Miracle-dz/UniFAR-FTUs huggingface dataset:
Property generation reflects word association and situated simulation

Abstract The property generation task (i.e. “feature listing”) is often assumed to measure concepts. Typically, researchers assume implicitly that the underlying representation of a concept consists of amodal propositions, and that verbal responses during property generation reveal their conceptual content. The experiments reported here suggest instead that verbal responses during property generation reflect two alternative sources of information: the linguistic form system and the situated simulation system. In two experiments, properties bearing a linguistic relation to the word for a concept were produced earlier than properties not bearing a linguistic relation, suggesting the early properties tend to originate in a word association process. Conversely, properties produced later tended to describe objects and situations, suggesting that late properties tend to originate from describing situated simulations. A companion neuroimaging experiment reported elsewhere confirms that early properties originate in language areas, whereas later properties originate in situated simulation areas. Together, these results, along with other results in the literature, indicate that property generation is a relatively complex process, drawing on at least two systems somewhat asynchronously.
The New Color Complex: Appearances and Biracial Identity

Ethnic identity research has largely focused on the identity choices of White ethnics (Alba, 1990; Ignatiev, 1995; Waters, 1990). One key factor in these choices is bodily appearance. We extend this research to Black and White Biracial individuals and examine the role that physical appearance plays in their "choices" of racial identity. We test Rockquemore's (1999) taxonomy of Biracial identity using survey data from a sample of 177 Biracial respondents. The results indicate that Biracial individuals do make choices within circumscribed cultural contexts and these understandings are influenced not by skin color, but by an actor's assumption of how others perceive his or her appearance.
Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety.

Recent research in motivation has identified 2 main goal orientations: task orientation and ego orientation. Two studies of 6th- and 8th-grade Norwegian students tested the prediction that there are different dimensions of ego orientation (self-defeating and self-enhancing), that they may be separated from other goal orientations, and that they relate differently to academic achievement, self-concept, self-efficacy, self-esteem, anxiety, and intrinsic motivation. Results from both studies supported the predictions. The correlation between self-defeating and self-enhancing ego orientation was small, and these constructs had different relations to other variables in the study. Self-defeating ego orientation was associated with high anxiety and was negatively related to achievement and self-perceptions. Self-enhancing ego orientation was positively related to achievement, self-perceptions, and intrinsic motivation.
Exploring the Pedagogical Meaning and Implications of the 4Cs “Super Skills” for the 21 st Century through Bruner’s 5E Lenses of Knowledge Construction to Improve Pedagogies of the New Learning Paradigm

As economies increasingly globalize and digital technologies assume ubiquitous presence and functional utility in peoples’ lives outside educational contexts, there is an increasing realization among pedagogues that education designed to equip graduates of the Digital Economy requires the teaching of new skills rather than the traditional core subjects. This realization has led to the emergence of what is called the New Learning Paradigm which postulates that students now need to be taught the skills most in demand in the 21st century. Those skills are epitomized in what The Partnership for 21st Century Skills calls the Framework for 21st Century Skills. Keys among those skills are what The Partnership characterizes as the 4Cs super skills. What are those skills? Why are they essential for successful learning, teaching, assessment, working and living in today’s Digital Economy? How do they align with the full set of 21st century skills? What are the pedagogical implications of these 4Cs super skills? This paper answers these questions in four steps. Firstly, it articulates the 4Cs super skills. Secondly, it explains the “Rainbow” framework of the full set of essential 21st century skills as conceptualized by The Partnership for 21st Century Skills. Thirdly, it outlines Bruner’s 5E Instructional Model and explains how it provides an excellent lens through which to approach learning, teaching, assessment and curriculum development for the 4Cs super skills in Kivunja’s New Learning Paradigm.
Vtln Warping Factor Estimation Using Accumulation of Sufficient Statistics

In this paper we present an efficient and flexible approach to VTLN warping factor estimation. Due to the equivalence of frequency warping and linear transformation of cepstral coefficients, warping factors can be efficiently estimated by accumulating the sufficient statistics for linear transformation estimation, and searching the constrained space of transformations given by the explicit mapping between warping factors and linear transformation matrices. We show that the positive effect of using a properly normalized optimization criterion for warping factor estimation, which has been previously demonstrated for a signal analysis front-end without a filterbank, carries over to a MFCC front-end, resulting in a net improvement in word error rate
Concepts of deviance and disturbance in children and adolescents: A comparison between the United States and Japan

