bluuebunny/crossref_metadata_2025_split huggingface dataset:
Urban Change in Iran, 1920–1941
Authors: Ehlers Eckart , Floor Willem 
Published: September 2011

IntroductionThe reforms initiated by Reza Shah's urban modernization drive led to changes not only in cultural patterns of urban life in Iran and the economic structure of the country, but even in spatial organization. The full effect of these initiatives only started to be felt under Mohammad Reza Shah, who continued to pursue the policy of his predecessor. For our specific purpose—urban change under Reza Shah—we will focus on an analysis of the development of the Iranian city, specifically the following three aspects: spatial reorganization; economic changes; and consequences of urban change.Our basic assumption is that the city, unlike any other phenomenon, became the symbol of political and socioeconomic transformation in Iran and that, to this day, it has preserved this character of Pahlavi modernization and change like no other institution or phenomenon.
The Reza Shah Period: Document Collections Recently Published in Iran
Authors: Ettehadieh (Nezam Mafi) Mansoureh , Bayat Kaveh 
Published: September 2011

Since the Islamic revolution of 1979, many causes have spurred a renewal of interest concerning the reign of Reza Shah, unmatched perhaps since his fall. Firstly, one must mention the increasing interest and curiosity about the modern history of Iran, manifested in this country and abroad. Secondly, the opening of government and some private archives has provided new perspectives on the era. Thirdly, one can point to a kind of nostalgia for the period, as reflected by the many popular histories and biographies of debatable value published in recent years.Several archival repositories, such as the National Archives (sāzmān-e asnād-e mellī), the Institute for Cultural Studies and Research (mo'assaseh-ye moṭāle'āt va pazhūheshhā-ye farhangī), and the foreign ministry, began publishing documents rather than opening their archives and making their documents available for research.
Do Visual Images have Gestalt Properties?
Authors: Saariluoma Pertti 
Published: September 2011

Recent research has demonstrated that percepts and images share processing resources. A natural consequence of this evidence is to ask what kind of properties are shared by the two representational systems, i.e. images and percepts. To what degree, for example, do images share the complex organization of visual percepts? This paper investigates whether percepts and images share Gestalt properties. Four experiments were conducted to study this hypothesis. In all experiments subjects were presented with an auditory message in which approximately 15 locations in a matrix were defined by giving the co-ordinates of the cells. Half of the stimuli presented some “good” form, whereas in the other half the locations of the pieces were scattered. Subjects were systematically less able to recall the locations of the random forms. Therefore, it could be argued that the “good” forms help in image construction, even though the elements were auditorily presented. Effects of varying presentation speed, order, and of requiring a mental rotation before recall support this conclusion.
Considering primary school effectiveness: an analysis of 1992 Key Stage 1 results
Authors: Thomas Sally 
Published: September 2011

ABSTRACTThe issue of value added measures of school effectiveness is reviewed in relation to the British government's requirements for schools to publish raw examination results. In the light of this there is an important need to investigate factors outside the control of the school (such as pupils’ achievement on entry to the school and socio‐economic status) that may have an impact on pupil attainment (at the primary level as well as secondary level) and, where appropriate, to take account of these factors in the analysis of schools’ assessment and examination results. The study reports a series of multilevel analyses of the 1992 National Curriculum assessment results for 7‐year‐olds in one large county local education authority (LEA) employing a wide variety of pupil intake factors (such as gender, first language and low family income) and school/classroom context variables (such as class size, number of class teachers, percentage disadvantage). The methodology involves evaluating an interim procedure for measuring primary school effectiveness (in the absence of prior attainment data) that controls for different pupil and school background factors. The findings indicate that a substantial percentage of school level variation in pupil outcomes can be explained by the pupil intake factors and that the rank ordering of some schools can change dramatically between the raw results and the value added measures. Within individual primary schools there is also evidence of a lack of consistency in effects according to curriculum area (e.g. English and mathematics). The implications and limitations of the findings are discussed in relation to (i) the usefulness of KS1 assessments in measuring primary school effectiveness, (ii) the need to widen the scope of school measures to reflect more fully the complex nature of school effectiveness, and (iii) how the methodology may be employed to stimulate approaches to school self‐evaluation and school improvement.
Assessment and teacher professionalism
Authors: Radnor Hilary A. , Poulson Louise , Turner‐Bisset Rosie 
Published: September 2011

