ethanporcaro/eric-fulltext-meta huggingface dataset:
Is Inhibition of Return Due to Attentional Disengagement or to a Detection Cost? The Detection Cost Theory of IOR
Author: Lupianez, Juan
Date: 2013-00-00
Type: Journal Articles
Subjects: Inhibition,Reaction Time,Attention,Theories,Bias,Cues,Prompting,College Students,Foreign Countries

When the time interval between two peripheral stimuli is long enough,  reaction times (RTs) to targets presented at previously stimulated locations  are longer than RTs to targets presented at new locations. This effect is  widely known as &quot;Inhibition of Return&quot; (IOR). The effect is usually explained  as an inhibitory bias against returning attention to previously attended  locations. Thus, attentional disengagement is considered to be a necessary  condition to observe IOR (Klein, 2000). We report data from three  experiments with 2 different paradigms in which we show that IOR can be  dissociated from the endogenous disengagement of spatial attention. Two  main results are reported: 1) IOR is observed at an endogenously attended  location in some situations, and 2) even after the endogenous disengagement  of attention, facilitation instead of IOR is observed in other situations. We  conclude that the endogenous disengagement of attention is neither  sufficient nor necessary for IOR to be observed. However, by presenting an  intervening event between the cue and the target, an IOR effect occurred in  all conditions, indicating the importance of attentional segregation processes  (exogenous disengagement) for generating IOR. These results are  interpreted on the basis of cue-target event integration and segregation  processes (Lupianez, 2010), which constitute our dynamical perceptual  experience. IOR is explained as a cost in detecting the appearance of new  attention-capturing information (i.e., the target) at locations where attention  has been already captured by previous events (the cue).
Presentation Format and Syllogistic Reasoning
Author: Espino, Orlando
Date: 2013-00-00
Type: Journal Articles
Subjects: Responses,Bias,Logical Thinking,Layout (Publications),Comparative Analysis,College Students,Foreign Countries

Figural effect is a response bias that depends on the arrangement of the terms in syllogisms. The usual pattern in construction tasks is that participants tend to give A-C responses when the syllogisms are in figure 4(A-B/B-C), while the majority of their conclusions are in the opposite direction (C-A) for syllogisms in figure 1 (B-A/C-B). We report on one experiment that examines the role of the presentation format of premises (two-line presentation vs. one-line presentation) in categorical syllogisms. The experiment showed that when premises were presented in one-line presentation format, participants generated more A-C than C-A conclusions in all syllogistic figures. However, when premises were presented in twoline presentation format, participants generated more A-C conclusions in figure 4 and more C-A conclusions in figure 1, while there were no reliable differences for either figure 2 (A-B/C-B) or figure 3(B-A/B-C). We discuss the implications of these results for different theories of reasoning.
Cars, Cars, Cars
Author: McIntosh, Phyllis
Date: 2013-00-00
Type: Journal Articles
Subjects: Motor Vehicles,History,Mobility,Females,Transportation,Efficiency,Traffic Safety,Energy Conservation

Cars are the focus of this feature article, which explores such topics as the history of cars in the United States, the national highway system, safety and pollution concerns, mobility and freedom for women, classic car shows, and the road trip in American literature and film. Also included are links to the websites of Automobile in American Life and Society at the University of Michigan, the Henry Ford Museum, and The Age of the Automobile.
Linguicism and Racism in Massachusetts Education Policy
Author: Viesca, Kara Mitchell
Date: 2013-06-17
Type: Journal Articles
Subjects: Multilingualism,English Only Movement,Educational Policy,State Policy,Race,Critical Theory,Educational Quality,Equal Education,Racial Bias,English (Second Language),Second Language Learning,Educational Practices,Limited English Speaking,State Legislation

The paper presents a frame analysis of Massachusetts state policy regarding the education of multilingual learners and their teachers through the lens of critical race theory (CRT). My analysis suggests that even though current policy in Massachusetts is framed in terms of the overarching goals of educational quality and equality, in reality it substantively sanctions inequitable practices. This paper demonstrates that racism and linguicism towards multilingual learners are legally sanctioned in Massachusetts public schools as a consequence of state policy, thus contributing to educational disparities.
Tasks for Integrating Language and Culture Teaching
Author: Neff, Peter
Date: 2013-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Teaching Methods,Role,Class Activities,English (Second Language),Second Language Instruction,Second Language Learning,College Faculty,Language Teachers,Foreign Countries,Action Research,Role Playing,Dining Facilities,Visual Aids,Intercultural Communication,Interviews,Student Surveys

This article discusses the role of culture in language teaching and provides activities for introducing culture in the classroom, focusing on teaching context and methodology to integrate culture. The authors outline five activities that can be adapted to the language level and interests of students. Instructions for each activity include language points and intercultural points.
Increasing the Influence of University Supervisors during Student Teaching
Author: Asplin, Kristen N.
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Teaching,Supervisory Methods,Teacher Influence,College Faculty,Student Teacher Attitudes,Instructional Effectiveness,Educational Practices,Teaching Methods,Supervisor Supervisee Relationship,Cooperating Teachers,Student Surveys,Student Evaluation of Teacher Performance,Comparative Analysis