Fifth and eleventh graders in the United States (N = 169) and Japan (N = 166) were interviewed about their reactions to stories describing various forms of psychological deviance in hypothetical peers. For each story, students were asked if any of the protagonist's behaviours seemed strange or unusual; why these behaviours were strange or unusual; and why the protagonist acted the way he or she did. More Japanese than American students mentioned the psychological reasoning of the individual, and more American than Japanese students mentioned external influences and violation of social norms in explaining and conceptualizing deviant conduct, respectively. Few developmental or gender differences emerged. Results are discussed in terms of the individualism-collectivism paradigm and cultural differences in attributions for success and failure. Des eleves de CM2 et de Premiere aux Etats-Unis (N = 169) et au Japon (N = 166) ont ete questionnes au sujet de leur reaction a des histoires decrivant diverses formes .
An environmental ethical conceptual framework for research on sustainability and environmental education

This article suggests that environmental ethics can have great relevance for environmental ethical content analyses in environmental education and education for sustainable development research. It is based on a critique that existing educational research does not reflect the variety of environmental ethical theories. Accordingly, we suggest an alternative and more nuanced environmental ethical conceptual framework divided into Value-oriented Environmental Ethics and Relation-oriented Environmental Ethics and present two pragmatic schedules for analyses of the value and relation contents of e.g. classroom conversations, textbooks and policy documents. This framework draws on a comparative reading of some 30 key books and 20 key articles in academic journals in the field of environmental philosophy and reflects main traits in environmental ethics from the early 1970s to the present day.
Removing the Masks: Considerations by Gay and Lesbian Teachers When Negotiating the Closet Door

ABSTRACT In this study, I asked: “How do contextual factors promote or prohibit the construction of identities as gay teachers? ” To answer this question, I interviewed nine K-12 gay and lesbian teachers four times each using semi-structured interviews including a stimulated recall session, collected teaching artifacts, and conducted a focus group. Constructivist grounded theory approaches guided data collection, analysis, and theory building. I found that contextual factors facilitated and inhibited integration of gay and lesbian identities with teacher identities, what I call the gay teacher identity development process. These factors interacted with each other in complex ways to inform classroom practice.
Effects of Physical Training on Endocrine and Autonomic Response to Acute Stress

Abstract The effects of physical training on autonomic response to acute stress are controversial. In this study, heart rate (HR) and skin conductance level (SCL) were continuously recorded in response to a mental stressor in a sample of elite athletes before and after a period of training and competition. The free testosterone to cortisol ratio (FTCR) and the Profile of Mood States (POMS) were used as markers of training impact. After the training, the men and women showed a significant FTCR decrement, although mood and the autonomic response to the acute stressor were not strongly altered. Although men showed significantly lower HR values after training, the results suggest that subjects suffered a transitory state of hormonal overstrain rather than a serious problem of adaptation to training.
Native Speaker-Nonnative Speaker Interaction Among Academic Peers

In recent years, considerable attention has been given to the way native speakers (NSs) of a language address nonnative speakers (NNSs). Indeed, research of NS-NNS conversation has become a point of convergence of a number of language research interests. Various claims have been made regarding the nature and significance of the characteristics of speech between NSs and NNSs, most important among these the notion that there exists an identifiable linguistic register which NSs consistently select for addressing less than fully proficient NNS participants.
Do Students Perceptions Matter? A Study of the Effect of Students Perceptions on Academic Performance

Prior accounting education literature documents that students typically associate accounting subjects with negative perceptions, but there are also recent suggestions that the stereotype of the accountant has positive associations. These perceptions of accounting are likely to affect students' attitudes towards learning and, consequently, influence their performance. We examine the relationship between students' perceptions and students' performance. The present study involved undergraduate and graduate students enrolled in management accounting subjects. Our findings indicate that students' performance is negatively affected by the negative perceptions of accounting that students bring to the subject. Our findings also suggest that positive perceptions of accounting held by students at the end of the semester have a positive impact on students' performance. Copyright (c) 2007 The Authors. Journal compilation (c) 2007 AFAANZ.
Organizational and Environmental Determinants of Functional and Dysfunctional Turnover: Practical and Research Implications

This study investigates organizational and environmental determinants of functional and dysfunctional turnover. Functional turnover is negatively associated with levels of pay and unemployment and positively associated with the availability of individual incentive programs. Dysfunctional turnover is positively associated with the presence of group incentive programs and negatively associated with the presence of unions. The implications of these findings are explored.
Chess players' recall of auditorily presented chess positions

