bluuebunny/crossref_metadata_2025_split huggingface dataset:
A Neural Measure of Precision in Visual Working Memory
Authors: Ester Edward F. , Anderson David E. , Serences John T. , Awh Edward 
Published: March 2013

Abstract
Recent studies suggest that the temporary storage of visual detail in working memory is mediated by sensory recruitment or sustained patterns of stimulus-specific activation within feature-selective regions of visual cortex. According to a strong version of this hypothesis, the relative “quality” of these patterns should determine the clarity of an individual's memory. Here, we provide a direct test of this claim. We used fMRI and a forward encoding model to characterize population-level orientation-selective responses in visual cortex while human participants held an oriented grating in memory. This analysis, which enables a precise quantitative description of multivoxel, population-level activity measured during working memory storage, revealed graded response profiles whose amplitudes were greatest for the remembered orientation and fell monotonically as the angular distance from this orientation increased. Moreover, interparticipant differences in the dispersion—but not the amplitude—of these response profiles were strongly correlated with performance on a concurrent memory recall task. These findings provide important new evidence linking the precision of sustained population-level responses in visual cortex and memory acuity.
The Effect of Imagination on Stimulation: The Functional Specificity of Efference Copies in Speech Processing
Authors: Tian Xing , Poeppel David 
Published: March 2013

Abstract
The computational role of efference copies is widely appreciated in action and perception research, but their properties for speech processing remain murky. We tested the functional specificity of auditory efference copies using magnetoencephalography recordings in an unconventional pairing: We used a classical cognitive manipulation (mental imagery—to elicit internal simulation and estimation) with a well-established experimental paradigm (one shot repetition—to assess neuronal specificity). Participants performed tasks that differentially implicated internal prediction of sensory consequences (overt speaking, imagined speaking, and imagined hearing) and their modulatory effects on the perception of an auditory (syllable) probe were assessed. Remarkably, the neural responses to overt syllable probes vary systematically, both in terms of directionality (suppression, enhancement) and temporal dynamics (early, late), as a function of the preceding covert mental imagery adaptor. We show, in the context of a dual-pathway model, that internal simulation shapes perception in a context-dependent manner.
Nicotinic Acetylcholine Receptors Contribute to Learning-induced Metaplasticity in the Hippocampus
Authors: Becker Benjamin , Klein Eva M. , Striepens Nadine , Mihov Yoan , Schlaepfer Thomas E. , Reul Juergen , Goossens Liesbet , Schruers Koen , Kendrick Keith M. , Hurlemann René 
Published: March 2013

Abstract
Hippocampal learning is thought to induce metaplasticity, which can facilitate subsequent learning. Administered at single low doses, the N-methyl-d-aspartate-type glutamate receptor antagonist memantine predominantly blocks α7 nicotinic acetylcholine receptors (α7 nAChRs). Placebo-controlled administration of a single low dose of memantine in a pharmaco-fMRI experiment may thus help characterize the role of α7 nAChRs in hippocampal metaplasticity. We hypothesized that if α7 nAChRs contribute to learning-induced metaplasticity in the hippocampus, blockade of these receptors with low-dose memantine would selectively interfere with a facilitation of subsequent learning without impairing hippocampal learning per se. To specifically test this hypothesis, we devised a randomized controlled trial in which healthy volunteers were administered a 20-mg single oral dose of memantine or placebo and scanned on three subsequent runs of a hippocampal learning task. Our results indicate no discrepancies in behavioral learning between low-dose memantine- and placebo-treated participants in the first and second run of this task. In the third run, however, only the placebo-treated group showed facilitated behavioral learning, an effect paralleled by decreased neural responses in the hippocampal cornu ammonis region. Our findings suggest that blockade of α7 nAChRs selectively interfered with a learning-induced facilitation of subsequent learning while leaving unimpaired hippocampal learning per se. Taken together, our results provide support for a relevant contribution of α7 nAChRs to learning-associated metaplasticity in the hippocampus.
Recharge Oscillator Mechanisms in Two Types of ENSO
Authors: Ren Hong-Li , Jin Fei-Fei 
Published: March 2013