ABSTRACTThis paper draws from a multi‐site qualitative case‐study research project entitled From Policy to Practice funded by the University of Exeter. The research sought to identify the impact that the Key Stage 3 tests would have on the working practices of eight heads of English departments and their staff in mixed maintained comprehensive schools in different regions of England.The paper begins by presenting the way that the national assessment system has undergone change since its inception, highlighting that the function of assessment is to act as the most significant indicator of a school's performance through government policy that promotes and prioritizes the measurement of pupils’ achievements through each key stage.The English teachers’ responses to the revisions of the English National Curriculum Programmes of Study are described and the paper documents the thoughts and feelings of these teachers as they had to try to make sense of the changes in their classroom working practices. They are articulate in categorizing those aspects of their pedagogical practice that the assessment process has stifled and those that the assessment process has encouraged. The paper then offers an interpretative analysis of the impact that the externally imposed curriculum and assessment changes have had on the teachers’ sense of being professionals.
The potential of collaborative group work to increase pupil learning in the implementation of design and technology in the National Curriculum
Authors: Hendley Dave , Lyle Susan 
Published: September 2011

ABSTRACTDesign and technology is a relatively new subject in the National Curriculum for England and Wales. This paper presents a theoretical consideration of design and technology and argues that it has the potential to provide a classroom context which encourages critical thinking and analytical competence in pupils. This claim is based on the view that design and technology requires a type of classroom interaction that is different from that most commonly practised in our schools, both primary and secondary. Learning in design and technology depends upon collaboration between teacher and pupils, and between the pupils themselves, and as such is ideally suited to the development of collaborative learning, a method of learning which encourages decision making after a period of critical enquiry and experimentation. We further argue that the successful implementation of the design and technology curriculum hinges upon the development of classroom talk, because talk plays the central role in the development of critical thinking, reflection and evaluation, all important features of design and technology.
Education for citizenship in Key Stages 1 and 2
Authors: Edwards Janet , Trott Claire 
Published: September 2011

ABSTRACTThis paper considers the current context and looks ahead to the opportunities that may now exist to develop education for citizenship. The place of citizenship in Key Stages 1 and 2 is discussed in the light of the National Commission's recommendations, the Dearing review of the curriculum and OFSTED's inspection framework. Questions about what is happening in schools are then raised. Answers to these questions were pursued through case‐studies of ten schools. An account of the findings under nine headings is presented and key issues summarized.
The Processing of Non-target Words: Semantic or Not?
Authors: Broadbent Donald E. , Gathercole Susan E. 
Published: September 2011

It is known that people reacting to visual words may be affected by the meaning of accompanying non-target words. On the approach to perception developed by Treisman (e.g. 1986), this is surprising, because meaning might be thought to require analysis of conjunctions of physical features and so should remain uncomputed for non-target words. Treisman's approach does, however, assert that analysis of the target may unleash further processes that would prime the system for detection of related words. If this were so, then presentation of the target earlier than the distractors would increase the effect of the latter; whereas if analysis of non-targets were independent of priming, they might be expected to have a smaller effect when delayed. Further, if the sets of words involved are small and familiar, then individual features of primed non-targets, rather than conjunctions of features, might trigger interference. They might especially do so when spatial separation of target and non-target is small. Five experiments using a paradigm developed by Shaffer and LaBerge confirm that the meaning of non-target words affects response to targets; but (1) this is more true for early than for late arrival of the target; (2) it is affected by target/non-target separation in space; (3) it is true for familiar sets of repeated words but not, in these data, for words used once only in the experiment. It is therefore concluded that the results are more consistent with a Treisman type of explanation than with a theory of universal and automatic full analysis.
How Do Readers Know Where to Look Next? Local Information Distributions Influence Eye Fixations
Authors: Underwood Geoffrey , Clews Susan , Everatt John 
Published: September 2011

Skilled readers’ eye movements were recorded as they inspected sentences in preparation for comprehension questions. The sentences were written around target words that had uneven distributions of information, in that the words were predictable, given either the first few letters or the last few letters. Some parts of these words can be described as being more important than others for successful word recognition, and the experiments asked whether inspection patterns reflect the uneven distributions. Four types of ten-letter word were used: words with highly redundant endings (e.g. engagement), with moderately redundant endings (e.g. repatriate), with moderately redundant beginnings (e.g. superstore), and words with informative beginnings and endings (e.g. amalgamate). Redundancy was defined operationally in terms of the number of possible completions of a word given the first few or last few letters. A highly redundant ending is therefore one that occurs frequently and cannot be used to identify the word. Words gaining just one fixation received this fixation nearer to the word's centre than in the case of the first fixation upon words gaining two fixations. The single fixation also had a longer duration, giving support to the notion of a convenient viewing location, which, when achieved, can lead to a net saving in inspection time. In the case of words with redundant endings gaining just one fixation, the fixation was nearer to the beginning of the word than in the case of words with informative endings, and this influence of word type upon the location of the first fixation was interpreted in favour of the parafoveal processing hypothesis of eye guidance during reading.
Some Bodies are Easier to Read: The Effect of Consistency and Regularity on Children's Reading
Authors: Laxon Veronica , Masterson Jacqueline , Coltheart Veronika 
Published: September 2011

