Effects of keyword tasks and biasing titles on metacognitive monitoring and recall

Metacognition and Learning - This investigation examines the effects of keyword tasks (Immediate vs. Delayed) on metacognitive monitoring, study regulation, and recall in multi-step learning tasks,...     

Online Versus Face-to-Face Training of Critical Time Intervention: A Matching Cluster Randomized Trial

This study examined the effectiveness of online education to providers who serve people experiencing homelessness, comparing online and face-to-face training of Critical Time Intervention (CTI), an evidence-based case management model. The authors recruited 184 staff from nineteen homeless service agencies to participate in one of two training conditions: (a) Online Training + Community of Practice or (b) Face-to-Face Training + Telephone Consultation. Each group received twenty-four hours of instruction and support. Through baseline, follow-up, and nine-month posttraining surveys, the authors examined satisfaction, knowledge gains, knowledge retention, and readiness to implement CTI. Although satisfaction rates were higher among participants in the face-to-face group, the two training conditions produced comparable pre/postknowledge gains. Furthermore, both groups showed increased knowledge retention scores at nine-month follow-up, with the online group scoring higher than the face-to-face group.     

Assessing Students' Ability to Use Computers: theoretical considerations for practical research

The assessment of students' ability to use computers should be a central tenet of educational computing research, but until now most studies have relied on vague and imprecise definitions of what actually constitutes being able to use a computer. More often than not researchers are content to accept a self-evaluation from the student, often in the form of a response to a single question, and even the more elaborate attempts to measure ability have proved too narrow or ill-focused to be of lasting value. This paper argues that before attempting to assess computer ability the overall nature of the concept should first be considered. From this, a theoretical framework of ability can then be constructed on which to base subsequent practical assessment. The paper also raises methodological issues to be considered by future research into students' use of computers.     

Cheating: The illusory edge

This experiment studied the relationships among cheating, overall test performance, and the relatedness of materials available and unavailable to the cheater. Subjects learned a free-recall list and were then tested for recall either when cheating was impossible or when half of the list had been left “carelessly” exposed. For half of the cheat subjects the exposed and the unexposed words belonged to different categories, while for the remaining halves the items belonged to the same categories. Recall was scored for both exposed and unexposed words. The results indicate that significant cheating did occur, that cheating did not improve overall performance, and that while cheating elevated the numbers of recorded exposed words it depressed recall of stored unexposed items (for both related and unrelated sets). This associated cost effect is discussed in connection with category retrieval, output interference, attention, and arousal.     

TALENT AND INTELLIGENCE

Specific outstanding abilities are found at all levels of general cognitive functioning, and are independent of it Furthermore, people who are gifted in a particular area but differ widely in general intelligence nevertheless seem to utilise similar mental processes and structures. Thus idiot‐savant musicians remember, as well as generate, musical patterns derived from familiar musical rules, and their ability is not based on rote memory. Calendri‐cal calculators use the rules and structures on which the Gregorian Calendar is based to calculate dates rapidly. Children with low intelligence but outstanding drawing ability need less visual information for the identification of pictures than those who cannot draw but have high IQ's.     

Detailed description of Division I ice hockey concussions: Findings from the NCAA and Department of Defense CARE Consortium

Objective:Since concussion is the most common injury in ice hockey,the objective of the current study was to elucidate risk factors,specific mechanisms,and clinical presentations of concussion in men’s and women’s ice hockey.Methods:Ice hockey players from 5 institutions participating in the Concussion Assessment,Research,and Education Consortium were eligible for the current study.Participants who sustained a concussion outside of this sport were excluded.There were 332(250 males,82 females)athletes who participated in ice hockey,and 47(36 males,11 females)who sustained a concussion.Results:Previous concussion(odds ratio(OR)=2.00;95%confidence interval(95%CI):1.02‒3.91)was associated with increased incident concussion odds,while wearing a mouthguard was protective against incident concussion(OR=0.43;95%CI:0.22‒0.85).Overall,concussion mechanisms did not significantly differ between sexes.There were specific differences in how concussions presented clinically across male and female ice hockey players,however.Females(9.09%)were less likely than males(41.67%)to have a delayed symptom onset(p=0.045).Additionally,females took significantly longer to reach asymptomatic(p=0.015)and return-to-play clearance(p=0.005).Within the first 2 weeks post-concussion,86.11%of males reached asymptomatic,while only 45.50%of females reached the same phase of recovery.Most males(91.67%)were cleared for return to play within 3 weeks of their concussion,compared to less than half(45.50%)of females.Conclusion:The current study proposes possible risk factors,mechanisms,and clinical profiles to be validated in future concussions studies with larger female sample sizes.Understanding specific risk factors,concussion mechanisms,and clinical profiles of concussion in collegiate ice hockey may generate ideas for future concussion prevention or intervention studies.     

A perpetual motion machine: The preserved digital scholarly record

• Digital preservation will never be a solved problem: it needs constant reinvention, and is going to become harder over time.
• Scholarship is changing and this is affecting what needs to be preserved and what preservation means to the future of knowledge discovery.
• The diversification of outputs means that knowledge exists in a network of contextual metadata, data, software, standards and publications—requiring multilateral management of this complex knowledge graph.
• Preservation demands new skills, technologies and resources from librarians, publishers, funders and institutions—and more joined-up thinking about archiving.