Read-Think-Aloud Protocols: A New Data-Source for Formative Evaluation

Traditional approaches to formative evaluation include one-to-one trials which provide some information about revisions that are needed in instructional materials, but typically fail to provide sufficient information about the learner's cognitive processing problems while studying the materials. Read-think-aloud methods are a viable alternative to traditional one-to-ones and provide valuable information about the learner's cognitive processing while reading instructional text. In this paper we describe the read-think-aloud method of formative evaluation and offer suggestions for its use.     

Relationships between scores on Stanford-Binet IV and Wechsler preschool and primary scale of intelligence

A kindergarten class of 9 boys and 11 girls took the 1986 Stanford-Binet Intelligence Scale (Fourth Edition) and the Wechsler Preschool and Primary Scale of Intelligence. Of 6 correlations of total scores and subtest pairs, only the correlation of total scores was statistically significant (p<.01).     

The performativity of the yield curve

This article explores the wide-ranging influence of the yield curve – a diagrammatic device for representing the term structure of effective interest rates on market-traded debt instruments – in contemporary monetary, financial and economic life. Drawing on the expanding literature on financial performativity, including within the field of cultural economy, the article submits that by virtue of its centrality to multiple, closely interconnected and often highly recursive sets of relations between economies, financial markets and central banks, the yield curve is performative at a range of different levels; and, parsing various different extant understandings of performativity, the article theorizes the particular nature of such performativity in the yield curve context. Against the grain of the bulk of the literature on financial performativity, however, the article also endeavors to connect the yield curve’s performativity explicitly to questions of privilege (the privileges of representation) and power (the power to perform) and their unequal distribution. That is to say, the article argues that to understand the multidimensional performativity of the yield curve, we need to draw out its political as well as cultural economy.     

Metabolic cost of running is greater on a treadmill with a stiffer running platform

Exercise testing on motorised treadmills provides valuable information about running performance and metabolism; however, the impact of treadmill type on these tests has not been investigated. This study compared the energy demand of running on two laboratory treadmills: an HP Cosmos (C) and a Quinton (Q) model, with the latter having a 4.5 times stiffer running platform. Twelve experienced runners ran identical bouts on these treadmills at a range of four submaximal velocities (reported data is for the velocity that approximated 75–81% VO_2max). The stiffer treadmill elicited higher oxygen consumption (C: 46.7 ± 3.8; Q: 50.1 ± 4.3 ml·kg^?1 · min^?1), energy expenditure (C: 16.0 ± 2.5; Q: 17.7 ± 2.9 kcal · min^?1), carbohydrate oxidation (C: 9.6 ± 3.1; Q: 13.0 ± 3.9 kcal · min^?1), heart rate (C: 155 ± 16; Q: 163 ± 16 beats · min^?1) and rating of perceived exertion (C: 13.8 ± 1.2; Q: 14.7 ± 1.2), but lower fat oxidation (C: 6.4 ± 2.3; Q: 4.6 ± 2.5 kcal · min^?1) (all analysis of variance treadmill comparisons P < 0.01). This study confirms that caution is required when comparing performance and metabolic results between different treadmills and suggests that treadmills will vary in their comparability to over-ground running depending on the running platform stiffness.     

Relationship between the WRAT and WRAT-R

Level II of the Wide Range Achievement Test and the Wide Range Achievement Test-Revised were administered to 45 subjects. The results indicated that the WRAT-R standard scores were significantly lower (8–11 points) than the WRAT Standard scores for Reading, Spelling, and Arithmetic. Correlations between the standard scores of the two tests were .98, .97, and .79 for Reading, Spelling, and Arithmetic, respectively. Reasons for the lower arithmetic correlation are discussed. Vocational and guidance counselors, school psychologists, and other users should consider these findings when using WRAT and WRAT-R scores in making academic/vocational or other placement decisions. The WRAT-R should be used as a screening, not diagnostic, instrument for academic problems.     

Surveying unstructured time of adults with mental retardation living in two community settings: A search for normalization

Abstract

We designed a survey to assess whether 40 randomly selected individuals, equally divided across two settings (ICF/MR, minigroup home), differed in the amounts of time spent in the community, the people with whom unstructured activities were performed, and the choice maker of unstructured activities performed in the community or in homes. Time spent in unstructured activities was divided into four subsets: performed by self, with a peer, with staff, and with family. An analysis of variance (ANOVA) indicated that individuals living in ICF/MR homes spent more time in the community with staff and made fewer choices of their unstructured activities than those living in minigroup homes. The analyses also indicated that for those retaining their own legal guardianship and living in ICF/MR homes continued to spend less time in activities they chose themselves. Of those variables reaching statistical significance, we questioned meaningful interpretations based on alternative interpretations of the raw data.