On the return of art investment return analyses

We survey more than twenty studies estimating rates of return of investments in single art objects and whole collections and evaluate the various approaches to art price movements taken so far. The majority of the estimates find lower returns for investments in art objects than for investments in financial assets. However, most existing analyses are restricted to auction data and neglect transactions cost and taxation. They partly focus on mechanistic calculations and disregard the distinguishing institutional and behavioral characteristics of art markets. We look into the possibilities to capture and empirically estimate psychic returns from owning art.     

On the Limitations of Thought Experiments in Physics and the Consequences for Physics Education

Thought experiments (TEs) play a central role in physics. Wesuggest that erroneous TEs may be as important as correct TEs,and that both have a special role in an ongoing process ofconceptual refinement for physicists and for naive physicslearners. We analyze TEs related to stellar evolution andgeneral relativity made by Schwarzschild, Eddington, Landau,and Einstein. We identify the stages at which crucial errorsare done in these TEs, and the cognitive processes which leadto these errors. We argue that necessary conditions for asuccessful TE (i.e., a TE which leads to correct conclusions)are self-consistency and comprehensiveness of the relevantpicture of the world. We show that the TEs by expert physicistsand TEs by students are similar on a metacognitive level, butdifferent in details. Students' erroneous reasoning occur inall stages of a TE, whereas physicists usually make errors inthe first two stages of TEs. Then we bring evidence that Tesare more prone to errors than laboratory experiments. Next wediscuss the implications for naive physics learners, and makesuggestion for using TEs in physics education.     

Stress, Sport und Beschwerdewahrnehmung

Sport and physical activity are attributed with a positive influence on stress induced complaints due to their overall positive effect on health. The buffering effect on stress has not yet been clearly shown and the findings are inhomogeneous. The following article examines the buffering effect of sport and physical activity on different types of psychological and physical complaints. Therefore, a study was conducted questioning 453 people (M?=?53.56 years; SD?=?11.31) about chronic stress (Perceived Stress Scale), physical complaints (Gießener Beschwerdebogen) and their subjective physical activities (Energy consumption through physical activity – e.g. Soccer or Jogging) and energy consumption – daily bike and walking activity). A buffering effect on nearly all types of complaints could be shown through physical activity, but not through lifestyle activities. Physical activity acts complaint reducing on people suffering from increased stress. A more differentiated examination of the physical activity behaviour, the stress perception and the type of complaints might contribute to clearer findings.     

The Value of Cause and Effect Analysis in Developing Ability to Recognize Cause and Effect Relationships

Researchers in the behavioral sciences have utilized “ANOVA theory” to test research hypotheses ever since R. A. Fisher first derived the solution. There are, however, limitations to classical ANOVA, particularly with respect to the handling of unbalanced design, continuous independent variables, and multiple covariates. Further, classical ANOVA fails to provide a strength of relationship index. The authors provide evidence which demonstrates that ANOVA is a special case of a multivariate procedure termed “multiple regression.” Because multiple regression is the more general method, it is capable of handling data which have traditionally been a nemesis for ANOVA researchers. Since multiple regression is a more powerful method of statistical analysis, and since it also provides a strength of relationship index, the authors argue that it be used in place of ANOVA in educational research. Also discussed is the coding of categorical variables as well as available computer programs for multiple regression.     

Student learning behaviours as a means for a cognitive evaluation of a physics program

The formative evaluation model presented here examines the character of classroom interaction by juxtaposing required and performed student learning behaviours. We use the concept of learning behaviours as a tool for the examination of interactions among the commonplaces of learning (students, teachers, and curriculum materials). We define learning behaviours as actions performed by the students as a result of learning stimuli that are presumed to advance the student towards the acquirement of new knowledge. Learning behaviours may have negative as well as positive outcomes. For example, the identification of variables in an experiment, a required learning behaviour, might very possibly lead to the identification of non-relevant as well as relevant variables. This could lead to the development of misconceptions concerning conclusions drawn from the experiment. Hopefully, such student misconceptions arising from the materials would be identified during the process of formative evaluation. The evaluation model described here is an integral part of a curriculum project aimed at the development of learning materials in physics for technical vocational high schools. In particular, the materials are intended to teach basic principles of physics to students of poor motivation and limited ability. They are oriented towards the needs of technical vocational students and present physics and technology as complementary disciplines (Finegold & Reiner, 1984).