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Art & Drawing

What builds drawing skill fastest — reference vs. imagination, blocked vs. distributed practice, copy studies vs. original work.

Evidence is mixed

Most drawing skill studies use self-report or short time horizons. Deliberate practice quantity is the strongest predictor of improvement; structured exercises and reference drawing outperform unguided free practice in controlled studies.

Evidence base

Min quality:

50 papers

Systematic ReviewWikiHigh evidence score

Endocrine Treatment of Gender-Dysphoric/Gender-Incongruent Persons: An Endocrine Society* Clinical Practice Guideline

Wylie C. Hembree, Peggy T. Cohen‐Kettenis, Louis Gooren +7 more · The Journal of Clinical Endocrinology & Metabolism · 2017 · 2,205 citations

This guideline synthesizes evidence on hormone therapy for gender affirmation in adolescents and adults, providing recommendations for safe and effective regimens to align physical characteristics with one's affirmed gender, while emphasizing multidisciplinary care and careful monitoring for anyone considering self-experimentation with hormones.

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Meta-analysisWikiHigh evidence score

Augmented Reality Learning Experiences: Survey of Prototype Design and Evaluation

Marc Ericson C. Santos, Angie Chen, Takafumi Taketomi +3 more · IEEE Transactions on Learning Technologies · 2014 · 459 citations

Augmented reality (AR) learning experiences produce a moderate average improvement in student test performance (effect size = 0.56) compared to traditional instruction, but results vary wildly from small negative effects to very large positive effects depending on how the AR is designed and what subject is being taught.

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Systematic ReviewWikiHigh evidence score

Behaviour change techniques: the development and evaluation of a taxonomic method for reporting and describing behaviour change interventions (a suite of five studies involving consensus methods, randomised controlled trials and analysis of qualitative data)

Susan Michie, Caroline E Wood, Marie Johnston +3 more · Health Technology Assessment · 2015 · 687 citations

This 3-year project produced a standardised "menu" of 93 named behaviour change techniques (BCTs) — things like goal-setting, self-monitoring, and social support — that anyone designing or analysing a behaviour change intervention can use as a shared vocabulary; knowing which specific techniques an intervention contains is the first step toward figuring out what actually works. ---

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StudyTop journalModerate

The future of social media in marketing

Gil Appel, Lauren Grewal, Rhonda Hadi +1 more · Journal of the Academy of Marketing Science · 2019 · 1,735 citations

Social media allows people to freely interact with others and offers multiple ways for marketers to reach and engage with consumers. Considering the numerous ways social media affects individuals and businesses alike, in this article, the authors focus on where they believe the future of social media lies when considering marketing-related topics and issues. Drawing on academic research, discussions with industry leaders, and popular discourse, the authors identify nine themes, organized by predicted imminence (i.e., the immediate, near, and far futures), that they believe will meaningfully shape the future of social media through three lenses: consumer, industry, and public policy. Within each theme, the authors describe the digital landscape, present and discuss their predictions, and identify relevant future research directions for academics and practitioners.

StudyModerate

Text Data Augmentation for Deep Learning

Connor Shorten, Taghi M. Khoshgoftaar, Borko Furht · Journal Of Big Data · 2021 · 1,665 citations

Natural Language Processing (NLP) is one of the most captivating applications of Deep Learning. In this survey, we consider how the Data Augmentation training strategy can aid in its development. We begin with the major motifs of Data Augmentation summarized into strengthening local decision boundaries, brute force training, causality and counterfactual examples, and the distinction between meaning and form. We follow these motifs with a concrete list of augmentation frameworks that have been developed for text data. Deep Learning generally struggles with the measurement of generalization and characterization of overfitting. We highlight studies that cover how augmentations can construct test sets for generalization. NLP is at an early stage in applying Data Augmentation compared to Computer Vision. We highlight the key differences and promising ideas that have yet to be tested in NLP. For the sake of practical implementation, we describe tools that facilitate Data Augmentation such as the use of consistency regularization, controllers, and offline and online augmentation pipelines, to preview a few. Finally, we discuss interesting topics around Data Augmentation in NLP such as task-specific augmentations, the use of prior knowledge in self-supervised learning versus Data Augmentation, intersections with transfer and multi-task learning, and ideas for AI-GAs (AI-Generating Algorithms). We hope this paper inspires further research interest in Text Data Augmentation.

