Anatomy 3.0: Rediscovering Theatrum Anatomicum in the wake of Covid-19

The Covid-19 pandemic has challenged medical educators internationally to confront the challenges of adapting their present educational activities to a rapidly evolving digital world. In this article, the authors use anatomy education as proxy to reflect on and remap the past, present, and future of medical education in the face of these disruptions. Inspired by the historical Theatrum Anatomicum (Anatomy 1.0), the authors argue replacing current anatomy dissection laboratory (Anatomy 2.0) with a prototype anatomy studio (Anatomy 3.0). In this studio, anatomists are web-performers who not only collaborate with other foundational science educators to devise meaningful and interactive content but who also partner with actors, directors, web-designers, computer engineers, information technologists, and visual artists to master online interactions and processes in order to optimize students' engagement and learning. This anatomy studio also offers students opportunities to create their own online content and thus reposition themselves digitally, a step into developing a new competency of stage presence within medical education. So restructured, Anatomy 3.0 will prepare students with the skills to navigate an emergent era of tele and digital medicine as well as help to foreshadow forthcoming changes in medical education.     

Word-to-text integration in English as a second language reading comprehension

Reading and Writing - We assessed the relationship between word-to-text-integration (WTI) and reading comprehension in 7th grade students (n?=?441) learning English as a second language...     

Certainties and mysteries in the within-trial contrast literature: A reply to Zentall (2008)

Contrary to Zentall’s (2008) hypothesis that extensive overtraining is required in order to obtain the work ethic effect in pigeons, we find no evidence of this in two separate paradigms designed to assess preference for stimuli encountered after high effort. In light of these findings, along with our previously published results and those of Arantes and Grace (2008), we maintain that the work ethic effect is not a reliable phenomenon in pigeons. On the other hand, we are uncertain about the reason(s) underlying the different preference profiles for high- versus low-deprivation stimuli as a function of successive versus simultaneous discrimination training (Vasconcelos & Urcuioli, 2008). Nevertheless, we disagree with Zentall that additional analyses of the sort he suggests support the conclusion that both training regimens yield within-trial contrast effects.     

THE EFFECT OF IDENTIFICATION AND DIFFERENTIAL TREATMENT OF GIFTED ELEMENTARY SCHOOL PUPILS

Within the framework of a comprehensive research project entitled “The effects of identification and specific treatment of gifted pupils”, this paper deals with the problem of the effects of such a procedure on the attitudes of pupils, their parents, and teachers regarding giftedness and gifted individuals. Attention was mainly directed towards the effects of identification on the development of personality characteristics of the gifted pupils, on relations between gifted and other pupils, on the characteristics of teachers necessary for work with the gifted, on the controversy about separation of the gifted into special classes or schools, and on society's obligations to the gifted. The results of this two year follow‐up study are based on a comparison of the data from the initial and the final surveys of an experimental and a control group of subjects.

     

Should assessment reflect only pupils’ knowledge?

In order to realise increasingly complex objectives of compulsory education, it is necessary to have in place appropriate teaching concepts as well as assessment and testing guidelines. The question, however, is what should be assessed: levels of acquired knowledge, skills or attitudes? Should assessment be only a measure of the educational process outcomes, or should it also measure the process of knowledge acquisition itself? How should assessment be carried out in order to respect the principle of fairness and justice? In this paper, we will present results of a research project in which we were interested to find out what teachers would assess if it were up to them to decide. Our survey was conducted on a representative sample of primary school teachers in Slovenia. In spite of clear regulations prescribing that teachers should only assess pupils’ progress in relation to the defined objectives and knowledge standards, teachers underlined the necessity to also consider other aspects of children’s development.     

Music consumption at the dawn of the music industry: the rise of a cultural fad

This paper discusses the extent to which sociodemographic characteristics of consumers and their past consumption are less effective in explaining the decision of purchasing a cultural good than the characteristics of the product itself, which allow for imitative behaviors and are at the basis of distinction. While the former approaches are well documented in the literature, the latter refers to Bourdieu’s idea of objectified cultural capital, which has been revisited and empirically explored. Because the various causal effects interact with each other, this paper tests a theoretical model which matches individual characteristics of the consumer with the properties of the cultural product. Specifically, we discussed the emergence of a new version of a cultural good, which is able to broaden the dimension of the market by gaining rapid success in its audience. This diffusion pattern is a quite rare event, but disruptive for the market and extremely profitable for the producer. The authors label this occurrence a disruptive cultural fad and try to understand the determinants of its adoption. The hypotheses of the model are tested on a unique dataset of microdata of purchasing transactions in Milan in the early nineteenth century, when the music by Gioachino Rossini emerged as a disruptive cultural fad at the dawn of the music industry. Results show that key features of a successful disruptive cultural fad are the role of some specific patterns of personal past consumption, the capabilities of generating positive network externalities in the consumption, and, surprisingly, the lack of negative ones due to any possible hip or snob effect.