Some Fundamentals of Engaging Stories

This paper discusses a form of information transfer referred to as story. It is suggested that stories serve as a singularly effective replacement for direct experience, a useful but sometimes difficult environmental education technique. The effectiveness of stories is argued to derive from their ability to engage the attention of the reader. The paper concludes with a list of elements that can be used to create cognitively engaging stories.     

Exploring problem conceptualization and performance in STEM problem solving contexts

Problem solving abilities are critical components of contemporary Science, Technology, Engineering and Mathematics (STEM) education. Research in the area of problem solving has uncovered much about the representation, processes and heuristic approaches to problem solving. However, critics claim this overemphasis on the process of solving problems has led to a dearth in understanding of the earlier stages such as problem conceptualization. This paper aims to address some of these concerns by exploring the area of problem conceptualization and the underlying cognitive mechanisms that may play a supporting role in reasoning success. Participants (N?=?12) were prescribed a series of convergent problem-solving tasks representative of those used for developmental purposes in STEM education. During the problem-solving episodes, cognitive data were gathered by means of an electroencephalographic headset and used to investigate students’ cognitive approaches to conceptualizing the tasks. In addition, interpretive qualitative data in the form of post-task interviews and problem solutions were collected and analyzed. Overall findings indicated a significant reliance on memory during the conceptualization of the convergent problem-solving tasks. In addition, visuospatial cognitive processes were found to support the conceptualization of convergent problem-solving tasks. Visuospatial cognitive processes facilitated students during the conceptualization of convergent problems by allowing access to differential semantic content in long-term memory.

     

Least Squares Models to Correct for Rater Effects in Performance Assessment

This study describes three least squares models to control for rater effects in performance evaluation: ordinary least squares (OLS); weighted least squares (WLS); and ordinary least squares, subsequent to applying a logistic transformation to observed ratings (LOG-OLS). The models were applied to ratings obtained from four administrations of an oral examination required for certification in a medical specialty. For any single administration, there were 40 raters and approximately 115 candidates, and each candidate was rated by four raters. The results indicated that raters exhibited significant amounts of leniency error and that application of the least squares models would change the pass-fail status of approximately 7% to 9% of the candidates. Ratings adjusted by the models demonstrated higher reliability and correlated slightly higher than observed ratings with the scores on a written examination.     

Using dialogical research methods to study Chicano college students

Using Freire's dialogical research method, it was found that Chicano college students could be seen as experiencing three contradictions: Isolation, achievement, and ethnic identity. These contradictions were codified by the research team into short vignettes that incorporated the main elements of each contradiction. The vignettes were used as the stimuli to initiate dialogs among the Chicano students about the contradictions. The dialogs constituted the raw data for analysis. Two generative themes were identified from the dialogical data: Education is experienced by the Chicano students within a context of struggle, and the students experience ethnicity within a context of cross pressures for assimilation and ethnic loyalty. Implications are drawn from the contradictions and generative themes for improving the academic achievement of Chicano college students.     

Cerebral laterality effects in the dual processing of prose

The degree to which the concreteness of prose material presented in an auditory fashion would interact with learners' lateral preference under different right hemispheric presentation conditions was investigated with 96 normal adults. Forty-eight subjects with consistent right preference patterns and a like number of bilateral individuals were either instructed to image, given a visual-spatial interference task, or given no instructions before listening to passages which differed in abstractness. As predicted across conditions, learners recalled a significantly greater number of ideas when the passage was concrete. Importantly, the abstractness was found to interact with subjects' inferred cerebral dominance. Whereas instructions to image and visual interference had little significant effect on mixed dominant subjects, for more consistently lateralized subjects imagery instructions increased and right-hemispheric interference decreased concrete recall. The results were interpreted in terms of visual and verbal encoding concomitant with cerebral lateralization.     

Highlighting and taking notes are equally ineffective when Reading paper or eText

Education and Information Technologies - The present study examined whether there is a difference in comprehension when reading from computer-based text versus reading from paper-based text and...     

Management perceptions of government incentives to technological innovation in england, Trance, West Germany and Japan

This paper reports on four studies (in France, Germany (FRG), Japan, and United Kingdom) exploring reactions of industrial managers to government incentives (GIs), laws, policies, regulations, and other interventions intended to stimulate technological innovation. Propositions supported by the results are: (1) there are significant differences among industrial managers in different countries in their attitudes toward government actions relevant to the RD/I process; (2) Government actions to stimulate innovation are not perceived as salient to industrial RD/I (R&D/Innovation) decision making; and (3) Government actions in general are perceived to delay introduction of innovations into the market.German and Japanese firms seemed most aware of, and favorably disposed toward, GIs. Low technology firms in the UK were more supportive of GIs than high technology firms. The opposite was the case in Japan and France, while little overall difference existed among firms in Germany. One must exercise care, however, in drawing inferences from such international comparisons; countries differ in the nature, scope, and administration of programs, as well as the effect of cultural characteristics. Managers in all countries were unanimous that general government policies (economic and otherwise) and general market and competitive conditions have a more significant impact on firm RD/I decision making than the specific incentive programs. Incentive programs were, with some exceptions, considered orders of magnitude too small to be of significance. The burden of administering procedurally complex and inflexible incentive programs and dealing with cumbersome government bureaucracy were considered significant detriments. General infrastructural elements such as the educational system, social recognition and support, and government standards-setting were considered more important than direct incentives.