1,720,999 research outputs found
Gender and the Barnum Effect: A Reinterpretation of Piper-Terry and Downey's Results
No full text The Barnum Effect refers to people's acceptance of high baserate, bogus feedback. Typically, sex is not significantly associated with such acceptance, but recently Piper-Terry and Downey found that undergraduate women accepted such feedback from friends more than men. They concluded that the women in their sample did this because they wanted to help, i.e., avoid embarrassing, their friends; however, this explanation is flawed for two reasons. First, there are other ways to be helpful that would lead to the opposite result; for example, bluntly honest feedback might be helpful and followed by lower acceptance of feedback. In addition, an alternative hypothesis holds that men and women accept bogus feedback because they are rational. Compared with men, women reveal their reactions and personalities more clearly and thus rationally rate their friends' feedback on personality as more accurate. </jats:p
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
Restructuring French immersion - addressing some criticisms
Full text link144 leaves ; 28 cm.Includes abstract.Includes bibliographical references (leaves 119-144).French immersion is widely considered the most successful second language learning program ever used in a school setting. This view is tempered, however, by a number of criticisms: it does not produce native-like speakers, it is elitist, and consequently is not enjoyed by all students, it is costly and it has caused divisions in communities where it has been implemented. These criticisms suggest that French immersion is an unfair educational practice. The purpose of this thesis is to examine French immersion and the criticisms made against it. A literature review of second language acquisition theories and variables was conducted. This review includes a discussion of the following: the genesis of French immersion in the public school system, the reasons for considering French immersion a successful second language learning program, selected theories and variables influencing second language learning, and the criticisms against French immersion. Based on this review, a model for evaluating and restructuring French immersion is proposed. This proposal suggests that: (1) early French immersion is not necessary in order for students to achieve a high level of competency in French, (2) whereas early French immersion begins at age 5, the optimum age for L2 learning is just before the onset of puberty, between ages of 10 and 12, (3) intensive French programs offered to students in the optimum age range for language learning help students achieve a level of French competency similar to that offered in French immersion, and (4) a restructuring of French language instruction is needed in order to offer a high level French program to all students, thereby encouraging them to reach their potential in French while simultaneously re-establishing a sense of fairness in the delivery of French second language education
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
Phonological Processes in ESL Five-Year-Olds
No full textThis paper reports the results of a study investigating the acquisition of the sound system by fifteen ESL five-year-olds. Segmental consonant errors drawn from speech data collected over ten months were categorized according to eight phonological processes in three categories, assimilation. substitution, and syllable structure changes. Eighty-six percent of the errors corresponded to those identified by Ingram (1979) and others as universal in first language acquisition. The author advises caution in the interpretation of this result, however, since there were certain differences in the particular errors made by the ESL learners within each category as well as processes considered universal among first language learners which were not found among the ESL learners
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