The development of computational estimation in the transition from informal to formal mathematics education

European Journal of Psychology of Education - The transition from informal to formal mathematics is an important episode in children’s mathematical development. The current study investigated...     

Block-pulse functions method of the inverse laplace transform for irrational and transcendental transfer functions

A new direct method of the block-pulse functions technique of the inverse Laplace transform for irrational and transcendental transfer functions is presented. It is shown that the existing indirect method can be used equivalently with the new one. Two illustrative examples are given.     

Tackling knowledge ‘like a business’? Rethinking the modernisation of higher education in Poland

The year 1989 marked the official end of communist rule in Poland and the replacement of ‘Gosplan’ by new instruments for liberal-democratic governance. In terms of the economy this heralded a departure from Gosplan’s five-year planning cycles, performance targets and the ‘propaganda of success’. Paradoxically, however, 27 years later, the marketisation of higher education in Poland has been accompanied by a continuation of Gosplan thinking. This is manifested in a neoliberal vision of the modern, ‘corporate’ university as a largely utilitarian enterprise, but subject to a style of performance management strongly resonant of the Soviet era. This article analyses the thinking, ideas and ideologies that have shaped contemporary higher education in Poland. It is contended that the rise of the ‘corporate university’ signals the twilight of the Humboldtian tradition and raises questions about what the corporate ideal of ‘excellence’ may mean for the future of the university.     

Do gender and physical attractiveness affect college grades?

In this study, data on grades awarded for bachelor and master theses at a large Polish university were used to identify possible discrimination on gender or physical attractiveness. The focus is on the gap between the grades awarded by the advisor (who knows the student personally) and the referee (who typically does not, so that gender is less salient and attractiveness is not observable). This provides an excellent control for actual quality of the work, which is often problematic in previous literature. Observations on nearly 15,000 students are available, of which some 2600 also have their physical attractiveness rated and are included in the analysis. It can thus be checked if the advisor–referee grade gap depends on students’ gender and attractiveness, also in interaction with their genders. Based on stereotypes discussed in the literature one can hypothesise that females are treated relatively favourably by advisors (and males by referees). Likewise, it can be expected that physically attractive individuals’ advisors award them relatively high grades. Overall, we observe some evidence that females indeed get relatively high grades from advisors and no evidence of influence of physical attractiveness.     

Digital game elements,user experience and learning: A conceptual framework

The primary aim of this paper is to identify and theoretically validate the relationships between core game design elements and mechanics, user motivation and engagement and consequently learning. Additionally, it tries to highlight the moderating role of player personality traits on learning outcomes and acceptance and suggest ways to incorporate them in the game design process. To that end, it outlines the role of narrative, aesthetics and core game mechanics in facilitating higher learning outcomes through intrinsic motivation and engagement. At the same time, it discusses how player goal orientation, openness to experience, conscientiousness, sensation seeking and need for cognition influence the translation of the gameplay experience into valuable learning outcomes and user acceptance of the technology.     

Towards the Entrepreneurial University

In 1991, a local notable from the Ma ^ oposkie voivodship of Poland created a private business school in the town of Nowy Sacz. In a period of ten years, this institution became one of the most successful private higher education institutions in Poland. Basing himself on Jerzy Dietl's seven criteria for institutional survival, the author describes the steps that he took to build up this institution and to guarantee its survival within its regional and then its national and international environments. According to the author, the steps to the survival and success of the Higher School of Business-National Louis University could serve as a blueprint for the regeneration of higher education in Poland.     

False memory for orthographically versus semantically similar words in adolescents with dyslexia: a fuzzy-trace theory perspective

The presented research was conducted in order to investigate the connections between developmental dyslexia and the functioning of verbatim and gist memory traces—assumed in the fuzzy-trace theory. The participants were 71 high school students (33 with dyslexia and 38 without learning difficulties). The modified procedure and multinomial model of Stahl and Klauer (simplified conjoint recognition model) was used to collect and analyze data. Results showed statistically significant differences in four of the model parameters: (a) the probability of verbatim trace recollection upon presentation of orthographically similar stimulus was higher in the control than dyslexia group, (b) the probability of verbatim trace recollection upon presentation of semantically similar stimulus was higher in the control than dyslexia group, (c) the probability of gist trace retrieval upon presentation of semantically similar stimulus was higher in the dyslexia than control group, and (d) the probability of gist trace retrieval upon target stimulus presentation (in the semantic condition) was higher in the control than dyslexia group. The obtained results suggest differences of memory functioning in terms of verbatim and gist trace retrieval between people with and without dyslexia on specific, elementary cognitive processes postulated by the fuzzy-trace theory. These can indicate new approaches in the education of persons with developmental dyslexia, focused on specific impairments and the strengths of their memory functioning.