1,720,961 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe 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
Get PDF“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
Get PDFWe 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
Estilo atribucional frente a la interacción social de niños en el aula.
Get PDFThese papers sample the attribution style of children of 9 to 12 years as opposed to the
social interactions in the class classroom. The Questionnaire of Social Interactions in the
Classroom was designed and valued, and soon it is applied to 371 participants in 35
schools.
A
style of attribution in its dimensions predominates internal, stable and controllable,
with tendency of social motivational dominion. Significant difference between the nature
of the school (public vs. private) and internal and external styles. Significant difference
between the motivational dominions of success in the dimension control-not, control and
gender. Also on the social Motivational Dominion in the dimension control-not control and
genderEste articulo muestra el estilo atribucional de niños de 9 a 12 años frente a las interacciones
sociales en el aula de clase. Se diseñó y valido el Cuestionario de Interacciones Sociales
en el
Aula, y luego se aplicó a 371 participantes en 35 colegios. Predominó un estilo de
atribución interno, estable y controlable, con tendencia de dominio motivacional social. Se
presentaron diferencias significativas entre la naturaleza del colegio (público/ privado) y
los estilos atribucionales interno y externo, y diferencias significativas entre los dominios
motivacionales de rendimiento y motivacional social, en la dimensión control-no control y
género.Este artigo amosa o estilo de atribuição de crianças, de 9 a 12 anos, por oposição ás
interações sociais na aula. O «Questionário de Interações Sociais na
Aula» foi concebido
e validado, é aplicado a 371 participantes em 35 escolas. Um estilo de atribuição predomina
nas suas dimensões interna, estável e controlável, com tendência de domínio social
motivacional. Ha diferenças significativa entre a natureza da escola (pública versus privada)
e o estilo de atribuição não-controlável, bem como com o estilo de atribuição controlável.
Existe diferenças significativas entre os domínios motivacionais de rendimento na dimensão
controlo-não-controlo, e de gênero.
Também sobre o Dominio da Motivação Social na
dimensão de controlo e não- controlo e gênero
Estilo atribucional frente a la interacción social de niños en el aula.
No full textThese papers sample the attribution style of children of 9 to 12 years as opposed to the
social interactions in the class classroom. The Questionnaire of Social Interactions in the
Classroom was designed and valued, and soon it is applied to 371 participants in 35
schools.
A
style of attribution in its dimensions predominates internal, stable and controllable,
with tendency of social motivational dominion. Significant difference between the nature
of the school (public vs. private) and internal and external styles. Significant difference
between the motivational dominions of success in the dimension control-not, control and
gender. Also on the social Motivational Dominion in the dimension control-not control and
genderEste articulo muestra el estilo atribucional de niños de 9 a 12 años frente a las interacciones
sociales en el aula de clase. Se diseñó y valido el Cuestionario de Interacciones Sociales
en el
Aula, y luego se aplicó a 371 participantes en 35 colegios. Predominó un estilo de
atribución interno, estable y controlable, con tendencia de dominio motivacional social. Se
presentaron diferencias significativas entre la naturaleza del colegio (público/ privado) y
los estilos atribucionales interno y externo, y diferencias significativas entre los dominios
motivacionales de rendimiento y motivacional social, en la dimensión control-no control y
género.Este artigo amosa o estilo de atribuição de crianças, de 9 a 12 anos, por oposição ás
interações sociais na aula. O «Questionário de Interações Sociais na
Aula» foi concebido
e validado, é aplicado a 371 participantes em 35 escolas. Um estilo de atribuição predomina
nas suas dimensões interna, estável e controlável, com tendência de domínio social
motivacional. Ha diferenças significativa entre a natureza da escola (pública versus privada)
e o estilo de atribuição não-controlável, bem como com o estilo de atribuição controlável.
Existe diferenças significativas entre os domínios motivacionais de rendimento na dimensão
controlo-não-controlo, e de gênero.
Também sobre o Dominio da Motivação Social na
dimensão de controlo e não- controlo e gênero
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe 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
Aprendizaje de la historia y producción de narrativas históricas en la escuela
No full text"En esta disertación doctoral, se indagaron cómo los estudiantes de primaria y secundaria, de dos contextos socioculturales diferentes, construyeron sus narraciones históricas sobre la Independencia de Colombia. A su vez, se analizó sí estas narraciones guardaron relación con las narrativas de los textos escolares, y se indagó si hubo comunalidades en la evolución que tienen dichas narrativas a partir del cambio etario. Las tres preguntas que orientaron esta investigación fueron: ¿cómo son las narrativas históricas producidas por los estudiantes de quinto y octavo grado escolar de dos contextos socioculturales diferentes?, ¿cómo son las narrativas históricas producidas por los textos escolares de ciencias sociales de los mismos grados en distintos contextos socioculturales? y, ¿cuáles son las regularidades o diferencias entre las narrativas históricas producidas por los estudiantes y las reproducidas por los textos escolares?..."Doctor en PsicologíaDoctorad
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