This paper presents findings from a study surveying student teachers (N = 128) from two universities who reported a significantly greater influence by university-based supervisors on their teaching when they had taken a class with the supervisor prior to student teaching. The student teachers were more likely to report implementing university teachings and using supervisors&apos; advice than if they had not taken a class with that supervisor. These findings have important implications as they suggest a greater transfer of learning from the university to the classroom, producing student teachers who are willing to incorporate and implement university- based practices in a new context.
International Service-Learning: Students' Personal Challenges and Intercultural Competence
Author: Nickols, Sharon Y.
Date: 2013-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Service Learning,Educational Opportunities,Foreign Countries,Journal Writing,Focus Groups,Qualitative Research,Rural Areas,Interdisciplinary Approach,Program Descriptions,Self Esteem,Student Attitudes,Individual Development,College Faculty,Grounded Theory,Learning Experience,Stress Variables,Anxiety

International service-learning offers students a complex cluster of educational opportunities that include cultural competency acquisition combined with professional development. An interdisciplinary program in a remote area of Tanzania revealed that the journey toward competence can be an arduous one. Drawing from students' reflections in journals and focus groups, the authors identified students' personal apprehensions and challenges, intra-group relationships and processes, reciprocity with the community participants, and students' emerging self-confidence and competencies as the major developmental experiences. The affective domain of learning was prominent in the students' reflections on their experiences and personal development. Constructivist grounded theory guided the qualitative analysis of journals and focus group transcripts. The authors suggest that faculty contemplating an international service-learning program prepare not only for program logistics, but also for processing personal and intra-group challenges, and incorporating them as part of the international service-learning experience.
Landlabs: An Integrated Approach to Creating Agricultural Enterprises that Meet the Triple Bottom Line
Author: Jordan, Nicholas
Date: 2013-00-00
Type: Journal Articles
Subjects: Land Grant Universities,Land Use,Agriculture,Economic Factors,Environmental Influences,Social Influences,Business,Innovation,Sustainability,Information Dissemination,Farm Management,Biological Sciences,Fuels,Scientific Research

Global demand is increasing for food, feed, and fiber; for additional agricultural outputs, such as biofuels; and for ecosystem services, such as clean water and outdoor recreation. In response, new agricultural enterprises are needed that produce more outputs from existing lands while meeting the &quot;triple bottom line&quot; of high performance in economic, environmental, and social terms. Establishing such enterprises requires coordination and development within three critical domains: landscape configurations (i.e., types and arrangements of land uses), supply/value chains (i.e., processing and utilization), and policy and governance. In this essay, we describe our efforts, as land-grant university scientists, to support coordinated innovation and enterprise development in integrated place-based institutions, which we term landlabs. We describe our experiences in three prototyping efforts and outline key features of landlabs that are emerging from these efforts. Land-grant universities have a central and crucial role to play in organizing and operating landlabs.
The Relationship between Grade Configuration and Standardized Science Test Scores of Fifth-Grade Students: What School Administrators Should Know
Author: Johnson, Delonda
Date: 2013-00-00
Type: Journal Articles
Subjects: Science Tests,Standardized Tests,Scores,Grouping (Instructional Purposes),Grade 5,Elementary School Students,Science Achievement,Intermediate Grades,Elementary Schools,Comparative Analysis

This study utilized a causal comparative (ex post facto) design to determine if a consistent relationship existed between fifth-grade students' success on the Science Texas Assessment of Knowledge and Skills (TAKS) at the elementary (K-5) level in comparison to fifth-grade students' success on the science TAKS at the intermediate (5-6) level. The data were collected by obtaining reports from the Texas Education Agency's Academic Excellence Indicator System (AEIS) and TAKS Summary Reports. The z test for two independent proportions yielded a significant result (z = 9.01, p &lt; 0.0001), which indicated an 18% difference in science achievement among the fifth-grade students who attended the elementary school configuration during the 2007-2009 testing years when compared to the students who attended intermediate school configuration. To estimate the effect size, Cohen's d was calculated (d = 0.38).
Assessment of Risk Factors for Truancy of Children in Grades K-12 Using Survival Analysis
Author: Nolan, Joseph R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Truancy,Attendance Patterns,At Risk Students,Elementary Secondary Education,School Districts,Socioeconomic Status,Low Income Groups,Age Differences,Special Education,Transfer Students,Statistical Analysis,Student Records,Racial Differences,Limited English Speaking

Truancy is an important issue facing U.S. school systems as it is known that students who are truant are more likely to participate in criminal activity later in life (Baker, Sigmon &amp; Nugent, 2001; Henry &amp; Thornberry, 2010). This study examines recent data from students at 21 schools within a large midwestern school district. Survival analysis is used to quantitatively assess risk factors for truancy. Findings indicated that students having lower socioeconomic statuses are at greater risk for truancy. Both age and special education status also impact truancy risk. Students who transfer to a different school, even within the same district, show increased risk of truancy as well. Implications of these risk factors are discussed and suggestions for the direction of future research are offered.
The Impacts of Seed Grants as Incentives for Engagement
Author: Zuiches, James J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,College Faculty,Grants,Research,Evaluation Methods,Teacher Characteristics,Partnerships in Education,Comparative Analysis,Sustainability

