1,721,010 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
Developing skills for success: Interactions among classroom, child, and activity context on preschoolers' behavioral regulation.
No full textBehavioral regulation involves paying attention, remembering directions, and controlling behavior, and is critical for school success. Few studies have considered predictors of behavioral regulation within preschool settings. This investigation examined the structure of whole-group classroom ( N = 43) organization and transitions, which were then used as predictors of growth in preschoolers' (N= 172) behavioral regulation. Increased organization and decreased transitions were hypothesized to predict gains in behavioral regulation. Interactions among gender, fall behavioral regulation, and children's individual activity contexts (structured independent work requiring persistence, scaffolding by an adult, unstructured activity, and off-task, whole-group behavior) were also explored. Fall and spring behavioral regulation assessments were administered in two waves; children's preschool classrooms in a mostly middle-SES school district of a suburban region were videotaped once each year and coded for classroom and child activity. Four main results emerged. First, significant variation in organization and transitions was observed, and two factors represented organization as teachers' explanations about upcoming activities, and transitions as delays and activity switches. Second, hierarchical linear modeling (HLM) revealed greater behavioral regulation gains in classrooms practicing more organization; fewer transitions predicted gains at a level of marginal significance. There was also a gender X skill interaction such that boys with high fall behavioral regulation did not make similar gains compared with peers (boys with low fall skills, and girls of varying skill levels). Third, boys with high initial skills spent relatively less time working independently and more time in scaffolding. Girls with high initial skills spent the most time in structured independent contexts. Boys with low initial skills spent the most time off-task during whole-group, whereas girls with low initial skills spent the least. Fourth, teacher education and experience did not predict either classroom or child indices of functioning. Findings reveal preschool classroom predictors of behavioral regulation and differences in activity contexts requiring varying levels of independence and persistence. Both gender and initial levels of behavioral regulation contributed to children's classroom pursuits. Overall, this study underscores the importance of interactions among child characteristics, skills, and early learning contexts for understanding and promoting skill development.PhDDevelopmental psychologyEarly childhood educationEducationEducational psychologyPsychologyUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/126369/2/3253224.pd
Getting children ready for kindergarten: The nature and impact of changes in the home learning environment on the growth of early literacy and language skills.
No full textSince parents tend to adjust their practices to better meet their children's developing needs, parents may modify or change their home learning environment as their children grow. This may be even more true when children get close to school entry. Given that this time is critical, socially and educationally for young children, parents may be more likely to change their home practices to get their children ready for school. And the changes may influence children's development and learning. This dissertation includes two studies, aiming to describe the existence of changes in the early home learning environment at the time of kindergarten transition and the impact of those changes on children's emerging literacy and language skills. Study 1 examined the extent of changes in the overall home learning environment using national data of NICHD ECCRN (N=1,364). Results showed that 30.6% of parents of preschoolers improved the home learning environment from 36 to 54 months of age of their children, while only 0.6% decreased. More important, the improved home learning environment positively influenced the growth of children's language and literacy skills. Based on the results of Study 1, Study 2 includes in-depth analyses of parenting changes during preschool years using a method of shared reading observation of parents. Two years of coded data from videotaped book reading of 42 parents of preschoolers showed that parents were found to change their book reading practices as children approached kindergarten entry; parents increased their focus on code-focused talk and decreased meaning-focused talk. Parents were more likely to increase their code-focused talk when children had lower decoding skills. And the increase in code-focused talk influenced the growth of early literacy skills. Specifically, increase in talking about sounds influenced the growth of sound awareness and increased focus on words decoding influenced the growth of letter-word recognition and passage comprehension skills. This dissertation extended the developmental view of parenting and its importance to young children's development. It may also provide relevant justifications for early intervention programs to improve parenting for children's school readiness by evincing the possibility and the impact of parenting changes on school readiness.PhDDevelopmental psychologyEarly childhood educationEducationEducational psychologyPsychologyUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/125891/2/3224752.pd
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
High- and low-reactive temperamental profiles: Longitudinal implications.
No full textThis study was a follow-up to a longitudinal investigation of the relation between an early temperamental classification of high and low reactivity and behavior and attitudes expressed a decade later (n = 131). There were three goals of the study. Because of the conflicting reports regarding the consistency of mother and children reports, this study used a multi-method approach and investigated the relationship between children's self-reports, parents' assessments, and independent assessments of the children's behaviors. Children and their mothers were interviewed extensively. For a more independent evaluation of children's behavior, their classroom teachers were also briefly interviewed. In addition, an in-home interviewer rated the child on a range of behaviors, and children's behaviors in an unfamiliar setting, a university laboratory, were observed. There was consistency across these reports of children's behavior. Second, the current study represented a unique opportunity to explore the long-term implications of early reactivity to novelty on several areas of functioning in middle childhood. In particular, presence of anxious symptoms and fearfulness was assessed as was shyness and social competence, and oppositional defiant behaviors. Children originally classified as high reactive were rated as more anxious by their mothers, but they did not express significantly more anxieties than those originally classified as low reactive. Moreover, there were no differences in reported levels of fear. High Reactive children were more likely to report being shy and also considered more shy by observers. There were no differences in the reported levels of problem behavior. The final goal of this project was to construct a picture of bi-directional parent-child influences on the development of child behaviors and attitudes. It was found that parents of children originally classified as high reactive were more likely to isolate their children and less likely to use reason than mothers of children originally classified as low reactive. Mothers of high reactive children who were likely to isolate and unlikely to use reason considered their children more anxious and more argumentative than mothers of high reactive children who used the opposite parenting style. Other child outcomes were examined, including sociability, shyness, and oppositional defiant behavior.PhDDevelopmental psychologyPsychologyUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/123598/2/3096104.pd
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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