Individual pathways in the development of forceful throwing

Halverson, Roberton, and Langendorfer (1982) reported the development of children ages 6-13 years filmed longitudinally performing the forceful overarm throw. These authors described the children's progress through developmental sequences for trunk, humerus, and forearm actions; however, they did not study developmental relationships ("profiles") across these components. This paper reports how the profiles changed in the same children across trials within filming sessions and over time. The data revealed both common and individual developmental pathways. The frequencies of some pathways were not chance occurrences (p < or = .01), suggesting that within-person constraints eliminated certain movement relationships while encouraging others. The authors hypothesize that the kinematics of trunk rotation may serve as a control parameter for pattern change.     

Do you Mini-Med School? Leveraging library resources to improve Internet consumer health information literacy

Popular for engaging public interest in medical science while promoting health awareness, Mini-Med School (MMS) programs also afford important if largely unrealized opportunities to improve the health information literacy of attendees. With a growing population using the Internet to make health decisions, needed venues for improving Internet Consumer Health Information (CHI) literacy may be found in the MMS platform. Surveyed directors of MMS programs understand the need to include CHI, and successful programs at SUNY Stony Brook and elsewhere demonstrate the potential for collaboration with affiliated health sciences libraries to integrate CHI instruction into MMS curricula.     

服务业创新的新熊彼特定义：基于新分类法的概念探讨

创新是一项复杂的过程并具有多面性。在众多以创新与生产率之间联系为主题的研究中，由于数据限制，往往只采用单一指标来测度创新。本文对这种方式提出了质疑，认为这种研究方法可能会系统地偏向于某类经常通过参与创新活动以达到各种商业目的的公司或产业。为了更好地测度创新，本文介绍了一种创新索引，即以潜变量模型为基础的含有多项创新指标的线性指标组合。这一尝试得到加拿大制造业公司的大量微观数据组合的支持。     

Partnership Programs in U.S. Schools: Their Development and Relationship to Family Involvement Outcomes

This study examined data from over 300 U.S. schools on their efforts to develop high quality programs of school, family, and community partnerships. Analyses show that elementary schools, schools with greater support from parents, teachers, and the community; and schools that evaluated progress reported higher quality partnership programs over time. Higher quality programs were associated with wider implementation of parent-child interactive homework, higher levels of parent volunteering, and more parents on school decision-making committees. Results identify factors that could help schools develop quality partnership programs and suggest that these programs translate into higher levels of family involvement in students’ learning.     

Validating Student Score Inferences With Person‐Fit Statistic and Verbal Reports: A Person‐Fit Study for Cognitive Diagnostic Assessment

The goal of this study was to investigate the usefulness of person‐fit analysis in validating student score inferences in a cognitive diagnostic assessment. In this study, a two‐stage procedure was used to evaluate person fit for a diagnostic test in the domain of statistical hypothesis testing. In the first stage, the person‐fit statistic, the hierarchy consistency index (HCI; Cui, 2007 ; Cui & Leighton, 2009 ), was used to identify the misfitting student item‐score vectors. In the second stage, students’ verbal reports were collected to provide additional information about students’ response processes so as to reveal the actual causes of misfits. This two‐stage procedure helped to identify the misfits of item‐score vectors to the cognitive model used in the design and analysis of the diagnostic test, and to discover the reasons of misfits so that students’ problem‐solving strategies were better understood and their performances were interpreted in a more meaningful way.     

Feedback complexity and corrective efficiency

College undergraduates read a 2400-word passage, responded to 16 multiple-choice questions, and received one of four types of feedback following their responses. Complexity of feedback was inversely related to both error correctability and criterion efficiency taken as a ratio of feedback study time to post-test corrects. The results were discussed in terms of depth of processing and instructional comprehension.     

Cultural differences in the perception of critical interaction behaviors in global virtual teams

We investigated whether members of virtual teams from the U.S., India, and Belgium perceived the same interaction behaviors to be critical for team functioning as Dutch members from an earlier study. Thirteen virtual team workers from the U.S., 11 from India, and 11 from Belgium were interviewed by means of the Critical Incident Technique Flanagan [Flanagan, J. C. (1954). The critical incident technique. Psychological Bulletin, 51, 327–358]. The total number of critical incidents from all countries was 493 and most incidents could be grouped into the same 13 categories as those found in the original Dutch study. However, the results showed that the distributions of the critical incidents from the American, Indian, and Belgian respondents differed from those of the Dutch. Indian and Belgian respondents also mentioned a new category of critical incidents: Respectfulness. The cultural differences were interpreted by means of Hofstede's [Hofstede, G. (2001). Cultures consequences: comparing values, behaviors, institutions, and organizations across nations (2nd ed.). Thousand Oaks, California, U.S.: SAGE Publications] dimensions.