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Adrienne O. Wente Mariel K. Goddu Teresa Garcia Elyanah Posner María Fernández Flecha Alison Gopnik 《Child development》2020,91(4):1166-1182
Previously, research on wishful thinking has found that desires bias older children’s and adults’ predictions during probabilistic reasoning tasks. In this article, we explore wishful thinking in children aged 3- to 10-years-old. Do young children learn to be wishful thinkers? Or do they begin with a wishful thinking bias that is gradually overturned during development? Across five experiments, we compare low- and middle-income United States and Peruvian 3- to 10-year-old children (N = 682). Children were asked to make predictions during games of chance. Across experiments, preschool-aged children from all backgrounds consistently displayed a strong wishful thinking bias. However, the bias declined with age. 相似文献
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This paper, a follow‐up to our previous Learned Publishing paper ( http://dx.doi.org/10.1087/20130310 ), extends the reporting of new research into the motivations, demographics, processes, and outcomes of self‐publishing authors. The research findings challenge traditionally held notions about the lack of satisfaction in either the process or final product in self‐publishing. By contrast, the authors researched emerged as very satisfied with the process of self‐publishing, likely to do it again and recommend it to others – and these trends were observed across all the demographic categories and types of content. The generally high rate of republishing among the cohort can be taken as further evidence of associated satisfaction. The research offers conclusions that are relevant to all stakeholders in publishing and provides a foundation for more specific research within particular publishing sectors and roles. 相似文献
75.
How the role of the independent editor is changing in relation to traditional and self‐publishing 下载免费PDF全文
This paper reports on a survey of editors undertaken during 2013. The survey asked about lifestyle and work, and in particular how these are changing with the growth of self‐publishing authors. This article reports on the changing opportunities for editorial work and the practices of independent editors, and how their working routines have changed over the past three years. It reveals a shift from working for traditional publishers towards working for new clients, including self‐publishing authors; relationships with traditional publishers are strained for a variety of reasons, and increasing satisfaction levels are discernible in relationships with experienced self‐publishers. The paper considers the consequences of editors' changing patterns of work and client base, and likely future outcomes. Areas for further close monitoring and research are suggested. 相似文献
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Karen McArdle Jacinta Birchley Jayne Bruce Alison Hurrell Sandra Paterson Mary Stephen 《Educational Action Research》2015,23(1):68-84
Using participatory action research (PAR), this paper explores the ethical practice of students engaged in practitioner research in a higher education context. Using narrative enquiry, the paper explores the participants’ experiences of practitioner research, including ethical dilemmas that resulted from a conflict of values between the practitioner and research roles. We postulate a multi-dimensional approach to ethical practice known as ‘ethical posture’ emerging from our consideration of conceptions of inquiry that resulted in contrasting ethical behaviour. 相似文献
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Linda Banwell Kathryn Ray Graham Coulson Christine Urquhart Ray Lonsdale Chris Armstrong Rhian Thomas Siân Spink Alison Yeoman Roger Fenton Jennifer Rowley 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(5):607-616
This article aims to provide a baseline for future studies on the provision and support for the use of digital or electronic information services (EIS) in further education. The analysis presented is based on a multi‐level model of access, which encompasses access to and availability of information and communication technology (ICT) resources, access to and availability of EIS resources, and the third leg of staff skills and their development. The research was conducted within the third cycle of the JISC (Joint Information Services Committee) User Behaviour Monitoring and Evaluation Framework, in 2001/2002. Evidence was gathered from library and information service web sites and various stakeholders, including library and information service staff, academic staff and students to generate insights into the provision of access to EIS in further education. Sector‐wide funding initiatives have had a significant impact on ICT infrastructures, and these attract a positive response from students. EIS are represented on some library web sites but both web site development and EIS availability is very much less advanced than in higher education. Staff, however, lack sufficient dedicated access to ICT to be able to develop their own skills and use. There remains a low level of access to electronic information resources, with only limited access to these resources through library web sites. LIS managers face a number of challenges in enhancing this provision, including licensing arrangements, tight budgets that need to be spread across many discipline areas, and the absence of EIS designed specifically for the further education student. The other key challenge lies in the provision of time and opportunity for academic and LIS staff to develop their ICT and EIS skills, and, more generally in the further development of the role of Information and Learning Technology (ILT) Champions. 相似文献
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Peter Gregor Anna Dickinson Alison Macaffer Peter Andreasen 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(3):341-355
SeeWord is a highly configurable word processing environment, which assists dyslexic users when producing and reading text. The software was developed using a user-centred development cycle where user feedback contributed to each revision. Evaluations showed that users were able to find individualised combinations of settings using the specialised software, which they used in preference to the black-on-white text that is usually displayed on computer monitors. Three separate prototypes of the software were developed and evaluated. The third prototype was used in an experimental study with 6 dyslexic school pupils. The research showed that 5 out of the 6 dyslexic users aged 14–16 years benefited from the use of specialised software when reading text from a computer screen. Participants were able to read standard texts from a screen significantly more accurately with the aid of SeeWord. All participants reported that they felt they could read text from the screen better using the software. The results suggest that a larger scale evaluation of the software would provide valuable information about problems associated with computer use by people with dyslexia. A further study into the visual processes involved in dyslexia would also be of great value. 相似文献
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