A Comparison of Aggregation Rules for Selecting Anchor Items in Multigroup DIF Analysis

This study addresses the topic of how anchoring methods for differential item functioning (DIF) analysis can be used in multigroup scenarios. The direct approach would be to combine anchoring methods developed for two-group scenarios with multigroup DIF-detection methods. Alternatively, multiple tests could be carried out. The results of these tests need to be aggregated to determine the anchor for the final DIF analysis. In this study, the direct approach and three aggregation rules are investigated. All approaches are combined with a variety of anchoring methods, such as the “all-other purified” and “mean p-value threshold” methods, in two simulation studies based on the Rasch model. Our results indicate that the direct approach generally does not lead to more accurate or even to inferior results than the aggregation rules. The min rule overall shows the best trade-off between low false alarm rate and medium to high hit rate. However, it might be too sensitive when the number of groups is large. In this case, the all rule may be a good compromise. We also take a closer look at the anchor selection method “next candidate,” which performed rather poorly, and suggest possible improvements.     

KNOWLEDGE TRANSFER IN BIOLOGY AND TRANSLATION ACROSS EXTERNAL REPRESENTATIONS: EXPERTS' VIEWS AND CHALLENGES FOR LEARNING

Recent curriculum reform promotes core competencies such as desired ‘content knowledge’ and ‘communication’ for meaningful learning in biology. Understanding in biology is demonstrated when pupils can apply acquired knowledge to new tasks. This process requires the transfer of knowledge and the subordinate process of translation across external representations. This study sought ten experts’ views on the role of transfer and translation processes in biology learning. Qualitative analysis of the responses revealed six expert themes surrounding the potential challenges that learners face, and the required cognitive abilities for transfer and translation processes. Consultation with relevant curriculum documents identified four types of biological knowledge that students are required to develop at the secondary level. The expert themes and the knowledge types exposed were used to determine how pupils might acquire and apply these four types of biological knowledge during learning. Based on the findings, we argue that teaching for understanding in biology necessitates fostering ‘horizontal’ and ‘vertical’ transfer (and translation) processes within learners through the integration of knowledge at different levels of biological organization.     

Muscle and tendon tissue properties of competitive soccer goalkeepers and midfielders

The purpose of this pilot study was to investigate the effect of playing-position-dependent training routines in soccer on the various muscle–tendon parameters. We hypothesized that there would be differences in such parameters between competitive goalkeepers and midfielders. According to their playing position, 21 healthy volunteers were assigned to goalkeeper (n?=?7), midfielder (n?=?7), and control (n?=?7) groups. To investigate the muscle–tendon parameters, we determined the maximum dorsiflexion range of motion and the corresponding muscle thickness, fascicle length, and pennation angle of the gastrocnemius medialis. Passive resistive torque and maximum voluntary contraction were measured with a dynamometer. Observation of muscle–tendon junction displacement with ultrasound allowed us to determine length changes in the tendon and muscle, respectively, and hence to calculate stiffness. There was no significant difference in range of motion, passive resistive torque, muscle–tendon stiffness, and the examined structural parameters (e.g., tendon stiffness) between the three groups. However, we found a significant difference in maximum voluntary contraction torque between the goalkeepers and midfielders vs. the controls, but not between the athlete groups. Habitual training leads to higher muscle strength in soccer players compared to less active persons. However, soccer training does not lead to specific muscle and tendon architecture adaptations according to playing position or when compared to less active persons.     

The Influence of the Congruence Between Brand and Consumer Personality on the Loyalty to Print and Online Issues of Magazine Brands

An important development in the theory of brands has been the concept of a brand personality as part of the brand image. The construct of congruence relates the personality of brands to the self-concept of consumers. It is assumed that congruence between the recipient's perception of his or her own personality and his or her perception of the brand personality leads to a higher degree of loyalty. The congruence construct has been proven to be a loyalty-promoting factor in various studies for consumer good brands. Whether the influence of congruence also exists with regard to media brands has, however, not yet been examined. As a step to close the gap, this research explores the effects of congruence on consumer loyalty in the media, taking the leading German news magazine brands— Focus, Spiegel, and Stern—which are published in print and online, as a case. The study uses a structural equation model, which is estimated by the partial least squares method, based on a questionnaire answered by 736 respondents. The model was tested for all respondents and those with print and online preference separately. As a result, the influence of congruence on loyalty could also be detected in our media case. Differences of the impact within the models for print and online give rise to the assumption that a differentiated approach to brand management in these two fields has to be taken into consideration.     

In Defence of the Naive Inductivist: As Well as Some of Their Not-so-Naive Brethren

Alan Chalmers, in What ius this thing called Science?, presents inductivism as a naïve view of science which has been disproved. However, the arguments he bases this conclusion on either depend upon a stilted view of inductivism or affect a very broad range of positions, including Chalmers' own. I argue that a broadly inductivist view of science, including its observational base, is precisely the approach required.