Acquisition and transfer of control by an ambiguous cue

In three experiments, the specificity of action of occasion setters was examined, using a discretetrial leverpress procedure. Rats’ acquisition of anXA+, A?, XB?, B+ discrimination, in which a single feature cue (X) signaled the reinforcement of responding in the presence of one target cue (A) and the nonreinforcement of responding during another target (B), was no more difficult than acquisition ofXA+, A?, X?, B+ orX+, A?, XB?, B+ discriminations, in whichX signaled only one target-response-reinforcement contingency. In transfer tests,X did not modulate responding controlled by other cues that were untrained or consistently reinforced, either when the elements of the compounds were presented serially or when they were presented simultaneously in training and testing. However, after serial, but not after simultaneous, compound training ,X facilitated responding controlled by a cue that was trained and then extinguished. Implications for the nature of occasion setting and configurai learning are discussed.     

The use of domain-specific concepts in biomedical text summarization

Text summarization is a method for data reduction. The use of text summarization enables users to reduce the amount of text that must be read while still assimilating the core information. The data reduction offered by text summarization is particularly useful in the biomedical domain, where physicians must continuously find clinical trial study information to incorporate into their patient treatment efforts. Such efforts are often hampered by the high-volume of publications. This paper presents two independent methods (BioChain and FreqDist) for identifying salient sentences in biomedical texts using concepts derived from domain-specific resources. Our semantic-based method (BioChain) is effective at identifying thematic sentences, while our frequency-distribution method (FreqDist) removes information redundancy. The two methods are then combined to form a hybrid method (ChainFreq). An evaluation of each method is performed using the ROUGE system to compare system-generated summaries against a set of manually-generated summaries. The BioChain and FreqDist methods outperform some common summarization systems, while the ChainFreq method improves upon the base approaches. Our work shows that the best performance is achieved when the two methods are combined. The paper also presents a brief physician’s evaluation of three randomly-selected papers from an evaluation corpus to show that the author’s abstract does not always reflect the entire contents of the full-text.     

Special Needs,Cheerful Habits: Smoking and the Great War in Britain, 1914–18

This article applies an interpretive anthropological and phenomenological approach to the Great War in Britain, 1914–18, focusing on the cigarette as a cultural artefact and material commodity, and smoking as a cultural motif and social practice. The primary material featured includes personal correspondence from soldiers and civilians, newspaper articles, advertising and fictional literature. The fundamental task carried out by this study is the connection of developments in technology and distribution accelerated by the Great War, with smoking as a practice bound up with the social, cultural and material conditions in which those on the front found themselves.     

Designs for Collective Cognitive Responsibility in Knowledge-Building Communities

This article reports a design experiment conducted over three successive school years, with the teacher's goal of having his Grade 4 students assume increasing levels of collective responsibility for advancing their knowledge of optics. Classroom practices conducive to sustained knowledge building were co-constructed by the teacher and students, with Knowledge Forum software supporting the production and refinement of the community's knowledge. Social network analysis and qualitative analyses were used to assess online participatory patterns and knowledge advances, focusing on indicators of collective cognitive responsibility. Data indicate increasingly effective procedures, mirrored in students' knowledge advances, corresponding to the following organizations: (a) Year 1—fixed small-groups; (b) Year 2—interacting small-groups with substantial cross-group knowledge sharing; and (c) Year 3—opportunistic collaboration, with small teams forming and disbanding under the volition of community members, based on emergent goals. The third-year model maps most directly onto organic and distributed social structures in real-world knowledge-creating organizations and resulted in the highest level of collective cognitive responsibility, knowledge advancement, and dynamic diffusion of information. Pedagogical and technological innovations to enculturate youth into a knowledge-creating culture, with classroom practices to encourage distributed and opportunistic collaboration, are discussed.     

Knowledge Types Used by Researchers and Wool Producers in Australia under a Workplace Learning Typology: Implications for Innovation in the Australian Sheep Industry

Abstract

This paper reports on research into the learning aspects of adopting integrated parasite management practices for sheep (IPM-s) applying a workplace learning framework. An analysis of four primary data sources was conducted; a postal survey of Australian wool producers, a Delphi process with IPM-s researchers, focus groups and interviews with wool producers.