Patterson and Morton (1985) proposed a model for the skilled reading of words and non-words that accommodates two non-lexical routines. One is the grapheme-to-phoneme correspondence system which utilizes the regularity of letter to sound correspondences for single letters and digraphs. The other is a system of “bodies”—the vowel and terminal letters of a monomorphemic, monosyllabic word. The idea of the body segment, as Patterson and Morton use it, is to capture consistency effects in reading aloud—that is, the fact that the spelling-sound pattern of words with similar written endings to the target affects the speed and accuracy of its reading. In this study consistency and regularity are examined as separate factors in children's reading, by devising stimuli in accordance with the different types of three-letter ending that are proposed within the body sub-system. A group of 87 children aged seven to nine (reading age range: 6;6 to 13;7) was sub-divided according to reading ability and given words and non-words to read aloud. In all the children, performance was affected by body type for both words and non-words, but the better readers were most affected. The implications of these results for a radical distributed model of reading acquisition (Seidenberg & McClelland, 1989) are considered.
Lateralization of Very-short-Duration Tone Pulses of Low and High Frequencies
Authors: Shackleton Trevor M. , Bowsher John M. , Meddis Ray 
Published: September 2011

The position and image-width of the simultaneous images produced by very short tone pulses were measured as a function of interaural time difference (ITD) at both low- (250 and 800 Hz) and high- (2500 and 8000 Hz) frequencies using a direct-estimation technique. Primary images are lateralized towards the ear receiving the leading stimulus. At low frequencies image position is proportional to interaural phase-difference (IPD) below 90° and remains at the lead-ear for larger values. At high frequencies image position is proportional to ITD up to 500–1000 μsec. Secondary images are reported on the opposite side of the head for IPDs greater than 180° at low frequencies, and at ITDs greater than 500 μsec at high frequencies. Image width is approximately constant for all ITDs and both images at a given frequency, but becomes more compact as frequency increases. The data are discussed in terms of onset cues and stimulus fine-structure cues. The best explanation is in terms of an onset mechanism, but one that is calibrated in terms of IPD at low frequencies. The existence of double images is explained in terms of a breakdown in the mechanism determining fusion.
Hand Preferences and Hand Ability in Congenitally Blind Children
Authors: Ittyerah Miriam 
Published: September 2011

Congenitally blind and sighted blindfolded children between the ages of 6 and 14 years were tested for hand preference with performance tasks. There were no differences between the groups in direction or degree of hand preference. The degree of handedness increased with age and was essentially linear though the blind seemed to be somewhat less lateralized at the younger ages. When the same groups were required to match three-dimensional bricks for height, depth, breadth, and volume, no hand advantages were found for either group. Both groups of children improved in their accuracy of spatial discriminations with age. Further, the degree of lateralization on the handedness task did not relate to ability on the tactile task or to differences between the right and left hands on the tactile task. Thus, there is no effect of blindness on tactile matching ability nor is there an effect of the hand used in the task.
Do you Remember what you Imagined you Would do in that Place? The Motor Encoding Cue-Failure Effect in Sighted and Blind People
Authors: Cornoldi Cesare , Corti Maria Teresa , Helstrup Tore 
Published: September 2011

Three experiments examine why the recall of performed actions often fails to profit from provision of retrieval context. A cue failure has, for instance, been demonstrated with cued recall for performed actions in that cued recall is lower than free recall, whereas control conditions show the usual free to cued recall increase for non-enacted material. The first experiment confirms the cue-failure effect and extends the generality of the finding to everyday cue contexts (where the cues are represented by images of the locations associated to the actions), which intuitively should be of general retrieval help. The second experiment shows that the cue-failure effect is also present, even to a greater extent, in congenitally totally blind people; the third experiment suggests how the cue-failure effect may be defeated by means of simultaneous motor and non-motor encoding. The results are discussed in terms of strategic and non-strategic conceptions of action memory and of the independence of motor and visuospatial codes. This independence appears maintained also in the blind.
The Effects of Data-Driven and Conceptually Driven Generation of Study Items on Direct and Indirect Measures of Memory
Authors: Flory Peter , Pring Linda 
Published: September 2011