Abstract Chess players' recall of auditorily presented chess positions were studied in three experiments. The results of the first two experiments showed that the skilled chess players are better at recalling game and random positions. This contradicts the standard finding that they perform better only in game positions. In the third experiment, the memory load was increased by increasing the number of positions to be recalled simultaneously from one to four positions. Skilled subjects are still far better at recalling game positions, but they score no more than moderately skilled subjects in recalling four random positions. The results are in contradiction with the direct chunking hypothesis. Skilled chess players do not fail to recall random positions because there are no chunks in them, but because they are not, under some special conditions, able to encode them properly. It is necessary to postulate more complicated encoding mechanisms than a simple recognition-based activation of a chunk in long-term.
Multiuser Scheduling and Pairing With Interference Mitigation for LTE Uplink Cellular Networks

In this paper, we investigate multiuser scheduling with joint user pairing, resource allocation, and power control (PC) in Long-Term Evolution (LTE) uplink cellular networks. We first derive the received signal-to-interference-plus-noise ratio (SINR) in spatial multiuser single-carrier frequency-division multiple-access (SC-FDMA) systems with frequency-domain minimum mean square error (MMSE) equalization. Based on this, we formulate an optimization problem as joint multiuser pairing, resource allocation, and PC to maximize the weighted throughput of the system. We then divide it into a two-step optimization problem, which is suboptimal but significantly reduces the complexity. The two-step problem first performs optimal frequency resource allocation and user pairing for a given transmit power value and then adjusts the transmit power to maximize the weighted throughput when frequency resources are allocated and users are paired. With the help of high-interference indicators exchanged among multiple base stations (BSs), we develop an iterative distributed and low-complexity algorithm to further simplify the two-step problem. System-level simulation results show that the proposed algorithm can effectively mitigate interference and significantly outperforms the existing algorithms.
Mentoring as an Intervention Strategy

Abstract This pilot study explored the complex negotiations of student-athlete role identities in the context of a faculty mentor intervention strategy. The sample included 19 first-year male revenue student-athletes who were surveyed in fall 2006 and spring 2007 at a large Division 1-A university. Focus group sessions were also held with participants during the academic year. Findings revealed positive influences of a formal faculty-student mentoring program on first-year student-athletes' academic and future goals. Student-athletes rated themselves as having more balanced academic and athletic identities over the course of their first year. New directions for future work to build on this pilot study are discussed.
A Systematic Review and Meta-Analysis of the Cognitive Correlates of Bilingualism

A number of studies have documented the cognitive outcomes associated with bilingualism. To gain a clear understanding of the extent and diversity of these cognitive outcomes, the authors conducted a meta-analysis of studies that examined the cognitive correlates of bilingualism. Data from 63 studies (involving 6,022 participants) were extracted and analyzed following established protocols and procedures for conducting systematic reviews and guidelines for meta-analysis. Results indicate that bilingualism is reliably associated with several cognitive outcomes, including increased attentional control, working memory, metalinguistic awareness, and abstract and symbolic representation skills. Overall mean effect sizes varied from small to large, depending on the cognitive outcomes measured, and were moderated by methodological features of the studies.
Active, uncalibrated visual servoing

Proposes a method for visual control of a robotic system which does not require the formulation of an explicit calibration between image space and the world coordinate system. Calibration is known to be a difficult and error prone process. By extracting control information directly from the image, the authors free their technique from the errors normally associated with a fixed calibration. The authors demonstrate this by performing a peg-in-hole alignment using an uncalibrated camera to control the positioning of the peg. The algorithm utilizes feedback from a simple geometric effect, rotational invariance, to control the positioning servo loop. The method uses an approximation to the image Jacobian to provide smooth, near-continuous control. <<ETX>>
Social Value of Public Information

What are the welfare effects of enhanced dissemination of public information through the media and disclosures by market participants with high public visibility? We examine the impact of public information in a setting where agents take actions appropriate to the underlying fundamentals, but they also have a coordination motive arising from a strategic complementarity in their actions. When the agents have no socially valuable private information, greater provision of public information always increases welfare. However, when agents also have access to independent sources of information, the welfare effect of increased public disclosures is ambiguous.
Schizo-affective psychosis: definitions and incidence

SYNOPSIS Eight definitions of schizo-affective psychosis have been compared in a sample of psychotic first admissions. Their mutual concordance is very low (mean 0·19) showing that there is very poor agreement about the meaning of the term ‘schizo-affective’ at present. Ten patients (4·5 % of admissions and 8 % of psychotic admissions within the age group studied) satisfied 3 definitions, a figure which demonstrates the numerical importance of this group of unclassified mental disorders.
Does unit designation matter? A dedicated trauma intensive care unit is associated with lower postinjury complication rates and death after major complication

