The descent of words: evolutionary thinking 1780-1880

Histories of evolutionary thought are dominated by organic evolution. The colossus in our midst that is evolutionary biology casts its shadow over history, making it appear that what is so widespread and important today was always the primary subject of evolutionary speculation. Thus many histories assume that the core meaning of evolution is the change of organic life and that other forms of evolutionary thinking, such as linguistic, social or cultural evolution, are only analogies or offshoots of the main biological evolutionary trunk. Ironically this is an ahistorical understanding. Long before the work of Charles Darwin, scholars were independently developing evolutionary concepts such as descent with modification and divergence from a common stock in order to understand cultural change.     

Exploring the potential of a computer tool for instructional developers

Information and communication technology tools currently permeate almost every professional domain. Those geared toward the field of instructional development have emerged in recent years. This article explores the potential for linking the domains of computer support and instructional development.This article reports on the design and evaluation of CASCADE (Computer Assisted Curriculum Analysis, Design and Evaluation), a computer system that supports instructional developers during formative evaluation efforts. Five prototypes of CASCADE were created and evaluated on the basis of their validity (reflection of state-of-the-art knowledge and internal consistency); practicality (ability to meet the needs, wishes and contextual constraints of the target group); and effectiveness (improved user task performance).The results of this study suggest that the use of CASCADE could: (a) improve the consistency of formative evaluation plans and activities; (b) motivate developers by elevating their confidence in using formative evaluation activities; (c) save time; and (d) help to provide justifications for decisions made.     

Simultaneous Assembly of Multiple Test Forms

An algorithm for the assembly of multiple test forms is proposed in which the multiple-form problem is reduced to a series of computationally less intensive two-form problems. At each step, one form is assembled to its true specifications; the other form is a dummy assembled only to maintain a balance between the quality of the current form and the remaining forms. It is shown how the method can be implemented using the technique of O-1 linear programming. Two empirical examples using a former item pool from the LSAT are given—one in which a set of parallel forms is assembled and another in which the targets for the information functions of the forms are shifted systematically.     

Learning by exploration: Thinking aloud while exploring an information system

The aim of the current research is to examine the ability of people to learn a computer system by exploration and to asses the efficacy of a user interface with properties that are supposed to support exploration. The study described in this paper used the think-aloud method to obtain detailed information about the goals of the user and their realization during the initial learning phase. The focus here will be on discussing the role of thinking aloud and reflection during performing complex cognitive activities. In one condition of the experiment described here an interface was used with exploration-supportive properties. In the other condition these properties were removed from the interface. Subjects (university students) solved a number of (e-mail) tasks with these interfaces, without training, and had to think aloud during the first half. After solving the tasks a knowledge test about the interface was presented. The results on the three kinds of measures (think aloud measures, task performance and performance on the knowledge test) broadly were in favor of exploration-supportive interface. In the discussion attention is paid to the positive influence of thinking aloud, probably occurring because subjects were encouraged to use the available information on screen in the exploration-supportive condition. The consequences and potential disadvantages of display-based, exploratory learning in relation to planning are also discussed.     

Reading achievement, metacognition, reading self-concept and interest: A study of German students in grades 3 and 4

This study examined the reading achievement, metacognitive knowledge related to reading and memory, reading self-concept, and interest in reading of 140 German school students in Grades 3 and 4. The results indicated significant correlations between the metacognitive variables, motivational variables, and amongst metacognitive and motivational variables, as well as with reading achievement variables. The examination of good and poor readers showed significant differences in metacognitive knowledge of reading and memory, reading self-concept, interest in reading, and in teacher judgements of reading achievement between the groups. Differences between Grade 3 and 4 students were found in their word decoding skills, metacognitive knowledge about reading and memory, and teacher judgements of reading achievement. Results of the regression analysis indicated that reading achievement was predicted by grade level, word decoding, and teacher evaluations of reading achievement. The causal modelling indicated that motivation and metacognition affect reading comprehension in different ways. The findings are discussed in terms of future research and their educational implications.     

The Validity of Comparative Educational Studies

What are the conditions that will allow for appropriate comparisons among groups" Should the concept of comparative validity be added to the lexicon of the psychometrician"     

Learning whom not to trust across early and middle adolescence: A longitudinal neuroimaging study to trusting behavior involving an uncooperative other

Longitudinal changes in trusting behavior across adolescence and their neural correlates were examined. Neural regions of interest (ROIs) included the medial prefrontal cortex (mPFC), dorsal anterior cingulate cortex (dACC), left anterior insula (AI), bilateral ventral striatum (VS), and right dorsal striatum (DS). Participants (wave 1 age: M = 12.90) played the investor in a Trust Game with an uncooperative trustee three times (1-year interval). Analyses included 77 primarily Dutch participants (33 females). Participants decreased their investments with wave. Furthermore, activity was heightened in mPFC, dACC, and DS during investment and repayment, and in right VS (investment) and AI (repayment). Finally, DS activity during repayment increased with wave. These findings highlight early–middle adolescence as an important period for developing sensitivity to uncooperative behavior.