Individual differences in cognitive synthesis: An M-capacity analysis

Individual differences in children's propensity to demonstrate cognitive synthesis were evaluated using an artificial reading task. Six-year-olds were asked to demonstrate the meaning of various sentences constructed of logographs, or whole-word symbols, which were arranged in either a meaningful (i.e., grammatical) or scrambled (i.e., ungrammatical) order. Some children demonstrated the sentences in a synthesized mode (expressing a single idea unit), while others used a nonsynthesized mode (expressing the meanings of individual logographs). Overall, synthesizers had a larger attentional reserve, or M-capacity, than nonsynthesizers. The two groups did not differ significantly in age, intellectual level, or reading achievement. As predicted by their larger M-capacity, synthesizers demonstrated from memory significantly more items from meaningful sentences than nonsynthesizers. However, when synthesizers attempted to integrate the scrambled sentences, the excessive operative schemes needed to reorganize the items reduced their recall performance to the level of nonsynthesizers.     

Dealing with “induced migration” in university impact studies

The migration-inducing effect of an institution of higher education is often overlooked in university impact studies. This paper deals with estimating the local economic impacts of a university accounting for the fact that students and staff induced to the area by the presence of the university are unlikely to remain in its absence. It is argued that this is an important aspect of the correct identification of the counterfactual position and a vital component in accurate impact analysis. A case study is presented relating to the short-term impacts of the Northwestern University campus in the city of Evanston, Illinois. The tendency to overstate this impact through the incorrect treatment of induced migration is illustrated. It is also shown that the estimated income and output impacts attributed to the university are very sensitive to changes in the local consumption patterns of migrants.     

Evolving strategies for using interactive video resources in mathematics classrooms

In order to understand the role of interactive video (IV) in mathematics classrooms, teachers were given a set of IV resources which were very mixed in character and style, and from which they could freely select. These were used in lessons over an extended period, in some cases two years or longer. By interviewing and by observing lessons, it has been possible to draw some tentative conclusions about the relative merits of different styles of IV in mathematics classrooms. IV resources are often managed in a similar way to computers and this similarity seems to have influenced teachers' opinions and choices. However, the affective impact of video was also evident in teachers' choices. A complex picture emerges with no one style dominating.     

Rhetoric and the origins of the human sciences: A Foucauldian tale untold

Michel Foucault’s famous history of the human sciences focused on “the order of things” and in doing so it overwhelmed a rhetorical perspective that can track the arts of moving souls: pedagogy, politics, and psychology. If we revisit Foucault from a rhetorical perspective there are consequences: (1) at the level of architectonic, we rediscover rhetoric’s role at the inception of the human sciences, and (2) at the level of thematic, we can make better sense of rhetorical phenomena such as the sixteenth-/seventeenth-century sacred arts of listening, which feature a “public ear.” Foucault’s late interest in the pastoral picks up this rhetorical thread, although he never was able to revise the disciplinary and biopolitical history implicated therein. This article initiates just such a revision, paying particular attention to historiographic questions, and to recent discussions of biopower that wind up looking very different from this rhetorical perspective.     

Mapping the moral assumptions of multi-faith religious education

ABSTRACT

When Religious Education (RE) in England and Wales transitioned from Christian confessionalism to a multi-faith approach in the latter half of the twentieth century, the subject’s moral aims were reasserted. In this article, we explore the moral assumptions of this transformation and map some of their connections to other theological and ethical ideas. Inspired by Deleuze and Guattari’s metaphor of a rhizome, we make two novel contributions to scholarship in this regard. First, through some salient examples we show the connections between the moral aims of multi-faith RE and the assumptions of Kantian moral religion. The second contribution, building on this analysis, identifies three moral justifications of multi-faith RE: universalist (founded on assumptions of moral universals across religions), vicarious (the support of a religious worldview by using other religions’ moral teachings) and instrumentalist (a moral justification based on the supposed extrinsic benefits of studying religions). We then go onto consider how these assumptions may differ from the moral commitments of the religions they appropriate, suggesting they disrupt and recombine theocentric concepts into pedagogic ones.     

Student engagement and inclusive education: reframing student engagement

Engagement, or student engagement, is widely used in educational research and public discourse to refer to the problem of public education. The underlying ontological and epistemological assumptions buoying engagement are rarely, if ever, addressed by educational researchers. The ‘silent omission’ (Sidorkin 2014. “On the Theoretical Limits of Education.” In Making a Difference in Theory: The Theory Question in Education and the Education Question in Theory, edited by Julie Allan Gert Biesta and Richard Edwards, 121–137. New York: Routledge) of engagement’s metaphysics has implications for inclusive education. This paper finds that despite being employed with good intent, engagement operates in a paradigm of normativity. In a gesture of bifocality (Weis and Fine 2012. “Critical Bifocality and Circuits of Privilege: Expanding Critical Ethnographic Theory and Design.” Harvard Educational Review 82 (2): 173–201), I critique engagement discourse and its historical context to find that it reproduces a longstanding tradition of psychologising public problems (Fine and Cross 2015. “Critical Race, Psychology and Social Policy: Refusing Damage, Cataloguing Oppression, and Documenting Desire.” In Contextualizing the Costs of Racism, edited by A. Alvarez and H. Neville. Washington, DC: APA Publications), thereby displacing conversations about what may be the most influential issue of public education: social and economic inequality. A reframing of engagement as [student/teacher] engagement is proposed. Highlighted in the reframing is the educational relationship and the context in which it is nested. Mitigated is the pathologising and exclusionary effect of engagement discourse which operates within a dialectic of normal/engaged // ab/normal/disengaged.     

精准医学发展趋势:从定量成像到放射组学（英文）

放射学(影像学)及影像引导的介入手段能提供多参数的形态学及功能信息,在精准医学中扮演着越来越重要的角色。因此,放射科医生需要理解影像表型,并将这些表型与潜在的疾病相关联,进而描述图像特征。但是为了能理解并描述异质性实体肿瘤的分子表型(基因组学信息),就需要通过活检取得这些组织更进一步的序列信息。因此,放射科医生为了能获得详尽的影像表型,需要从不同视图和角度采集图像,而这就产生了大量的数据。从所有这些影像数据中提取有意义的细节非常具有挑战性,并衍生出了大数据这个命题。因为影像组学有对诊断支持提供有意义的诠释性和预测性信息的潜力,所以近年来对于影像组学的关注越来越多。影像组学是传统的计算机辅助诊断、深度学习和人类技能的结合,因此它能被用来定量描述肿瘤表型。本文对影像组学流程的概览、基于不同手段(如计算机断层扫描(CT)、磁共振成像(MRI)和正电子发射计算机断层扫描(PET))的影像组学研究结果、面临的挑战和影像组学对于精准医学潜在的贡献等方面进行了讨论。