Modelling the determination of research output in British universities

The paper begins by noting some of the recent proposals for restructuring research activity in British universities, mainly through a process of concentration of research resources. We then review the available evidence, which shows that there is little support for such concentration except in the most resource-intensive disciplines. Since there is little firm information about the shape of “research production functions’, either for institutions or for the system as a whole, the core of the paper studies the factors likely to be important in such functions and investigates the consequences of particular functional forms. Finally, it is concluded that more research is needed to gain a better understanding of the research process in universities, and that in the meantime it would be unwise to embark on a wholesale restructuring of the system.     

Remembering: The role of extraneous reinforcement

In two experiments, pigeons' responding on an extraneous task was explicitly reinforced during delayed matching-to-sample trials. In Experiment 1, red or green sample stimuli were followed by retention intervals of 0.2, 1, 4, or 12 sec, during which pecks to a white center key were reinforced with 2.5-sec access to wheat according to extinction, variable-interval 30-sec, and variable-interval 15-sec schedules in different conditions. A proportion of .2, .5, .7, or .9 of subsequent red or green choice responses that matched the sample were reinforced with 3-sec access to wheat. The result was that increasing center key reinforcement, or reducing reinforcer probability, lowered overall accuracy. Initial discriminability fell, but with no change in the rate of forgetting. In Experiment 2, initial discriminability was affected by extraneous reinforcers that were contingent on center key pecking, but not by noncontingent reinforcers. A plausible conclusion is that initial discriminability decreases when reinforcers strengthen competing behaviors.     

Changes in stimulus salience as a result of stimulus preexposure: Evidence from aversive and appetitive testing procedures

In two experiments, rats received preexposure to three compound flavor stimuli, AX, BX, and CX, where X represents a saline solution. AX and BX were presented in alternation; CX, on a separate block of trials. The value of X was then modified, being devalued by aversive conditioning in Experiment 1, and rendered valuable by the induction of a state of salt need in Experiment 2. When given a choice between BX and CX, the rats consumed more of BX than of CX in Experiment 1, and more of CX than of BX in Experiment 2, suggesting that B and C differed in their ability to modulate the response governed by the X element. It was suggested that blocked preexposure to CX reduces the salience of the C stimulus but that the salience of B is maintained by preexposure in which BX is alternated with AX. The implications of this result for the phenomenon of perceptual learning are discussed.     

“The Wonder-Dog”: the collected children's stories of Richard Hughes

This article reviews the collected children's stories of Richard Hughes published under the titleThe Wonder-Dog in the UK in July 1977 by Chatto and Windus and in the USA in the autumn of 1977 by Greenwillow Books.Geoffrey Parker has taught English in schools and in colleges of education.     

Reframing Teacher In-Service Training in Kenya: Recommendations from the Literature

Following the rapid expansion of Kenya's education system from 2003, raising education standards has emerged as the country's next major nation-building challenge. There is acknowledgement within Kenya that high education standards are dependent upon the quality of its teachers, which is in turn dependent upon the quality of their pre-service training, and subsequent in-service training. However, amidst accusations that educational standards are declining, in-service training programmes in particular have been singled out as being overly bureaucratic, under resourced, poorly delivered and ineffective in helping to raise teaching standards. Further, the literature suggests that current in-service training programmes are failing to address more fundamental issues surrounding Kenyan teaching professionalism as a whole. This article examines the literature surrounding teacher in-service training in Kenya, as identified by Kenyan researchers, with the aim of synthesising and clarifying the major issues surrounding quality and delivery, and then presents policy recommendations for reframing and building effective in-service provision for the future.     

Measuring the economic benefits from R&D: improvements in the MMI model of the United Kingdom National Measurement System

The benefits and priorities of public funding of R&D programmes are the subject of considerable research and debate and a number of methodologies have been suggested which might allow us to arbitrate on the issues involved. This paper looks at one method that is actually used in practice to evaluate and rank publicly funded R&D programmes in the UK. We describe the improvements that have been made to the mapping measurement impact (MMI) model, which is used by the UK Department of Trade and Industry to assess the economic benefit to industry of different research projects funded as part of the United Kingdom National Measurement System. The model has been in use for more than 5 years as a means to compare publicly funded R&D programmes. It allows evaluation of their benefit and prioritisation of future funding schemes and has potential for wider application in other areas of public R&D investment both inside and outside the UK.     

The unseen presence: a theory of the nation-state and its mystifications

Abstract

Primary nation-state formation took place in Europe between the 12th and 19th centuries, along with the emergence of a system of industry-based international relations. These processes kept mostly in step with changes in the cultural consciousnesses of their citizenries. The institutional pattern so produced was then imitated throughout the rest of world in more than 160 secondary nation-states. Unlike the primary nation-states, the secondary nation-states were declared into being overnight by political entrepreneurs concerned to ensure that their own territories could deal equally under international law with other such states. These rapid, externally generated processes generated a gap in consciousness between the statesmen and the rest of their populations that had to be closed before the secondary states could begin to fulfil their (mainly economic) international roles. The gap has been bridged by the deliberate engineering of concern for ethnic, gender, linguistic, class, cultural and religious “identity.” An abstract, outward-looking, gesellschaftlich mode of consciousness could now be taken for granted by the people as the unspoken terms on which they must live their lives. This process has been aided by the widespread employment of functionalist and systems-based approaches in the social sciences and humanities, which properly apply only to the nation-state. Consequently, a politically constructed institution has been made into the “natural” archetype against which all other phenomena are to be measured.     

A comparison of obtained and adjusted mental age scores on the Stanford-Binet

Twenty-five white children in the bright normal range of intelligence were administered both the Stanford-Binet Intelligence Scale and the Wechsler Intelligence Scale for Children-Revised (WISC-R). The mean values for the normally obtained mental age (MA) and adjusted MA were then compared to the mean WISC-R test age (TA). The normally obtained Stanford-Binet MA and the WISC-R TA values were nearly identical. However, the adjusted values for the Stanford-Binet MA were found to be significantly lower (p<.05) than the WISC-R TA. The findings failed to support the common practice of computing an adjusted MA score.     

Context specificity of sensory preconditioning: Implications for processes of within-event learning

A variant of the taste aversion procedure for sensory preconditioning, as used by Rescorla and Cunningham (1978), was employed in a study of the context dependency of within-event learning. In two experiments, rats received Phase 1 exposure to a simultaneous flavor compound, AX; flavor X was paired with illness during Phase 2, and any tendency for the resulting aversion to be elicited by A was measured. It was found that subjects were less likely to shun flavor A as a consequence of this training if the Phase 1 and test episodes were conducted in distinctively different contexts. This effect was evident both when the change of context occurred just before the test with flavor A (Experiment 1) and when it occurred before Phase 2 (Experiment 2). These results were taken to imply that, as is often found with serial associations, the retrieval of within-event associations is subject to contextual control. The implications of these findings for the interpretation of perceptual learning effects are discussed.