1,720,972 research outputs found
Development and Evaluation of a Computer-Based Pedestrian Training Resource for Children Aged 5 to 11 Years
No full textReport for research project Development and Evaluation of a Computer-Based Pedestrian Training Resource for Children Aged 5 to 11 Year
Designated crossings
No full textReport on research project Training Children in the Safe Use of Designated Crossing
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
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
Using the adaptive executive function model to investigate the relationship between manipulation and learning about causal mechanisms in children
No full textUnderstanding of causal processes is at the core of science learning in primary education (Hung & Jonassen, 2006; Legare et al., 2017; White, 2019). Recent research in developmental and educational psychology has focused in particular on investigating children’s grasp of the causal mechanisms underlying natural phenomena as the basis of later theoretical understanding (Benton, 2022; Dündar-Coecke et al., 2020; Weisberg & Sobel, 2022). Dündar-Coecke et al. (2020) demonstrated that a) such grasp is driven by the capacity for dynamic spatial-temporal representation of processes of change, b) it improves with age, and c) there is nevertheless considerable individual variation within age groups in performance. The origins of this variation remain largely unexplored, though preliminary evidence suggests that socioeconomic status (SES) might be a significant factor, indicating that SES-related experiential differences with physical phenomena could significantly impact outcomes (Dündar‐Coecke et al., 2020).
One critical dimension may be the opportunity to directly manipulate causal processes, which has been associated with better understanding in past research (Bonawitz et al., 2010; Danks, 2007; Sobel et al., 2022). Manipulation requires learners to actively engage with physical materials relating to a phenomenon, make decisions about how to manipulate the objects involved, and plan out their actions in order to achieve a desired outcome (Focaroli & Iverson, 2017; MacDonald et al., 2016; Rosenbaum et al., 2012; Westermann et al., 2007). We propose such engagement promotes the development of detailed spatial-temporal representations of causality, thereby facilitating mechanistic causal understanding. Westermann et al. 2007) offer insights into this process through their neuroconstructivist model, which suggests that environmental sensory inputs, mediated by bodily interactions, lead to unique neural activation patterns crucial for representation construction. This embodiment perspective implies that children’s object manipulation, integrating motor and sensorimotor skills, fosters the development of complex dynamic representations, surpassing those acquired through mere observation, potentially leading to an experiential understanding of mechanisms.
This process may be particularly enhanced when adaptive executive functions enable learners to focus on event specifics and tailor their interventions accordingly. The adaptive executive function model posits that executive control comes out of sensorimotor development and dynamic action control (Koziol, 2014; Koziol & Lutz, 2013, 2013). In this account, actions shift from automatic to more sophisticated behaviors with growing engagement of controlled cognition and more complex representation. In the context of causal understanding, adaptive manipulation may serve to provide a more explicit sense of the dynamic characteristics of processes and mechanisms (Dundar-Coecke et al., 2021; Dündar‐Coecke & Tolmie, 2020). For example, being aware of the differences in muscular effort needed to throw objects of varying weight towards a target would provide the basis for a rich mechanistic representation of force and its application (Jant et al., 2014).
Currently, the empirical demonstration of the relationship between object manipulation and mechanistic scientific representations is lacking. Similarly, the function of adaptive executive control as a mediator in the construction of these representations has not been empirically established. This research is specifically designed to investigate both of these relationships
Open skills sports, especially team ball games, are associated with cognitive functions in adolescents: A time use diary study
No full textIn the past few decades, there has been ongoing debate regarding whether and how physical activity is related to cognitive development. The current study attempted to advance our understanding of this topic by exploring how various facets of physical activity—both quantitative and qualitative—are linked to specific cognitive functions in adolescents. The sample was 3527 adolescents from the United Kingdom Millennium Cohort Study. At age 14, adolescents’ daily activity content, duration, and intensity on weekdays and weekends were assessed using both an activity monitor and a time-use diary. Cognitive skills, including executive function and academic achievement, were measured at ages 14 and 17, respectively. Multiple hierarchical regressions revealed that a greater amount of time spent in moderate-to-vigorous activity (MVPA) was predictive of better executive function at age 14 but unrelated to academic outcome at age 17. In analysing adolescents’ activity content, it was found that open-skills sports were more closely associated with executive function, with team ball games exhibiting the strongest effect. In contrast, regular engagement in individual ball games and swimming was related to better academic outcomes. Our findings confirm the link between MVPA and cognitive functions in the adolescent population and highlight the beneficial effect of open-skill sports on adolescents’ cognitive development
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