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Naturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder

Laura Schreibman, Géraldine Dawson, Aubyn C. Stahmer +10 more · Journal of Autism and Developmental Disorders · 2015 · 1,349 citations

Earlier autism diagnosis, the importance of early intervention, and development of specific interventions for young children have contributed to the emergence of similar, empirically supported, autism interventions that represent the merging of applied behavioral and developmental sciences. "Naturalistic Developmental Behavioral Interventions (NDBI)" are implemented in natural settings, involve shared control between child and therapist, utilize natural contingencies, and use a variety of behavioral strategies to teach developmentally appropriate and prerequisite skills. We describe the development of NDBIs, their theoretical bases, empirical support, requisite characteristics, common features, and suggest future research needs. We wish to bring parsimony to a field that includes interventions with different names but common features thus improving understanding and choice-making among families, service providers and referring agencies.

StudyTop journalModerate

The Organization of Behavior: A Neuropsychological Theory

Therese Mahoney, Margaret Halliday, Adams +97 more · Journal of the American Medical Association · 1950 · 4,249 citations

The author has attempted to combine present day knowledge of physiology and psychology into a comprehensive theory of thought and emotion to explain the nature of consciousness in physicobiologic terms. The theory is based in considerable part on the variable effect and oftentimes apparent lack of effect which major brain operations have on intelligence and behavior. The concept of the author is that any frequently repeated particular stimulation leads to a slow development of a "cell-assembly" in the cortex and diencephalon and perhaps in the basal ganglions of the brain capable of acting briefly as a closed system which can deliver facilitation to other such systems and having, usually, a specific motor facilitation. A series of such events constitutes a "phase sequence" equivalent to thought process. The process described is considered essential to adult waking behavior. An alternate intrinsic organization is believed to occur during sleep and in infancy which

StudyModerate

Helping Doctors and Patients Make Sense of Health Statistics

Gerd Gigerenzer, Wolfgang Gaissmaier, Elke Kurz‐Milcke +2 more · Gothic.net · 2007 · 1,336 citations

Many doctors, patients, journalists, and politicians alike do not understand what health statistics mean or draw wrong conclusions without noticing. Collective statistical illiteracy refers to the widespread inability to understand the meaning of numbers. For instance, many citizens are unaware that higher survival rates with cancer screening do not imply longer life, or that the statement that mammography screening reduces the risk of dying from breast cancer by 25% in fact means that 1 less woman out of 1,000 will die of the disease. We provide evidence that statistical illiteracy (a) is common to patients, journalists, and physicians; (b) is created by nontransparent framing of information that is sometimes an unintentional result of lack of understanding but can also be a result of intentional efforts to manipulate or persuade people; and (c) can have serious consequences for health. The causes of statistical illiteracy should not be attributed to cognitive biases alone, but to the emotional nature of the doctor-patient relationship and conflicts of interest in the healthcare system. The classic doctor-patient relation is based on (the physician's) paternalism and (the patient's) trust in authority, which make statistical literacy seem unnecessary; so does the traditional combination of determinism (physicians who seek causes, not chances) and the illusion of certainty (patients who seek certainty when there is none). We show that information pamphlets, Web sites, leaflets distributed to doctors by the pharmaceutical industry, and even medical journals often report evidence in nontransparent forms that suggest big benefits of featured interventions and small harms. Without understanding the numbers involved, the public is susceptible to political and commercial manipulation of their anxieties and hopes, which undermines the goals of informed consent and shared decision making. What can be done? We discuss the importance of teaching statistical thinking and transparent representations in primary and secondary education as well as in medical school. Yet this requires familiarizing children early on with the concept of probability and teaching statistical literacy as the art of solving real-world problems rather than applying formulas to toy problems about coins and dice. A major precondition for statistical literacy is transparent risk communication. We recommend using frequency statements instead of single-event probabilities, absolute risks instead of relative risks, mortality rates instead of survival rates, and natural frequencies instead of conditional probabilities. Psychological research on transparent visual and numerical forms of risk communication, as well as training of physicians in their use, is called for. Statistical literacy is a necessary precondition for an educated citizenship in a technological democracy. Understanding risks and asking critical questions can also shape the emotional climate in a society so that hopes and anxieties are no longer as easily manipulated from outside and citizens can develop a better-informed and more relaxed attitude toward their health.