Two experiments are reported which investigated the effects of data-driven generation of study items on direct and indirect measures of memory. Previous research in the field of implicit memory has traditionally employed generation procedures at encoding which focused on conceptually driven processing. The present study undertook to devise data-driven generation procedures that were predicted to lead to a generation effect on word-stem completion. In Experiment 1 subjects had to generate target items from anagrams and newly developed “assemblograms”, requiring mainly data-driven processing, as well as from semantic cues and definitions, involving mainly conceptually driven processing. Effects of these generate conditions were compared to the usual name condition on a direct word-stem cued recall test, and on an indirect word-stem completion test. Differences between data-driven generation on the stem completion task and the name condition failed to reach significant differences in retention. In Experiment 2 subjects generated targets from assemblograms and from semantic cues. The data revealed the predicted occurrence of a generation effect on an indirect memory test following data-driven generation. The finding of a generation effect in an indirect as opposed to a direct memory test was seen as support for the view that generating a study item may enhance data-driven as well as conceptually driven processing, depending on the processing demands made by generation procedures. The results were interpreted within the transfer-appropriate processing framework, with additional reference to Glisky and Rabinowitz's two-component account of generation effects (Glisky & Rabinowitz, 1985).
Bias in Conditional Inference: Implications for Mental Models and Mental Logic
Authors: St.B.T. Evans Jonathan , Clibbens John , Rood Benjamin 
Published: September 2011

Three experiments are reported in which subjects are given the opportunity to make any of the four inferences associated with conditional statements: modus ponens (MP), denial of the antecedent (DA), affirmation of the consequent (AC), and modus tollens (MT). The primary purpose of the research was to establish the generality and robustness of polarity biases that may be occasioned by systematic rotation of negative components in the conditional rules. In Experiments 1 & 2, three forms of conditionals were used: “if (not) p then (not) q”, “(not) p only if (not) q” and “(not) q if (not) p”. Experiment 1 used a conclusion evaluation task, whereas Experiment 2 used a conclusion production task. In Experiment 3, thematic conditionals were presented with and without a preceding scenario. The biases investigated were (a) affirmative premise bias—the tendency to draw more inferences from affirmative premises and (b) negative conclusion bias—the tendency to draw more inferences with negative conclusions. The suggestive evidence for affirmative premise bias in the literature was not supported: very little evidence was found for it in the current experiments. Robust findings of negative conclusion bias were, however, found across the three experiments, although the bias was mostly restricted to DA and MT inferences. This suggests that the bias is best regarded as a difficulty with double negation. The results are discussed with respect to both the mental logic and mental model accounts of propositional reasoning. Neither theory as currently formulated can explain all of our findings, although a plausible revision of each is considered.
Disease profiles differ between non-fished and fished populations of edible crab (Cancer pagurus) from a major commercial fishery
Authors: Bateman Kelly S. , Hicks Ruth J. , Stentiford Grant D. 
Published: September 2011

AbstractBateman, K. S., Hicks, R. J., and Stentiford, G. D. 2011. Disease profiles differ between non-fished and fished populations of edible crab (Cancer pagurus) from a major commercial fishery. – ICES Journal of Marine Science, 68: 2044–2052. Despite their significant contribution to global marine fisheries, relatively little information is available on the pathogen profile of commercially exploited decapod crustacean populations. Most of the information published relates to adult (fished) subpopulations, with almost nothing known about disease processes and mortality drivers in juveniles. The seasonal profile of pathogens in non-fished (prerecruit) and fished (recruit) subpopulations of Cancer pagurus, a major target fishery target in European waters, is investigated. Histopathology and ultrastructural assessment of tissues demonstrated a distinct pathogen profile in the two subpopulations, the apparent prevalence of specific pathogens varying with both season and life stage of the host. In some cases, highly prevalent pathogens in the prerecruit subpopulation were not observed in the recruit subpopulation. In this context, the discovery of a novel and highly prevalent haplosporidian-like parasite infecting the antennal gland and bladder of prerecruit life stages of C. pagurus is reported. Co-infections with pathogens described previously, such as Hematodinium sp. and C. pagurus bacilliform virus, were also observed. Disease assessments in the prerecruit subpopulation of commercial decapod fishery targets could perhaps be utilized to improve the estimation of cohort success and, therefore, forecasts of future recruitment to the fishery.