The Development of Category-based Induction

In a category-based induction, knowing that a property is true of some category members leads one to conclude that the property is true of other category members. An example is: Cardinals have ulnar arteries. Therefore hawks have ulnar arteries. Recently, Osherson et al. (1990) demonstrated a number of phenomena involving category-based inductions, and proposed that these phenomena can be explained by variations in 2 processes: (a) the similarity between the premise category (cardinals in the above example) and the conclusion category (hawks in the above example), and (b) the degree to which the premise category "covers" (roughly, is similar to) instances of the lowest-level category that includes both the premise and conclusion categories (birds in the above example). The present paper traces the developmental course of the relevant phenomena and of the similarity and coverage processes that presumably underlie them. Studies 1 and 2 demonstrated that the inductions made by kindergartners are sensitive only to the similarity between the premise and conclusion categories. Studies 3 and 4 showed that second graders' inductions are sensitive to both premise-conclusion similarity and coverage, as long as there is no need actually to use a generated category that includes both the premise and conclusion categories. These developmental findings reveal an orderly process in the growth of category-based inductions, and also decompose the Osherson et al. model into 3 basic components that have not previously been explicitly distinguished.     

“What is a good digital library?” – A quality model for digital libraries

In this article, we elaborate on the meaning of quality in digital libraries (DLs) by proposing a model that is deeply grounded in a formal framework for digital libraries: 5S (Streams, Structures, Spaces, Scenarios, and Societies). For each major DL concept in the framework we formally define a number of dimensions of quality and propose a set of numerical indicators for those quality dimensions. In particular, we consider key concepts of a minimal DL: catalog, collection, digital object, metadata specification, repository, and services. Regarding quality dimensions, we consider: accessibility, accuracy, completeness, composability, conformance, consistency, effectiveness, efficiency, extensibility, pertinence, preservability, relevance, reliability, reusability, significance, similarity, and timeliness. Regarding measurement, we consider characteristics like: response time (with regard to efficiency), cost of migration (with respect to preservability), and number of service failures (to assess reliability). For some key DL concepts, the (quality dimension, numerical indicator) pairs are illustrated through their application to a number of “real-world” digital libraries. We also discuss connections between the proposed dimensions of DL quality and an expanded version of a workshop’s consensus view of the life cycle of information in digital libraries. Such connections can be used to determine when and where quality issues can be measured, assessed, and improved – as well as how possible quality problems can be prevented, detected, and eliminated.     

Attributes of effective and efficient kindergarten reading intervention: an examination of instructional time and design specificity

A randomized experimental design with three levels of intervention was used to compare the effects of beginning reading interventions on early phonemic, decoding, and spelling outcomes of 96 kindergartners identified as at risk for reading difficulty. The three instructional interventions varied systematically along two dimensions--time and design of instruction specificity--and consisted of (a) 30 min with high design specificity (30/H), (b) 15 min with high design specificity plus 15 min of non-code-based instruction (15/H+15), and (c) a commercial comparison condition that reflected 30 min of moderate design specificity instruction (30/M). With the exception of the second 15 min of the 15/H+15 condition, all instruction focused on phonemic, alphabetic, and orthographic skills and strategies. Students were randomly assigned to one of the three interventions and received 108 thirty-minute sessions of small-group instruction as a supplement to their typical half-day kindergarten experience. Planned comparisons indicated findings of statistical and practical significance that varied according to measure and students' entry-level performance. The results are discussed in terms of the pedagogical precision needed to design and provide effective and efficient instruction for students who are most at risk.     

Opinion change as mediated by an audience-tailored film

Summary The purpose of this study was to determine the change in opinion mediated by a film whose development was based on the prefilm opinions of a sample similar to the one used in the current study. The subjects in the current study consisted of 540 university students, each of whom was administered a 36-item questionnaire pertaining to material presented in the film. One experimental group was shown the film a week later, and the questionnaire was readministered immediately after the film. The other experimental group was also shown the film a week later, but the questionnaire was readministered one week after the film showing. The questionnaire was readministered a week later to the control group, which did not see the film. Relative to the control group, the experimental groups showed large changes in opinion (critical ratios of 23.85 and 12.60). These changes in opinion were substantially greater than those obtained by 15 other studies involving film-mediated opinion change, but none of which involved films which were audiencetailored according to measured psychological characteristics of the intended audience. These comparative results from unrelated studies cannot be used as the basis for definitive conclusions, but they do suggest that a film can mediate a greater opinion change if it is developed according to criteria involving those characteristics of the audience which interact with opinion change     