StudyLeading journalModerate

Consensus on Exercise Reporting Template (CERT): Explanation and Elaboration Statement

Susan C. Slade, Clermont E. Dionne, Martin Underwood +1 more · British Journal of Sports Medicine · 2016 · 936 citations

Exercise is effective for prevention and management of acute and chronic health conditions. However, trial descriptions of exercise interventions are often suboptimal, leaving readers unclear about the content of effective programmes. To address this, the 16-item internationally endorsed Consensus on Exercise Reporting Template (CERT) was developed. The aim is to present the final template and provide an Explanation and Elaboration Statement to operationalise the CERT. Development of the CERT was based on the EQUATOR Network methodological framework for developing reporting guidelines. We used a modified Delphi technique to gain consensus of international exercise experts and conducted 3 sequential rounds of anonymous online questionnaires and a Delphi workshop. The 16-item CERT is the minimum data set considered necessary to report exercise interventions. The contents may be included in online supplementary material, published as a protocol or located on websites and other electronic repositories. The Explanation and Elaboration Statement is intended to enhance the use, understanding and dissemination of the CERT and presents the meaning and rationale for each item, together with examples of good reporting. The CERT is designed specifically for the reporting of exercise programmes across all evaluative study designs for exercise research. The CERT can be used by authors to structure intervention reports, by reviewers and editors to assess completeness of exercise descriptions and by readers to facilitate the use of the published information. The CERT has the potential to increase clinical uptake of effective exercise programmes, enable research replication, reduce research waste and improve patient outcomes.

StudyModerate

Joint Optimization of Radio and Computational Resources for Multicell Mobile-Edge Computing

Stefania Sardellitti, Gesualdo Scutari, Sergio Barbarossa · IEEE Transactions on Signal and Information Processing over Networks · 2015 · 914 citations

Migrating computational intensive tasks from mobile devices to more resourceful cloud servers is a promising technique to increase the computational capacity of mobile devices while saving their battery energy. In this paper, we consider an MIMO multicell system where multiple mobile users (MUs) ask for computation offloading to a common cloud server. We formulate the offloading problem as the joint optimization of the radio resources-the transmit precoding matrices of the MUs-and the computational resources-the CPU cycles/second assigned by the cloud to each MU-in order to minimize the overall users' energy consumption, while meeting latency constraints. The resulting optimization problem is nonconvex (in the objective function and constraints). Nevertheless, in the single-user case, we are able to compute the global optimal solution in closed form. In the more challenging multiuser scenario, we propose an iterative algorithm, based on a novel successive convex approximation technique, converging to a local optimal solution of the original nonconvex problem. We then show that the proposed algorithmic framework naturally leads to a distributed and parallel implementation across the radio access points, requiring only a limited coordination/signaling with the cloud. Numerical results show that the proposed schemes outperform disjoint optimization algorithms.

StudyModerate

Translanguaging as a Practical Theory of Language

Li Wei · Applied Linguistics · 2017 · 2,527 citations

This article seeks to develop Translanguaging as a theory of language and discuss the theoretical motivations behind and the added values of the concept. I contextualize Translanguaging in the linguistic realities of the 21st century, especially the fluid and dynamic practices that transcend the boundaries between named languages, language varieties, and language and other semiotic systems. I highlight the contributions Translanguaging as a theoretical concept can make to the debates over the Language and Thought and the Modularity of Mind hypotheses. One particular aspect of multilingual language users' social interaction that I want to emphasize is its multimodal and multisensory nature. I elaborate on two related concepts: Translanguaging Space and Translanguaging Instinct, to underscore the necessity to bridge the artificial and ideological divides between the so-called sociocultural and the cognitive approaches to Translanguaging practices. In doing so, I respond to some of the criticisms and confusions about the notion of Translanguaging.