Abstract
The El Niño–Southern Oscillation (ENSO) tends to behave arguably as two different “types” or “flavors” in recent decades. One is the canonical cold-tongue-type ENSO with major sea surface temperature anomalies (SSTA) positioned over the eastern Pacific. The other is a warm-pool-type ENSO with SSTA centered in the central Pacific near the edge of the warm pool. In this study, the basic features and main feedback processes of these two types of ENSO are examined. It is shown that the interannual variability of upper-ocean heat content exhibits recharge–discharge processes throughout the life cycles of both the cold tongue (CT) and warm pool (WP) ENSO types. Through a heat budget analysis with focus on the interannual frequency band, the authors further demonstrate that the thermocline feedback plays a dominant role in contributing to the growth and phase transitions of both ENSO types, whereas the zonal advective feedback contributes mainly to their phase transitions. The westward shift of the SSTA center of the WP ENSO and the presence of significant surface easterly wind anomalies over the far eastern equatorial Pacific during its mature warm phase are the two main factors that lead to a reduced positive feedback for the eastern Pacific SSTA. Nevertheless, both the WP and CT ENSO can be understood to a large extent by the recharge oscillator mechanism.
Comparison of Raindrop Size Distribution Measurements by Collocated Disdrometers
Authors: Tokay Ali , Petersen Walter A. , Gatlin Patrick , Wingo Matthew 
Published: March 2013

Abstract
An impact-type Joss–Waldvogel disdrometer (JWD), a two-dimensional video disdrometer (2DVD), and a laser optical OTT Particle Size and Velocity (PARSIVEL) disdrometer (PD) were used to measure the raindrop size distribution (DSD) over a 6-month period in Huntsville, Alabama. Comparisons indicate event rain totals for all three disdrometers that were in reasonable agreement with a reference rain gauge. In a relative sense, hourly composite DSDs revealed that the JWD was more sensitive to small drops (&lt;1 mm), while the PD appeared to severely underestimate small drops less than 0.76 mm in diameter. The JWD and 2DVD measured comparable number concentrations of midsize drops (1–3 mm) and large drops (3–5 mm), while the PD tended to measure relatively higher drop concentrations at sizes larger than 2.44 mm in diameter. This concentration disparity tended to occur when hourly rain rates and drop counts exceeded 2.5 mm h−1 and 400 min−1, respectively. Based on interactions with the PD manufacturer, the partially inhomogeneous laser beam is considered the cause of the PD drop count overestimation. PD drop fall speeds followed the expected terminal fall speed relationship quite well, while the 2DVD occasionally measured slower drops for diameters larger than 2.4 mm, coinciding with events where wind speeds were greater than 4 m s−1. The underestimation of small drops by the PD had a pronounced effect on the intercept and shape of parameters of gamma-fitted DSDs, while the overestimation of midsize and larger drops resulted in higher mean values for PD integral rain parameters.
‘Unhelpfully Complex and Exceedingly Opaque’: Australia's School Funding System
Authors: Dowling Andrew 
Published: March 2013

Australia's system of school funding is notoriously complex and difficult to understand. This article shines some light on this issue by describing clearly the processes of school funding that currently exist in Australia. It describes the steps taken by federal and state governments to provide over $30 billion each year to government and non-government schools. The article argues that more can be done by both levels of government to implement a consistent and transparent allocation process. Greater consistency and transparency in this area would improve efficiency (by understanding better the impact of school resources on student outcomes) and equity (by understanding better the level of real need in individual schools, and funding appropriately). As such, it is a worthwhile goal.
The Innovative School: Some Organizational Characteristics
Authors: Thomas A. Ross 
Published: March 2013

The purpose of the study was to examine the relationship between school innovativeness-the tendency of a school to adopt innovations before other schools—and organizational climate-often referred to as school “tone”, “feel”, “atmosphere” or “climate”. Innovativeness in schools was measured by a combination of (i) initial rating by the Director of Primary Education; (ii) rating by a panel of headmasters and inspectors; (iii) completion of an “adoption scale” by participating headmasters indicating what innovations had been adopted (and when) in their schools during their respective terms of office; (iv) completion of a “change behaviour” instrument by teachers and (v) the completion of an adjectival check list by teachers. Preliminary analysis of these data enabled a clear demarcation to be made between nine more innovative schools and ten less innovative schools. Organizational climate was measured by the Organizational Climate Description Questionnaire (OCDQ). This instrument measures four dimensions of climate: Supportiveness, Operations Emphasis, Intimacy and Disaffiliation. Analysis of data revealed that (1) principal supportiveness in the more innovative schools was significantly greater than that in the less innovative schools; (i) principal operations emphasis in the more innovative schools was significantly lower than that in the less innovative schools; (iii) teacher intimacy in the more innovative schools was significantly higher than that in the less innovative schools and (iv) teacher disaffiliation did not differ significantly between the two groups of schools.
The Impact of Class Size on the Quality of Teaching and Learning — A Review
Authors: Eastcott Leslie R. 
Published: March 2013

This paper reviews some of the salient research into the complex issue of the impact of class size on the quality of teaching and learning. It describes the general attitude of the teaching profession towards class size and discusses some of the claims made regarding the influence of the variable on teaching and learning. Some evidence is presented to illustrate the nature of the profession's stand on the issue. It is acknowledged that the real impact of class size is much less clear than is implied by the normal assertions regarding its importance, and some of the important literature is examined to illustrate this point. From the discussion several suggestions emerge for desirable procedures in the further investigation of this area.
Differences in Attitudes and Values of Students in Relation to Program of Study at a College of Advanced Education
Authors: Feather N. T. , Collins J. Maxwell 
Published: March 2013