Researchers had a high expectation of conceptual and high level procedural knowledge for IPM-s, while wool producers had a tendency to rely on low- and high-level procedural knowledge for parasite management. Researchers also showed concern for disposition as it related to parasite management. Practices identified as potentially problematic for extension, included worm egg count testing (according to best practice), supplementary feed (specifically for worm management), selecting estimated breeding value-tested rams, weighing and monitoring body condition scores, and keeping written paddock histories.

This research provides significant empirical insights into the knowledge differences between researchers and producers that can affect how research is developed and communicated for the IPM-s project to facilitate behaviour change. The identification of some IPM practices as problematic for producers will also allow targeted extension for these practices.     

The development and application of affective assessment in an upper‐level cell biology course

This study exemplifies how faculty members can develop instruments to assess affective responses of students to the specific features of the courses they teach. Means for assessing three types of affective responses are demonstrated: (a) student attitudes towards courses with differing instructional objectives and methodologies, (b) student self‐efficacy (confidence) in completing tasks common to practicing experts, and (c) interests in subject‐specific topics and associated intellectual skills. The iterative processes used in refining the instruments and performing the statistical analyses of their effectiveness are detailed. An analysis of data obtained using these instruments is also included. Positive attitudes towards courses emphasizing analytical thinking increased significantly over the course of a 14‐week semester, as did the measures of self‐efficacy. Despite the rigorous analytical nature of the course experience, the initial strong interest in cell biology topics and higher order thinking skills remained unchanged. There were no significant differences based on gender in any of the affective measures. We discuss the apparent dichotomy, revealed in these assessments, between students' idealistic, academic attitudes towards the course's effectiveness and their opinions of its effects on them personally. We conclude by reporting how insights garnered both from these formal assessments and from anecdotal communications have prompted experimental modifications in the design and conduct of the course. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1057–1087, 2007     

A Meta-analysis of the Effectiveness of Intervention Programs Designed to Support Autonomy

The twofold purpose of the present study was, first, to determine whether training intervention programs designed to help people support the autonomy of others are effective and, second, to identify the set of conditions that allowed these interventions to be most effective. A meta-analysis of the findings from 19 studies with 20 effect sizes showed that the training programs were, overall, effective with a weighted effect size of 0.63. Moderator analyses of the overall effect size showed that the relatively more effective intervention programs were structured in ways that trained multiple elements of autonomy support and were presented in relatively brief (1–3 h) sessions in a laboratory training setting that focused on skill-based activities and utilized multiple types of media to deliver its content. Furthermore, relatively effective intervention programs were offered to teachers (rather than to other professionals), trainees (rather than to experienced professionals), and individuals with an autonomy (rather than a control) causality orientation. Though the small number of included studies warrants caution, results generally affirmed the effectiveness of autonomy-supportive training programs and identified the conditions under which future programs can be designed to be highly effective.     

Effects of the Instructional Set in the Bandwidth Feedback Paradigm on Motor Skill Acquisition

ABSTRACT

Purpose: This study examined the relationships between the Yo-Yo Intermittent Recovery Test level 1 (Yo-Yo IR1) and resting heart rate variability (HRV) and submaximal 5?-5? test derived measures in novice male soccer players. Methods: Forty players (11.54 ± 0.58 years) from a soccer academy participated in this study, performing physical tests on two different days, separated by 48 h, as follows: (day 1) resting HRV and Yo-Yo IR1 test, and (day 2) anthropometric assessments (for peak height velocity assessment [PHV]) and the 5?-5? test. The Pearson product-moment correlation coefficient was used to determine the correlations between Yo-Yo IR1 performance and the remaining variables. A partial correlation analysis was further performed using age, stature, body mass, distance to PHV, and age at PHV as “confounders.” Results: The highest correlation score was observed between Yo-Yo IR1 performance and resting HRV, when the absolute age was used as confounder (r = 0.72; p < .05). Conclusions: We observed that a practical measure of parasympathetic activity at rest is largely associated with performance obtained during a traditional intermittent endurance performance test.