StudyTop journalModerate

Cognition does not affect perception: Evaluating the evidence for “top-down” effects

Chaz Firestone, Brian J. Scholl · Behavioral and Brain Sciences · 2015 · 1,192 citations

Abstract What determines what we see? In contrast to the traditional “modular” understanding of perception, according to which visual processing is encapsulated from higher-level cognition, a tidal wave of recent research alleges that states such as beliefs, desires, emotions, motivations, intentions, and linguistic representations exert direct, top-down influences on what we see. There is a growing consensus that such effects are ubiquitous, and that the distinction between perception and cognition may itself be unsustainable. We argue otherwise: None of these hundreds of studies – either individually or collectively – provides compelling evidence for true top-down effects on perception, or “cognitive penetrability.” In particular, and despite their variety, we suggest that these studies all fall prey to only a handful of pitfalls. And whereas abstract theoretical challenges have failed to resolve this debate in the past, our presentation of these pitfalls is empirically anchored: In each case, we show not only how certain studies could be susceptible to the pitfall (in principle), but also how several alleged top-down effects actually are explained by the pitfall (in practice). Moreover, these pitfalls are perfectly general, with each applying to dozens of other top-down effects. We conclude by extracting the lessons provided by these pitfalls into a checklist that future work could use to convincingly demonstrate top-down effects on visual perception. The discovery of substantive top-down effects of cognition on perception would revolutionize our understanding of how the mind is organized; but without addressing these pitfalls, no such empirical report will license such exciting conclusions.

StudyTop journalModerate

The magical number 4 in short-term memory: A reconsideration of mental storage capacity

Nelson Cowan · Behavioral and Brain Sciences · 2001 · 6,745 citations

Miller (1956) summarized evidence that people can remember about seven chunks in short-term memory (STM) tasks. However, that number was meant more as a rough estimate and a rhetorical device than as a real capacity limit. Others have since suggested that there is a more precise capacity limit, but that it is only three to five chunks. The present target article brings together a wide variety of data on capacity limits suggesting that the smaller capacity limit is real. Capacity limits will be useful in analyses of information processing only if the boundary conditions for observing them can be carefully described. Four basic conditions in which chunks can be identified and capacity limits can accordingly be observed are: (1) when information overload limits chunks to individual stimulus items, (2) when other steps are taken specifically to block the recording of stimulus items into larger chunks, (3) in performance discontinuities caused by the capacity limit, and (4) in various indirect effects of the capacity limit. Under these conditions, rehearsal and long-term memory cannot be used to combine stimulus items into chunks of an unknown size; nor can storage mechanisms that are not capacity-limited, such as sensory memory, allow the capacity-limited storage mechanism to be refilled during recall. A single, central capacity limit averaging about four chunks is implicated along with other, noncapacity-limited sources. The pure STM capacity limit expressed in chunks is distinguished from compound STM limits obtained when the number of separately held chunks is unclear. Reasons why pure capacity estimates fall within a narrow range are discussed and a capacity limit for the focus of attention is proposed.

StudyModerate

The World Mental Health (WMH) Survey Initiative version of the World Health Organization (WHO) Composite International Diagnostic Interview (CIDI)

Ronald C. Kessler, T. Bedirhan Üstün · International Journal of Methods in Psychiatric Research · 2004 · 4,800 citations

This paper presents an overview of the World Mental Health (WMH) Survey Initiative version of the World Health Organization (WHO) Composite International Diagnostic Interview (CIDI) and a discussion of the methodological research on which the development of the instrument was based. The WMH-CIDI includes a screening module and 40 sections that focus on diagnoses (22 sections), functioning (four sections), treatment (two sections), risk factors (four sections), socio-demographic correlates (seven sections), and methodological factors (two sections). Innovations compared to earlier versions of the CIDI include expansion of the diagnostic sections, a focus on 12-month as well as lifetime disorders in the same interview, detailed assessment of clinical severity, and inclusion of information on treatment, risk factors, and consequences. A computer-assisted version of the interview is available along with a direct data entry software system that can be used to keypunch responses to the paper-and-pencil version of the interview. Computer programs that generate diagnoses are also available based on both ICD-10 and DSM-IV criteria. Elaborate CD-ROM-based training materials are available to teach interviewers how to administer the interview as well as to teach supervisors how to monitor the quality of data collection.

