1,648 research outputs found
The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory
No full textPrins, F.J., Veenman, M.V.J., & Elshout, J.J. (2006). The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory. Learning & Instruction, 16 , 374-387.Three models representing different relations between intellectual ability, metacognitive skills, and learning were compared. The conditions under which each of these models holds were investigated, on the basis of the threshold of problematicity theory (Elshout, 1987). Novice and advanced learners (N = 44) passed through a computer-simulated inductive-learning environment of different complexity levels. Results show that correlational patterns between intellectual ability, metacognitive skilfulness, and learning outcomes of novice learners at the easy level were similar to the patterns of advanced learners at the intermediate level. Metacognitive skilfulness rather than intellectual ability appears essential for learning when learners operate at the boundary of their knowledge
Dispelling the Myths Behind First-author Citation Counts
No full textWe 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
Satisfying giant appetites : mechanisms of small scale foraging by large African herbivores
No full textVariation in body mass allows for resource partitioning and co-existence of different species. Body mass is also seen as the main factor governing nutrient requirements in herbivores as metabolic rate and requirements have often been found to scale to ¾ power of body mass. Although the consequences of body mass on foraging behaviour of herbivores has been extensively studied, the mechanism behind how body mass differences determines the small scale foraging patterns of especially larger herbivores, has up to now been unclear. In this study, I looked at how body mass and small scale vegetation characteristics shaped the mouth morphology of herbivores and how body mass of a herbivore affects the scale at which intake is maximized. The results indicate that the dilution of plant mass and more specifically leaf mass in space requires that mega-herbivores such as elephant have enlarged soft mouth parts to compensate for this dilution. Finally, I demonstrate, using linear programming techniques with multiple nutrients as constraints, how a mega-herbivore’s daily diet choice is determined by forage abundance whereas a small herbivore is more constrained by fibre
Roughness Induced Boundary Layer Transition in Incompressible Flow
No full textThe fluid dynamics process leading to laminar-turbulent transition behind an isolated roughness element is investigated in the incompressible regime using particle image velocimetry. The study covers the effect of roughness size and geometry on the promotion of transition. The measurement domain covers a large streamwise range from the near wake to the onset of the turbulent regime. Planar PIV measurements reveal the basic flow pattern and the turbulent structure of the flow characterizing by the velocity fluctuation statistics (RMS of the streamwise and wall-normal velocity component and Reynolds shear stress). The high Reynolds shear stress level reaching the region near the wall in the downstream area indicates the onset of turbulent boundary layer
Analyzing and presenting interaction data: A teacher, student, and researcher perspective
No full textKeterampilan Hukum, Panduan untuk Mahasiswa, Akademisi dan Praktisi
No full textSkills book for Indonesian students and lawyers in Indonesian, based on the skills method of the Faculty of Law of Maastricht University. Each chapter has been written by a different author, but the overall structure is based on the structure of Vaardigheden voor juristen
Feedback for general practitioners in training: Styles, quality and preferences.
No full textPrins, F.J., Sluijsmans, D.M.A., & Kirschner, P.A. (2006). Feedback for general practitioners in training: Styles, quality and preferences. Advances in Health Science Education, 11 , 289-303.A General Practitioner (GP) is no longer a loner, but a team player in either a group practice or a care centre. This change has led to a concomitant growth in curricular interest in skills essential for successful collaboration and for enhancing critical reflection towards colleagues’ performance. Giving and receiving constructive feedback are examples of these skills. The aim of this study was to gain insight in the style and quality of feedback reports on consultation skills written by GPs-in-Training (GPiTs) and by their GP-trainers. Furthermore, the preferences of the GPiTs concerning feedback style were examined. Results show significant differences between GP-trainers and GPiTs in feedback style and quality. A ranking task indicated that GPiTs have a preference for reports characterized by a large number of reflective remarks. Questionnaire results indicate the added value of the use of peer feedback. Implications for the integration of peer feedback activities in the curriculum of GPiTs are discussed
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