This paper presents and discusses the results of an empirical study of value orientations of a sample of students entering three different programs of study at a college of advanced education. The research instrument used in ascertaining the values of the students was the Rokeach Value Survey. The data analysed in the study support the general hypothesis that there are differences in the values and attitudes held by students entering different programs of study. Some evidence is presented which suggests that students involved in a business studies program are more conservative on social issues and assign relatively greater importance to values concerned with material well-being and social status than students in teacher education or general studies programs. The data also suggest that teacher education and general studies students place more emphasis on social and moral values.
Educational Segregation in Victoria 1900–1968: A View from the Sociology of Deviance
Authors: Newman Graeme R. 
Published: March 2013

The labelling theory of deviance is applied to the study of historical materials concerning the segregation of educational deviants. It is suggested that educational segregation in Victoria gained impetus as a result of various campaigners (‘moral entrepreneurs’), and in addition, the introduction of mental testing with its assumptions of fixed intelligence and dullness provided the rationale for the removal of educational deviants into segregated classes. These classes flourished as a result of pressure brought to bear by various interest groups such as the Teachers' Union and Head Teachers' groups. The ideas of McRae, the architect of the highly flexible segregational system in the 1920's, were subsequently taken over by the Victorian Education Department and turned into a rigid structure, emphasizing the abrupt separation of educational deviants from the normals. This system remained intact until 1968 when a ‘new’ move was made to change opportunity grades into more flexible teaching units.
Pressures Contributing to the Decision to Dropout—Comparison between Dropouts and Persisters
Authors: Hayes Susan 
Published: March 2013

Questionnaire and interview data were obtained from a sample of 129 students who voluntarily withdrew from their university course and a matched sample of 131 persisting students. The results of the study indicated that dropouts and persisters experienced similar problems whilst at university, yet reacted differently. Furthermore, dropouts appeared to have short-term rather than long-term goals; were disappointed in and dissatisfied with university; did not enjoy attending university; and were lonely and friendless. Pressures to remain at university emanating from parents, peers, and their own personal and career aspirations were considerable, but nevertheless weaker for dropouts than persisters, whereas the stress generated by dropouts' unhappiness at university was great. Dropouts resolved the conflict by withdrawing from university.
Anxiety and Classroom Performance
Authors: Heys T. A. 
Published: March 2013

This paper reports the dimensions found in the responses of a sample of Sydney fifth grade children to an omnibus anxiety questionnaire. It also reports the correlation of full-scale and factorial dimensional measures of anxiety with performance on a battery of standardized academic achievement tests. For both sexes factors that referred to anxiety responses in specific situations in the classroom were found, with test and recitation situations being the most salient. Factors were also found that referred, inter alia, to trait-like feelings of lack of confidence and self-doubt, to anxiety in dreams, and to anxiety generally about classroom performance. Sex differences were clearly observed with regard to the nature and item composition of obtained factors although some similarities across sex were apparent. The correlational analyses generally produced higher negative correlations between anxiety and performance for girls than for boys; and factorial measures of lack of confidence (for both girls and boys) and generalized anxiety about performance in class (for girls only) consistently showed stronger negative correlations with performance than did other full-scale or factorial measures.
Some Effects of Teaching Practice
Authors: Poole Charles , Gaudry Eric 
Published: March 2013

Responses to a questionnaire concerning experiences on their first teaching practice and their reactions to it were obtained for 218 Diploma of Education students at the University of Melbourne. Six main factors were investigated and compared with a similar analysis for Canadian students. The relationships between these factors and changes in attitudes, anxiety and commitment to teaching were examined for a sub-group of 95 students. The major factor to emerge was marked by the students' impression of having students respond well to their teaching, little trouble with discipline and satisfaction with teaching as a future prospect. Those who felt they had learnt a lot from teaching practice tended to be those who had been given close supervision and good facilities in the school in addition to getting a good response from the children. A teachers' strike which was in progress at the time had little influence, except that contact with radical teachers seemed to shift the students' attitudes on pupil control in the humanistic direction.
Sixty Years of Public Examinations and Matriculation Policy in Western Australia
Authors: White M. A. 
Published: March 2013

Public examinations and matriculation policy in Western Australia are studied during four periods of development: (a) an establishment phase (1890 to 1919), (b) a stage of entrenchment (1920 to 1939), (c) a decade of abortive reform movements (1940 to 1950), and (d) a final phase of major changes during the 1960's. The article examines events in the context of shifting relationships between interest groups and personalities involved, movements in the purposes and emphases of secondary and higher education, and other background factors. Of special importance is the role of matriculation policy at the University of Western Australia, which from 1913 to 1961 was Australia's only “free” university.
Cognitive Performance: A Model for Analysis
Authors: Marjoribanks Kevin 
Published: March 2013