BACKGROUND Recent data suggest that specialty intensive care units (ICUs) have outcomes better than those of mixed ICUs. The cause for this apparent discrepancy has not been well established. We hypothesized that trauma patients admitted to a dedicated trauma ICU (TICU) would have a lower complication rate as well as death after complication (failure to rescue [FTR]). METHODS This was a retrospective review of the ICUs of two Level I trauma centers covered by one group of surgical intensivists. One center has a dedicated TICU, while the other has a mixed ICU. Demographic and clinical characteristics were stratified into TICU and ICU groups. The primary outcomes were postinjury complications and FTR. Multivariate regression was used to derive factors associated with complications and FTR. RESULTS During the 5-year study period, 3,833 patients were analyzed. TICU patients were older (57.8 vs. 47.0 years, p < 0.0001), had higher Charlson score (2 vs. 1, p = 0.001), had more severe head injuries (Head Abbreviated Injury Scale [AIS] score ≥ 3, 50.0% vs. 37.5%, p < 0.0001), and had greater injury burden (Injury Severity Score [ISS] > 16, 49.6% vs. 38.6%, p < 0.0001) than those admitted to the mixed ICU. Need for immediate operative intervention was similar (18.0% vs. 17.6%, p = 0.788). Overall complications were significantly higher in trauma patients admitted to the mixed ICU (27.5% vs. 17.0%, p < 0.0001), as well as FTR (3.7% vs. 1.8%, p < 0.0001). Trauma patients admitted to a dedicated TICU had significantly lower chance of developing a postinjury complication (adjusted odds ratio [AOR], 0.5; p < 0.0001), FTR (AOR, 0.3; p < 0.0001), and overall mortality (AOR, 0.4; p < 0.0001). CONCLUSION Admission of critically ill trauma patients to a TICU staffed by a surgical intensivist is associated with a lower complication rate and FTR. Factors such as trauma nursing experience, education, and unit management structure should be further explored to elucidate the observed improved outcomes. LEVEL OF EVIDENCE Prognostic study, level III.
Content-based Identification of Audio Material Using MPEG-7 Low Level Description

Along with investigating similarity metrics between audio material, the topic of robust matching of pairs of audio content has gained wide interest recently. In particular, if this matching process is carried out using a compact representation of the audio content ("audio fingerprint"), it is possible to identify unknown audio material by means of matching it to a database with the fingerprints of registered works. This paper presents a system for reliable, fast and robust identification of audio material which can be run on the resources provided by today's standard computing platforms. The system is based on a general pattern recognition paradigm and exploits low level signal features standardized within the MPEG-7 framework, thus enabling interoperability on a world-wide scale. Compared to similar systems, particular attention is given to issues of robustness with respect to common signal distortions, i.e. recognition performance for processed/modified audio signals. The system's current performance figures are benchmarked for a range of real-world signal distortions, including low bitrate coding and transmission over an acoustic channel. A number of interesting applications are discussed.
Effects of learning method and word type on acquiring vocabulary in an unfamiliar language

This study examined the roles of learning method, word frequency, and cognate status in the learning of 80 Italian words by 56 adult Dutch learners previously unfamiliar with Italian. We contrasted 2 learning methods: word learning, where the Italian word was presented with its translation in Dutch, and picture learning, where it was presented with a picture depicting its referent. At test, either pictures or the Dutch words constituted the cues for recall of the Italian words. Recall was tested twice: once after 3 learning trials per stimulus, and a second time after an additional 3 learning trials. Two measures served as dependent variables: retrieval times and recall scores. The results show (a) that word learning resulted in better performance than picture learning; (b) that performance was better when the study and test conditions were congruent than when they were incongruent; and (c) that cognates and high-frequency words were easier to learn than noncognates and low-frequency words. Particularly noteworthy is that after 6 learning trials performance had not yet become independent of learning method. We discuss the implications of these results for bilingual memory representation and for sequencing curricula for foreign-language learning.
Understanding Technology Adoption Through Individual and Context Characteristics: The Case of HDTV

Technology adoption research has a tradition of using and improving Davis' (1989) “Technology Acceptance Model” (TAM) and extended versions of it. This article suggests a break with this tradition by showing that the TAM is limited in its understanding of technology adoption. Two alternative approaches are proposed that focus on the role of knowledge and user-technology match, and on the role of temporary dynamical contexts in the process of adoption decision-making. Together with the TAM, both approaches were empirically tested and compared to the TAM by incorporating them in a questionnaire regarding the adoption intention of HDTV in the Netherlands. Results show that the constructs of both approaches show significant relations with the respondents' adoption intentions of HDTV and, together, offer a good alternative to the TAM. This result can be seen as a basis for more future research that uses technological and contextual factors as a starting point for adoption research. Using this starting point will contribute to a better understanding of future technology adoption processes.