformation. The group differences were also large for vocal total reading times, but the effect of over-additivity was smaller than that of vocal RTs and no selective influence of lexicality and length was detected. Pronunciation times showed very small individual differences and no over-additivity effect; children with dyslexia were more sensitive to the effect of lexicality and length than controls. To assess the contribution of the cognitive and sensory–motor compartments in determining group differences, we applied the difference engine model. As for RTs, the relationship between means and standard deviations closely supported the prediction of a general cognitive delay in the slow group, with no group difference in the sensory–motor compartment. The variance in total reading times was predicted by combining the model results for RTs with the linear relationship between pronunciation times and task difficulty. The results help clarify the internal structure of reading times, a measure largely used in clinical testing to assess reading rate
READING AND SPELLING DISABILITIES IN CHILDREN WITH AND WITHOUT A HISTORY OF EARLY LANGUAGE DELAY: A NEUROPSYCHOLOGICAL AND LINGUISTIC STUDY
No full textLanguage delay is a frequent antecedent of literacy problems, and both may be linked to phonological impairment. Studies on developmental dyslexia have led to contradictory results due to the heterogeneity of the pathological samples. The present study investigated whether Italian children with dyslexia showed selective phonological processing deficits or more widespread linguistic impairment and whether these deficits were associated with previous language delay. We chose 46 children with specific reading deficits and divided them into two groups based on whether they had language delay (LD) or not (NoLD). LD and NoLD children showed similar, severe deficits in reading and spelling decoding, but only LD children showed a moderate impairment in reading comprehension. LD children were more impaired in phonological working memory and phonological fluency, as well as in semantic fluency, grammatical comprehension, and verbal IQ. These findings indicate the presence of a moderate but widespread linguistic deficit (not limited to phonological processing) in a subset of dyslexic children with previous language delay that does not generalize to all children with reading difficulties
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