Large scale studies that have examined the correlates of the cognitive performance of children have generally concentrated on the use of global environmental predictors, such as social status characteristics, and they have ignored almost completely assessments of the affective characteristics of the children. In the present study, cognitive performance was examined by analysing a path model which included family environment variables, social status indicators, and a set of enabling conditions consisting of self-esteem, attitudes toward schoolwork and educational and occupational aspirations. Longitudinal data that were collected over a 4-year period for boys and girls were used to test the model. The sample included 2,400 English children divided into three age-cohorts with approximately 800, equally divided between boys and girls, in each of the cohorts. Moderate to large percentages of the variance in the cognitive performance of the children were accounted for by the model, ranging from 46 per cent for the junior girls to 68 per cent for the senior girls. Analyses of path regression coefficients and path coefficients indicated that the cognitive performance of the children became more stable as the age of the children increased. However, even for the senior children, the environment measures and the enabling conditions were significant predictors of cognitive performance. The findings suggest that our understanding of individual differences in cognitive performance is likely to be enhanced if research is guided by the construction of statistical models.
Domestic Science Schools and Woman's Place
Authors: Bessant Bob 
Published: March 2013

Domestic science was originally introduced into the school curriculum to raise the prestige of household work. Every home was to become an efficient and healthy unit within a state working towards ‘national efficiency’ and maintaining its racial superiority. At the same time it was believed that it would be easier to attract girls into domestic service if the status of the work was raised. The girl was destined to spend most of her life as a housewife and mother and therefore it was just as necessary for her to be efficiently trained as it was for the boy to be competent at his trade or profession. Home is essentially a women's sphere. There is nothing better calculated to develop a woman morally, mentally and physically, than the conscientious performance of all household arts. — J. W. Turner, N.S.W. Superintendent of Technical Education. The wife devotes herself to household duties which defy glorification, and which only the philistines of the nineteenth century can promote into virtues. — Anny Latour.
Delphi in Education: Review and Assessment
Authors: McGaw B. , Browne R. K. , Rees P. 
Published: March 2013

The Delphi technique provides a means for obtaining systematic judgments about future policies or events. Exploratory Delphi studies have sought to develop accurate pictures of the future as it will inevitably be. Normative Delphi studies have sought to establish the shape of the future which is desired, to provide a basis for policy manipulation. This paper reviews applications of the Delphi methodology to educational issues and provides an evaluation of present trends in its development. The results of methodological studies of the technique are also considered within this general context. “I never think of the future. It comes soon enough.” A. Einstein.
School Structures and Moral Learning
Authors: Biggs J. B. 
Published: March 2013

Two models of schooling, conformity and process, are distinguished. Conformity schools are involved in the transfer of particular values and attitudes concerning the mutual interaction of people, and process schools in facilitating the growth of students with respect to sophisticated moral processing styles. Research in this area has been fragmentary and often lacking in a coherent conceptual framework. The account of moral development by Piaget and Kohlberg is useful as a language for describing styles of handling moral problems, but instrumentation in this area is presently weak. Environmental variables, called here “activity structures”, play an important role in the direct learning of moral content, when their perceived importance exceeds their functional importance. The present model suggests several hypotheses concerning relationships between the school environment and the moral learning of students.
Intellectual Environment and Academic Achievement at Tertiary Level
Authors: Docking Russell A. 
Published: March 2013

In the search for determinants of academic success at University, many attempts to determine the effects of intellectual, social and physical environment on achievement in education have been hampered by the lack of theoretical framework, inadequate experimental design or analysis, and invalid measures of environment and achievement. The study reported in this paper, conducted with Physics students at university, attempts to overcome each of these problems. This has entailed the development of new measures of intellectual environment, the adaption of models of interaction and learning to the University situation, and the use of an unusual research design. Two major hypotheses are tested, one related to the impact on achievement of staff/student congruence in student goal orientation, the other to the impact of congruence in staff role orientation. Data supported the first but not the second hypothesis in all groups of students.
Students' Ability to Predict Examination Performance
Authors: Hall W. C. , Veale J. L. 
Published: March 2013

It is sometimes assumed that students (a) know which questions they will be best at answering in an examination, and (b) know how well they have performed after completing an examination. These two hypotheses were tested for 60 third-year dental students who completed a six-question essay examination in Human Physiology and Pharmacology. A questionnaire was administered after the students had read the examination questions but before they attempted to answer them. A second questionnaire was administered after the examination. The tentative conclusions from the study are that students are unable to predict the questions they will be best at, do not know how well they have performed, and generally answer questions in the printed order on the examination paper.