StudyModerate

Mapping the Landscape of Creativity Support Tools in HCI

Jonas Frich, Lindsay MacDonald, Christian Remy +2 more · 2019 · 369 citations

Creativity Support Tools (CSTs) play a fundamental role in the study of creativity in Human-Computer Interaction (HCI). Even so, there is no consensus definition of the term 'CST' in HCI, and in most studies, CSTs have been construed as oneoff exploratory prototypes, typically built by the researchers themselves. This makes it difficult to clearly demarcate CST research, but also to compare findings across studies, which impedes advancement in digital creativity as a growing field of research. Based on a literature review of 143 papers from the ACM Digital Library (1999-2018), we contribute a first overview of the key characteristics of CSTs developed by the HCI community. Moreover, we propose a tentative definition of a CST to help strengthen knowledge sharing across CST studies. We end by discussing our study's implications for future HCI research on CSTs and digital creativity.

StudyTop journalModerate

Thinking through other minds: A variational approach to cognition and culture

Samuel P. L. Veissière, Axel Constant, Maxwell J. D. Ramstead +2 more · Behavioral and Brain Sciences · 2019 · 358 citations

The processes underwriting the acquisition of culture remain unclear. How are shared habits, norms, and expectations learned and maintained with precision and reliability across large-scale sociocultural ensembles? Is there a unifying account of the mechanisms involved in the acquisition of culture? Notions such as "shared expectations," the "selective patterning of attention and behaviour," "cultural evolution," "cultural inheritance," and "implicit learning" are the main candidates to underpin a unifying account of cognition and the acquisition of culture; however, their interactions require greater specification and clarification. In this article, we integrate these candidates using the variational (free-energy) approach to human cognition and culture in theoretical neuroscience. We describe the construction by humans of social niches that afford epistemic resources called cultural affordances. We argue that human agents learn the shared habits, norms, and expectations of their culture through immersive participation in patterned cultural practices that selectively pattern attention and behaviour. We call this process "thinking through other minds" (TTOM) - in effect, the process of inferring other agents' expectations about the world and how to behave in social context. We argue that for humans, information from and about other people's expectations constitutes the primary domain of statistical regularities that humans leverage to predict and organize behaviour. The integrative model we offer has implications that can advance theories of cognition, enculturation, adaptation, and psychopathology. Crucially, this formal (variational) treatment seeks to resolve key debates in current cognitive science, such as the distinction between internalist and externalist accounts of theory of mind abilities and the more fundamental distinction between dynamical and representational accounts of enactivism.

StudyTop journalModerate

Adaptive representation of dynamics during learning of a motor task

Reza Shadmehr, FA Mussa-Ivaldi · Journal of Neuroscience · 1994 · 2,666 citations

We investigated how the CNS learns to control movements in different dynamical conditions, and how this learned behavior is represented. In particular, we considered the task of making reaching movements in the presence of externally imposed forces from a mechanical environment. This environment was a force field produced by a robot manipulandum, and the subjects made reaching movements while holding the end-effector of this manipulandum. Since the force field significantly changed the dynamics of the task, subjects' initial movements in the force field were grossly distorted compared to their movements in free space. However, with practice, hand trajectories in the force field converged to a path very similar to that observed in free space. This indicated that for reaching movements, there was a kinematic plan independent of dynamical conditions. The recovery of performance within the changed mechanical environment is motor adaptation. In order to investigate the mechanism underlying this adaptation, we considered the response to the sudden removal of the field after a training phase. The resulting trajectories, named aftereffects, were approximately mirror images of those that were observed when the subjects were initially exposed to the field. This suggested that the motor controller was gradually composing a model of the force field, a model that the nervous system used to predict and compensate for the forces imposed by the environment. In order to explore the structure of the model, we investigated whether adaptation to a force field, as presented in a small region, led to aftereffects in other regions of the workspace. We found that indeed there were aftereffects in workspace regions where no exposure to the field had taken place; that is, there was transfer beyond the boundary of the training data. This observation rules out the hypothesis that the subject's model of the force field was constructed as a narrow association between visited states and experienced forces; that is, adaptation was not via composition of a look-up table. In contrast, subjects modeled the force field by a combination of computational elements whose output was broadly tuned across the motor state space. These elements formed a model that extrapolated to outside the training region in a coordinate system similar to that of the joints and muscles rather than end-point forces. This geometric property suggests that the elements of the adaptive process represent dynamics of a motor task in terms of the intrinsic coordinate system of the sensors and actuators.

