The many faces of mobility: Using bibliometric data to measure the movement of scientists

This paper presents a methodological framework for developing scientific mobility indicators based on bibliometric data. We identify nearly 16 million individual authors from publications covered in the Web of Science for the 2008–2015 period. Based on the information provided across individuals’ publication records, we propose a general classification for analyzing scientific mobility using institutional affiliation changes. We distinguish between migrants--authors who have ruptures with their country of origin--and travelers--authors who gain additional affiliations while maintaining affiliation with their country of origin. We find that 3.7% of researchers who have published at least one paper over the period are mobile. Travelers represent 72.7% of all mobile scholars, but migrants have higher scientific impact. We apply this classification at the country level, expanding the classification to incorporate the directionality of scientists’ mobility (i.e., incoming and outgoing). We provide a brief analysis to highlight the utility of the proposed taxonomy to study scholarly mobility and discuss the implications for science policy.     

Increasing Self‐Selection and Self‐Location of Words by Mildly Retarded Children during Story Writing

Sentence‐writing behaviour, including use of words self‐selected and self‐located independently of teacher modelling, was established with eight mildly retarded children in a special class. The procedure comprised three components: 1) provision of word lists; 2) praise for self‐selecting and self‐locating words from supplied word lists; and 3) response cost for responses dependent on teacher modelling. The latter were termed Words Shown and Words Told, while self‐selected and self‐located responses were termed Words Found. In a sequential component design it was found that after baseline, supplying instructions and a word list (Phase 2) and continuing the use of word‐lists together with praise for self‐managed behaviour (Phase 3) decreased the frequency of Words Told, but Words Found and Words Shown were not appreciably affected. Words Shown decreased with the introduction of response cost for responses dependent on teacher modelling (Phase 4). Also, in Phase 4 Words Found increased substantially above levels in all previous phases and Words Shown decreased to zero frequency. These changes within sentence‐writing behaviour are discussed in terms of the need for accurate discrimination of and selective attention to positive and negative instances in the acquisition of self‐regulation.     

Biphasicity of the time-response curve and amnesic effect of electroconvulsive shock in passive avoidance conditioning

Mice were trained in a one-trial passive avoidance task and retested 2 min, 5 min, 10 min, 30 min, or 24 h later. A biphasic time-response curve was obtained with art initial increase to 5 min, a subsequent decrease, and another increase to 24 h. Other groups of Ss were administered electroconvulsive shock (ECS) 2, 5, 10, or 30 min after training and retested 24 h later. The response curve shape of the ECS-treated groups was found to correspond to that concerning the different retest times, suggesting a negative correlation between ECS amnesic effect and the strength of the conditioned response at the time of ECS administration. The inadequacy of the hypotheses, according to which ECS interferes with a gradual monotonic process, to explain ECS amnesic effect is discussed.     

Children's Understanding of Knowledge Acquisition: The Tendency for Children to Report That They Have Always Known What They Have Just Learned

Children's attention to knowledge-acquisition events was examined in 4 experiments in which children were taught novel facts and subsequently asked how long they had known the new information. In Experiment 1, 4- and 5-year-olds tended to claim they had known novel animal facts for a long time and also reported that other children would know the novel facts. This finding was replicated in Experiment 2, using facts associated with chemistry demonstrations. In Experiments 3 and 4, children were taught new color words. 5-year-olds, but not 4-year-olds, distinguished between novel and familiar color words, reporting they had not known the novel words before the test session, but they had always known the familiar words. 4-year-olds in Experiment 4 were better able to distinguish novel and familiar color words when the teaching of the novel words was an explicit and salient part of the procedure.     

The Myth of Universal Sensitive Responsiveness: Comment on Mesman et al. (2017)

This article considers claims of Mesman et al. (2017) that sensitive responsiveness as defined by Ainsworth, while not uniformly expressed across cultural contexts, is universal. Evidence presented demonstrates that none of the components of sensitive responsiveness (i.e., which partner takes the lead, whose point of view is primary, and the turn‐taking structure of interactions) or warmth are universal. Mesman and colleagues’ proposal that sensitive responsiveness is “providing for infant needs” is critiqued. Constructs concerning caregiver quality must be embedded within a nexus of cultural logic, including caregiving practices, based on ecologically valid childrearing values and beliefs. Sensitive responsiveness, as defined by Mesman and attachment theorists, is not universal. Attachment theory and cultural or cross‐cultural psychology are not built on common ground.     

World class: How to build a 21st-century school system

International Review of Education -     

The teaching portfolio: A tool for department chairpersons to create a climate of teaching excellence

Any attempt to alter the culture of higher education needs to start at the departmental level. Teaching portfolios provide a promising means to empower the department that wants to value teaching and learning. Portfolios provide faculty and chairs with the means to recognize good teaching while still promoting the values of the discipline. On the one hand, the appeal of teaching portfolios rests with the ability of faculty and their departments to recognize both disciplinary and local idiosyncrasies. On the other hand, portfolios provide prominence to what is common across disciplines — teaching and learning.John P. Murray is Associate Dean of Curriculum and Instruction at Genesee Community College in Batavia, New York. Dr. Murray holds a BA from SUNY Potsdam, a MA from Arizona State University, and a Ph.D. from Ohio State University. His current research interests include how administrators can improve teaching and the roles of department chairpersons.