Global R&D activities of Japanese MNCs in the US: A triangulation approach

We examined 79 Japanese MNCs’ R&D subsidiaries in the US from the knowledge-based view. We found: (1) subsidiaries’ R&D strategies generally encouraged knowledge flows; (2) subsidiaries’ R&D alliances promoted knowledge flows; (3) R&D subsidiaries with process-oriented incentives promoted vertical knowledge flows; (3) autonomous R&D subsidiaries promoted knowledge flows from the local environments to the subsidiary; (4) R&D subsidiaries with a high level of knowledge flows accumulated a high level of knowledge; and (5) R&D subsidiaries with a high level of accumulated knowledge achieved high overall performance. Our interviews with 30 R&D subsidiaries and 10 parent companies supplement these findings.     

Peer mediation services for conflict resolution in schools: What transformations in activity characterise successful implementation?

This article presents the findings from research conducted at nine schools (seven primary, two secondary) in England, which had previously implemented a peer mediation service for students experiencing interpersonal conflict. This analysis was informed by themes from a previous stage of research conducted at one additional primary school, where the process from pre‐ to post‐intervention had been observed in greater detail. The article utilises activity theory as a conceptual framework for understanding and describing these processes for a number of reasons that will be briefly explained. The findings of this research highlight the need for realistic anticipation of the degree of cultural transformation required to fully support such pupil empowerment initiatives in schools. Peer mediation was most successful in schools where there was a considerable shift in the division of labour, accompanied by the production of new cultural tools that promoted new ways of thinking, speaking and acting with regard to conflict.     

The Education of Future Aeronautical Engineers: Conceiving, Designing, Implementing and Operating

This paper will outline answers to the two central questions regarding improving engineering education: (1) What is the full set of knowledge, skills, and attitudes that engineering students should possess as they leave the university, and at what level of proficiency? (2) How can we do better at ensuring that students learn these skills? The suggested answers lie within an innovative educational framework, the CDIO (conceive–design–implement–operate) Initiative. This initiative will be described along with the needs it meets, its goals, context, vision and pedagogical foundation. The first question is answered by the CDIO Syllabus and the process for reaching stakeholder consensus on the level of proficiency that students should attain in a given program. The second question is addressed through a best practice framework, which discusses curriculum design, design-implement experiences, teaching and learning, student assessment, program evaluation and faculty competence. Examples are provided of the implementation of best practices within the CDIO program in Aeronautics and Astronautics at the Massachusetts Institute of Technology (MIT). Reprinted with the permission from International Council of the Aeronautical Sciences (ICAS) www.icas.org This paper was originally presented at ICAS 2006 Congress in Hamburg, Germany and included in the congress proceedings.     

科学纵横谈

在我驻匈外交任期届满于1996年1月回国时,一位在匈牙利原子能委员会工作的科学计量学家布衣多寿物理学博士为我提供了美籍匈裔物理学家爱德华·泰勒(匈文名TellerEde1908—2003)1991至1994年多次访匈时的报刊访谈录的复印件。一方面表明了他很重视这些言论,另一方面也有向我推荐之意,以彰显他的同胞泰勒先生的广博见识和机敏谈吐之风采。1996年退休后,在自学研读的过程中逐渐把它们都译出来了。后因个人研习重点转向,这些译稿就压了起来,不但未曾发表,也从未示人。     

Unbonded beams on a two-parameter foundation

Unbonded beams supported by a foundation are studied. The foundation is assumed that tensile stresses cannot be transmitted across the interface between beams and their supporting subgrade. The subgrade is characterized by a two-parameter model proposed by Vlasov and Leont'ev, Pasternak and Filonenko-Borodich. Thus the shear strength of the foundation material is taken into account. With a suitable choice of parameters, analytical solutions are obtained and compared to experimental results reported by Durelli et al. The effects of the “lift up” of the beam and a discussion of the foundation parameters are also presented.