StudyModerate

Field Experiments

Glenn W. Harrison, John A. List · Journal of Economic Literature · 2004 · 2,051 citations

Experimental economists are leaving the reservation. They are recruiting subjects in the field rather than in the classroom, using field goods rather than induced valuations, and using field context rather than abstract terminology in instructions. We argue that there is something methodologically fundamental behind this trend. Field experiments differ from laboratory experiments in many ways. Although it is tempting to view field experiments as simply less controlled variants of laboratory experiments, we argue that to do so would be to seriously mischaracterize them. What passes for “control” in laboratory experiments might in fact be precisely the opposite if it is artificial to the subject or context of the task. We propose six factors that can be used to determine the field context of an experiment: the nature of the subject pool, the nature of the information that the subjects bring to the task, the nature of the commodity, the nature of the task or trading rules applied, the nature of the stakes, and the environment that subjects operate in.

StudyModerate

The wealth of networks: how social production transforms markets and freedom

Benkler, Yochai · Choice Reviews Online · 2006 · 1,932 citations

"A ground-breaking book on the transformative opportunities associated with the evolution of networked social production. The Wealth of Networks was hailed by Lawrence Lessig as the most important book of 2006. In keeping with the subject, Professor Benkler has released The Wealth of Networks under a Creative Commons BY-NC license."

StudyModerate

Cross-Cultural Pragmatic Failure

J. THOMAS · Applied Linguistics · 1983 · 1,854 citations

La presente monografía es una revisión sistemática de la literatura (RSL) que tiene como objetivo revisar cualitativamente la literatura que utiliza series de televisión para desarrollar la competencia pragmática en contextos de inglés como lengua extranjera. Cuando se enseña en un contexto de inglés como lengua extranjera, el desarrollo de la competencia pragmática tiende a pasarse por alto en las aulas. Además, los estudiantes no tienen la necesidad real de usar el lenguaje fuera de clase ya que hay pocas oportunidades de enfrentar una situación comunicativa; por lo tanto, es necesario proponer una estrategia o herramienta que ayude a los educadores a desarrollar la competencia pragmática. En ese sentido, las series de televisión parecen ser un elemento de la realia que satisface estas necesidades debido a su vasta cantidad de comunicación auténtica. Por lo tanto, el presente documento propone una revisión sistemática de la literatura con el fin de revisar los estudios sobre el tema antes mencionado, de modo que sus resultados puedan ser recopilados, comparados y mostrados. Para seleccionar los archivos, se crearon algunos criterios de inclusión y exclusión. Posteriormente, los documentos fueron filtrados mediante una herramienta para valoración de la calidad de estudios y analizados en una matriz analítica. Una vez hecho el análisis, los trece documentos finales fueron divididos en dos capítulos de la monografía en los cuales fueron presentadas las implicaciones pedagógicas y pragmáticas.

StudyModerate

Decentralization of Governance and Development

Pranab Bardhan · The Journal of Economic Perspectives · 2002 · 1,771 citations

In this paper we note that the institutional context (and therefore the structure of incentives and organization) in developing and transition economies is quite different from those in advanced industrial economies, and this necessitates the literature on decentralization in the context of development to go beyond the traditional fiscal federalism literature. We review some of the existing theoretical work and empirical case studies of decentralization from the point of view of delivery of public services and of conditions for local business development, and point to ways of going forward in research.

StudyModerate

Interactive evolutionary computation: fusion of the capabilities of EC optimization and human evaluation

Hideyuki Takagi · Proceedings of the IEEE · 2001 · 1,321 citations

We survey the research on interactive evolutionary computation (IEC). The IEC is an EC that optimizes systems based on subjective human evaluation. The definition and features of the IEC are first described and then followed by an overview of the IEC research. The overview primarily consists of application research and interface research. In this survey the IEC application fields include graphic arts and animation, 3D computer graphics lighting, music, editorial design, industrial design, facial image generation, speed processing and synthesis, hearing aid fitting, virtual reality, media database retrieval, data mining, image processing, control and robotics, food industry, geophysics, education, entertainment, social system, and so on. The interface research to reduce human fatigue is also included. Finally, we discuss the IEC from the point of the future research direction of computational intelligence. This paper features a survey of about 250 IEC research papers.

