Control processing vs. information processing in models of reading

The purpose of this paper is to highlight some important ways in which standard information-processing models of language, and specifically of reading, are deficient. It is proposed that the standard models do not provide an adequate framework for dealing with a number of central issues in reading. Their deficiencies are considered under four headings, (1) theoretical rigour, (2) the interaction of different levels of information during reading, (3) the parallel nature of much of human information processing, and (4) reading comprehension. The source of the problems is considered to be the view of information as an inert encoding and of information processing as a series of these encodings. A distinction is made between models which emphasize a flow of information and models which emphasize a flow of control. Production systems are proposed as examples of the latter type of model. Their use is seen as a qualitatively different approach to language processing which provides a solution to many of the problems inherent in the standard models.     

Is expertise a necessary precondition for creativity?: A case of four novice learning group facilitators

Many North American theorists conceptualize expertise as preceding creativity. The rationale is, that in order to be truly creative, one must master a field so remarkable contributions can be made. Therefore, in order to be truly creative one must be an expert in a structured and codified domain. This inquiry attempted to examine the relationship between expert thinking skills and creativity in an ill-defined domain, embedded in the community of practice of group facilitation whose goal was to support learning. Using an instrumental case study approach to explore a unique system embedded in a naturalistic context, the case was comprised of a team of four female novice group facilitators, functioning as teaching assistants for learning task groups of university students. Various sources were drawn upon in order to map this group as a coherent knowing system. Debriefing sessions and interviews were transcribed and coded using a category string method in order to retain a holistic sensibility to the analysis. The codes revealed that the system displayed characteristics of shared expertise and social creativity. The overall pattern of creative response closely followed those of expertise. The codes for expertise generally preceded those instances of creativity, suggesting that creativity does need to rely on expert thinking skills. However, this inquiry suggests expanding the notion of expertise, in that it need not be situated in a single person, but can emerge from a system of shared expertise.     

Investigating Gender Differences in Mathematics and Science: Results from the 2011 Trends in Mathematics and Science Survey

Research in Science Education - The underrepresentation of women in science, technology, engineering, and mathematics (STEM)-related fields remains a concern for educators and the scientific...     

Outcomes from building system courseware for teaching and testing in a discipline-based human structure curriculum

This study investigated the educational benefits of system-based lecture notes and interactive learning objects in a peripheral nervous system component of a traditional first-year medical school human anatomy course. The impetus for the investigation was anecdotal evidence suggesting enhanced learner satisfaction with the learning resources. Retrospective review of existing data from 2006 to 2009 was undertaken to quantify (1) the effects of Web-based system courseware on examination item performance, and (2) differences among learner opinions regarding the benefit level of the five different types of interactive learning objects as evaluated by instructional design questionnaires. Interactive patient-based case studies (IPCS) and review games (Games), simulated interactive patients (SIP), flashcards, and unit quizzes (Quizzes) developed in-house have been peer-reviewed and published in MedEdPORTAL. Statistics included one-way analysis of variance, Tukey's post hoc test, and power meta-analysis (d). Examination item analysis scores remained significantly higher (P ≤ 0.05; d = 0.3938) for learners receiving the instructional treatment incorporating system-based lecture notes and interactive learning objects than for those not receiving this treatment. Using questionnaires with a five-point Likert scale, students reported favorably on the benefit level of all learning objects. They rated the SIP and IPCS significantly higher (P ≤0.05) and games significantly lower (P ≤ 0.05) than in previous years, indicating a change in learner preferences. This study reaffirms that online system-based instructional techniques improve student examination performance and overall student satisfaction. Learners indicated stronger preferences for SIP and IPCS over exercises encouraging passive memorization of anatomical content.     

A study of test speededness as a potential source of bias in the quantitative score of the Admission Test for Graduate Study in Business

Minority and majority groups were administered a special quantitative section of the Admission Test for Graduate Study in Business (ATGSB) under varying time conditions to determine if increasing the time allotted for the test would eliminate any bias that may exist due to an irrelevant speed factor. By a commonly employed definition, the special section was found to be moderately speeded for all candidates under normal time conditions. Neither the main effects due to time condition nor the interaction between the ethnic and time factors was statistically significant, suggesting that increasing the time per item does not reduce any bias that may exist in the test. Although a substantial proportion of minority group scores fell at or below the chance level, these appeared to retain fairly high levels of reliability.The authors wish to thank the Graduate Business Admissions Council, which supported this research.     

Helping students with cognitive disabilities improve social writing skills through email modeling and scaffolding

The purpose of this study is to examine the effects of email modeling and scaffolding on the social writing quality of students with cognitive disabilities. Ten students from a university-affiliated lab school (mean age = 19.3; SD = 1.2) with an average of IQ of 55.30 (SD = 5.98) and 10 teacher candidates in a university teacher education programme participated in the study. The results suggest that all students with intellectual disabilities were able to holistically improve their social writing quality after exchanging emails with mature writers over a period of 15 weeks. Specifically, the students progressively showed various degrees of improvement in the areas of writing mechanics, lexical and syntactic complexity, writing cohesion, pragmatic propriety and writing motivation. However, the figurative use of language remained unaffected by the email modeling and scaffolding. Taken together, this study suggests that Internet-mediated formats, such as email, can reduce the anxiety of students with intellectual disabilities. Students feel more motivated to engage in writing and do so more actively in social media exchanges, thus improving their virtual social communication skills through writing. Teaching implications of this study are discussed.     

Muscle fatigue induced by exercise simulating the work rate of competitive soccer

Fatigue represents a reduction in the capability of muscle to generate force. The aim of the present study was to establish the effects of exercise that simulates the work rate of competitive soccer players on the strength of the knee extensors and knee flexors. Thirteen amateur soccer players (age 23.3±3.9 years, height 1.78±0.05?m, body mass 74.8±3.6?kg; mean±s) were tested during the 2000–2001 soccer season. Muscle strength of the quadriceps and hamstrings was measured on an isokinetic dynamometer. A 90?min soccer-specific intermittent exercise protocol, incorporating a 15?min half-time intermission, was developed to provide fatiguing exercise corresponding in work rate to a game of soccer. The exercise protocol, performed on a programmable motorized treadmill, consisted of the different intensities observed during soccer match-play (e.g. walking, jogging, running, sprinting). Muscle strength was assessed before exercise, at half-time and immediately after exercise. A repeated-measures analysis of variance showed significant reductions (P?<0.001) in peak torque for both the quadriceps and hamstrings at all angular velocities (concentric: 1.05, 2.09, 5.23 rad?·?s^?1; eccentric: 2.09 rad?·?s^?1). The peak torque of the knee extensors (KE) and knee flexors (KF) was greater before exercise [KE: 232±37, 182±34, 129±27, 219±41?N?·?m at 1.05, 2.09 and 5.23 rad?·?s^?1 (concentric) and 2.09 rad?·?s^?1 (eccentric), respectively; KF: 126±20, 112±19, 101±16, 137±23?N?·?m] than at half-time (KE: 209±45, 177±35, 125±36, 214±43?N?·?m; KF: 114±31, 102±20, 92±15, 125±25?N?·?m) and greater at half-time than after exercise (KE: 196±43, 167±35, 118±24, 204±43?N?·?m; KF: 104±25, 95±21, 87±13, 114±27?N?·?m). For the hamstrings?:?quadriceps ratio, significant changes were found (P?<0.05) for both legs, the ratio being greater before than after exercise. For fast?:?slow speed and left?:?right ratios, no significant changes were found. We conclude that there is a progressive reduction in muscle strength that applies across a range of functional characteristics during exercise that mimics the work rate in soccer.