1,721,028 research outputs found
Everything is connected: giftedness within a broad framework for cognition
No full textIn this article, the author comments on a research paper titled Towards a systemic theory of gifted education, by Albert Ziegler and Shane N. Phillipson, published in the current issue of the journal. As stated, learning and memory in human individuals and their component systems can be presented terms of connectivity with environment, and inclusive of connectivity within the nervous system and the brain
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
Mathematics and giftedness: insights from educational neuroscience
No full textExceptional performance, or giftedness, in mathematics is complicated by the variety of conceptual approaches to studies of giftedness as well as the broad and diverse nature of mathematics as taught in modern educational institutions. This paper outlines approaches to giftedness in mathematics that are based in studies of cognition within the discipline of educational neuroscience, approaches that conceptualise giftedness within a context that is sensitive to modern biology and, at the same time, inclusive of modern research in the social and behavioural sciences. Based on such approaches, exceptional performance in mathematics is discussed in relation to cognition and performance as a product of internal processing and environmental connectivity of the human organism. Such approaches have facilitated the development of an overarching framework for learning and memory that may enable a view, within the constraints of empirical science, of educational concepts related to exceptional performance. This framework may provide useful insights into the identification and education of students who may be gifted in mathematics
Merging cognitive psychology and integrative biology: what does this offer modern education?
No full textThe understanding of learning and memory that has developed from studies in modern cognitive psychology, including those studies that have incorporated models of human connectivity and environmental interaction, has influenced educational theories and practices. Some educational researchers have suggested that the understanding of learning and memory that has developed in recent years from studies in integrative biology, with its focus on empirical science, has had much lessinfluence. Insights on learning and memory obtained from combined studies in cognitive psychology and integrative biology, however, have indicated that environmental interaction and information processing are key components of the understanding of learning and memory. This paper outlines some of the educational theories that have been developed from studies in modern cognitive psychology andintegrative biology, with a focus on educational theories that have incorporated concepts related to environmental connectivity and information processing, for example, through the conceptualisation of a long-term memory that is limited by attention and working memory processes. As part of this focus, there is an outline of how studies of commonalities in patterns of environmental connectivity have beenrelated to modern education
Towards a biological framework for learning and teaching: implications for the use of technology
No full textThe question of the use of technology and its effectiveness in teaching is an important question for the modern teacher. There is little in the way of effective frameworks that allow the modern teacher to compare educational approaches and their effectiveness in teaching practice, and much less in the way of frameworks that can, in turn be applied to assessing the use of technology. Recent insights from modern integrative biology have increased the understanding of learning and memory and human cultural accumulation, or knowledge, on a number of levels, from the coarse-grained phenomenological level to a more fine-grained chemical level. Combination of insights from fields such as psychology and sociology with those from integrative biology may offer potentially valuable contributions to the development of a biololgical framework for comparing educational philosophies and for assessing instructional design, including any instructional design that incorporates technology
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