StudyModerate

Validation Guidelines for IS Positivist Research

Detmar W. Straub, David Gefen · Communications of the Association for Information Systems · 2004 · 2,766 citations

The issue of whether IS positivist researchers were sufficiently validating their instruments was initially raised fifteen years ago and rigor in IS research is still one of the most critical scientific issues facing the field. Without solid validation of the instruments that are used to gather data on which findings and interpretations are based, the very scientific basis of the profession is threatened. This study builds on four prior retrospectives of IS research that conclude that IS positivist researchers continue to face major barriers in instrument, statistical, and other forms of validation. It goes beyond these studies by offering analyses of the state-of-the-art of research validities and deriving specific heuristics for research practice in the validities. Some of these heuristics will, no doubt, be controversial. But we believe that it is time for the IS academic profession to bring such issues into the open for community debate. This article is a first step in that direction. Based on our interpretation of the importance of a long list of validities, this paper suggests heuristics for reinvigorating the quest for validation in IS research via content/construct validity, reliability, manipulation validity, and statistical conclusion validity. New guidelines for validation and new research directions are offered.

StudyModerate

Multiple Intelligences in the Classroom

Andrea Lauren Heming · TopSCHOLAR (Western Kentucky University) · 2008 · 389 citations

This project addresses the current hot topic in the field of education, of Multiple Intelligences. Howard Garner, psychologist and Harvard professor, believes there are multiple ways children learn. Through that belief he created the Multiple Intelligences Theory (MI) which states there are eight ways people learn or complete tasks. This project looked at the Theory of Multiple Intelligences and analyzed how it is applied in the classroom. Through research, direct observation, and interviews with teachers, it was found how this theory is practically applied in classrooms today. The following three questions were answered in this project. How are current teachers in the field applying the multiple intelligences theory in the classroom setting? (The traditional approach of using the Verbal/Linguistic and Logical/Mathematical learning styles has seemed to fade away.) Are the other Multiple Intelligences used as often in the classroom? And finally, do teachers know their students’ Multiple Intelligences, and are they deliberately using those in their lessons, or is it unintentional?

StudyTop journalModerate

Current Realities and Future Possibilities: Language and science literacy—empowering research and informing instruction

Larry D. Yore, David F. Treagust · International Journal of Science Education · 2005 · 361 citations

In this final article, we briefly review and synthesize the science and language research and practice that arose from the current literature and presentations at an international conference, referred to as the first “Island Conference”. We add to the synthesis of the articles the conference deliberations and on‐going discussions of the field and also offer our views as to how such contributions can take place. These central issues—the definition of science literacy; the models of learning, discourse, reading, and writing and their underlying pedagogical assumptions; the roles of discourse in doing, teaching, and learning science; and the demands on teacher education and professional development in the current reforms in language and science education—provide points of departure for discussion of four possible new considerations to research in this field of endeavour that could contribute to a broader and productive scholarship and deeper and enriched understanding of both teaching and learning. These considerations, each from well‐established fields of research literature, are the need to develop support for a contemporary view of science literacy, the role of metacognition in science learning generally, the role of multiple representations in knowledge building and science literacy, and the need for more focused teacher education and professional development programmes.

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Anomalies: The Ultimatum Game

Richard H. Thaler · The Journal of Economic Perspectives · 1988 · 818 citations

This paper discusses simple ultimatum games, two-stage bargaining ultimatum games, and multistage ultimatum games. Finally, I discuss ultimatums in the market. Any time a monopolist (or monopsonist) sets a price (or wage), it has the quality of an ultimatum.

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Research on teaching reading comprehension

Robert J. Tierney, James W. Cunningham · Illinois Digital Environment for Access to Learning and Scholarship (University of Illinois at Urbana-Champaign) · 1980 · 184 citations

The present paper represents an attempt to address the "state of the art" relative to research on teaching reading comprehension.The reading researcher and practitioner will find the paper a review of what we know about reading comprehension instruction, and a framework for addressing the adequacy and promise of existing and forthcoming lines of inquiry.Two basic questions drive our discussion: With whom, in what situations, and in what ways does teaching improve reading comprehension?How should research in teaching reading comprehension proceed?Our purpose was threefold: (a) Describe the nature and distribution of research in teaching reading comprehension in the context of stated and/or implied instructional goals; (b) consider issues of methodological significance as they emerge; and (c) suggest some reasonable guidelines for future research in accord with rising research interests and alternative approaches to investigation.We have adopted two discussion headings which represent the nature and scope of this research in terms of two fundamental goals for instruction: increasing learning from text and increasing ability to learn from text.The former reviews the large array of studies which examine the efficacy of teacher intervention intended to improve students' ability to understand, recall, or integrate information from specific text passages.The latter addresses those studies whose goal is to improve general and specific reading comprehension abilities which will transfer to students' reading of passages Teaching Reading Comprehension 2 they later encounter on their own.These two discussions then merge in the final section of the paper where we consider future directions for reading comprehension instructional research and guidelines for how that research might or should be conducted, We recognized from the outset that a review which exhausted the literature was neither realistic nor within the bounds of our goals.Instead, we decided that studies cited in the context of our remarks should be selected largely for their representativeness, significance, or promise.And, with respect to research paradigms, an attempt was made to include descriptive studies dealing with theoretical issues of relevance to teaching reading comprehension, empirical studies involving such prototypical methodology as treatment group comparisons, research syntheses of instructional procedures, and discussions relating aspects of pedagogical intuition.To these ends, we believe the present review is comprehensive, INCREASING LEARNING FROM TEXT/PROSE It is the purpose of this section to highlight research which studies instructional intervention as a means to improve students' understanding, recall, and integration of information, stated in or inferable from specific text passages.Our review of such interventions includes prereading activities, guided reading activities and postreading activities.Note that we have drawn a distinction between activities or strategies based upon when and for what purpose intervention takes place.This distinction might be characterized in the following trichotomy: building upon

ObservationalModerate

Scratching the surface: Practice, personality, approaches to learning, and the acquisition of high-level representational drawing ability.

Rebecca Chamberlain, I. C. McManus, Nicola Brunswick +2 more · Psychology of Aesthetics Creativity and the Arts · 2015 · 23 citations

Accurate representational drawing is a complex skill which underpins performance in many branches of the visual arts. Research suggests that expertise typically is acquired as a result of deliberate practice and a flexible approach to learning strategies. The current study investigated how, in art students, differences in the acquisition of observational drawing skill could be characterised using domain-general expertise accounts. A cohort of undergraduate and postgraduate art students (n=682) completed questionnaires about self-perceived artistic abilities, personality and approaches to learning. A subset completed tasks of actual drawing ability (n=301), the Rey-Osterrieth Complex Figure (ROCF) test and a performance IQ test. Actual drawing ability related to time spent drawing and drawing techniques, with additional independent predictive effects of both the copying and delayed ROCF test. Effects of personality were mainly mediated via learning styles, with surface learners spending more time drawing, learning fewer techniques and acquiring a lower level of actual skill. Deep learners learned more drawing techniques, and strategic (achieving) learners acquired a higher level of drawing skill overall. The resulting model of drawing ability development has the potential to be generalised over a range of creative and non-creative domains.

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Playability in Action Videogames: A Qualitative Design Model

Carlo Fabricatore, Miguél Nussbaum, Ricardo Rosas · Human-Computer Interaction · 2002 · 176 citations

In the 1990s, the videogame industry has managed to become the fastest growing segment of the entertainment industry in America. However, only a very low number of videogame products manage to cover the costs of production and generate earnings. According to traditional marketing wisdom, players' preferences are a core issue in creating successful products, and the game design process is crucial for guaranteeing players' satisfaction. Then, an important question arises: What do players want in videogames? The purpose of this work is to propose a game design reference that directly mirrors players' preference, shaped as a qualitative model based on empirical data gathered during playing sessions. The model describes the main elements that, according to players' opinions, determine the playability of action videogames; the model proposes design guidelines that are the conceptualization of players' preferences. Therefore, the model helps game designers to understand the elements that must be dealt with to make better games. Besides the operational relevance of the model, the research methodology described in this work is an example of how a qualitative approach such as the grounded theory paradigm can be applied to solve a software specification problem directly focusing on end-users.