This article reports on an assessment of North Carolina State University's Extension, Engagement, and Economic Development Seed Grant Program (2004-2009). The research questions addressed the extent to which the grants (1) stimulated faculty interest in the engagement and outreach mission of the university; (2) served as incentives for faculty members to develop programs resulting in new partnerships with government, nonprofits, private sector, and other academic units; and (3) served as a platform to build a larger externally funded program of engagement and outreach activities as measured through grant proposals and awards.
Computer Skills and Digital Media Uses among Young Students in Rio de Janeiro
Author: Duarte, Rosalia
Date: 2013-06-24
Type: Journal Articles
Subjects: Computer Literacy,Skill Analysis,Foreign Countries,Mass Media Use,Technology Integration,Adolescent Attitudes,Questionnaires,Item Response Theory,Nonparametric Statistics,Incidence,Computer Uses in Education,Educational Policy,Grade 9,Computer Attitudes,School Surveys,Regression (Statistics)

The main purpose of this paper is provide information relevant for the formulation of new policies for the integration of technology in education from the discussion of research results that analyse computer skills and digital media uses among students (between 12 to 18 years old) from schools in the city of Rio de Janeiro, Brazil. The schools surveyed were selected by a stratified random sample. The questionnaire allowed for statistical measurement of theoretical constructs employing non parametrical item response theory. The schools showed a homogeneous pattern with regard to the frequency of use and the ability of students to perform tasks on the computer. Most students use the computer and the Internet at home. The use of computers in schools is minimal and does not influence the students' ability. Even so, the use of a computer at school positively affects the frequency of use and suggests that schools can play a role in promoting digital inclusion. The availability of media resources at home, how long students have been using a computer and cultural practices during the students' free time had notable positive correlations with the student's abilities. The results suggest that the relation between age and abilities in the use of computer and internet was not significant, except in reference to school delays which were related to age and to students' grades,  i.e., the more delayed a student is, the less able he/she will be.
Implicit Relational Effects in Associative Recognition
Author: Algarabel, S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Recognition (Psychology),Recall (Psychology),Tests,Associative Learning,Familiarity,Alphabets,Cues,Foreign Countries,Undergraduate Students,Psychology,Spanish,Word Lists,Error Patterns,Questionnaires

We study the contribution of implicit relatedness to associative recognition in two experiments. In the first experiment, we showed an implicit improvement in recognition when the stimulus elements of each word pair shared common letters and they were unpaired at test. Moreover, when asked to study the stimuli under divided attention, recollection was affected, but not the effect of perceptual familiarity. In a second experiment, we replicated the effect of divided attention, and we showed that it did not affect the familiarity measured by a choice test at the item level. Overall, both experiments indicated that familiarity acts by unitizing the association, and not simply by establishing some sort of implicit cued recall (recollection).
Interpersonal Effects of Emotion in a Multi-Round Trust Game
Author: Tortosa, Maria I.
Date: 2013-00-00
Type: Journal Articles
Subjects: Trust (Psychology),Emotional Response,Games,Interaction,Nonverbal Communication,Psychological Patterns,Responses,Interpersonal Relationship,Social Influences,Correlation,Cooperation,Cues,Prediction,Hypothesis Testing,Foreign Countries,College Students

Emotions displayed by others are pivotal ingredients of the decisions we make in social contexts. However, most of the research to date has focused on the subjective emotion of the decider rather than on the emotional expressions of the partners in the interaction. The present investigation was designed to explore how happy and angry facial expressions modulate cooperative responses in multi-round Trust Games. Our results show that happy partners generate higher levels of trust than angry partners even after repeated experience in a context in which emotional displays are not predictive of the partners' cooperation rates. This effect disappears once the social meaning of emotional displays is removed from the game. An additional study shows that participants are able to learn specific associations between discrete emotions and positive or negative cooperative tendencies, although they need more evidence when the associations counteract prior expectations. Overall, our results stress the reliability of discrete emotions as cues in interpersonal interactions and the resilience of the effect of these positive and negative cues in contexts in which they lack real predictive power.
Temporal Constraints on the Comprehension of Motor Language. An Embodied Semantics Approach
Author: Santana, Eduardo
Date: 2013-00-00
Type: Journal Articles
Subjects: Semantics,Language Processing,Motor Reactions,Sentences,Form Classes (Languages),Time,Reading Comprehension,Linguistic Theory,Foreign Countries,Cues,Reaction Time,Reading Rate,Phrase Structure

This paper investigates how language comprehension is modulated by temporal information, marked by time adverbs, and bodily constraints  imposed by motor actions. The experiment used a paradigm similar to that employed by de Vega, Robertson, Glenberg, Kaschak and Rinck (2004), but included significant refinements in the materials and the procedure, allowing for stronger theoretical conclusions. Participants read sentences describing two manual actions as simultaneous or consecutive by means of the adverbs &quot;while&quot; or &quot;after,&quot; respectively (e.g., &quot;While [After] cleaning the wound he unrolled the bandage&quot;). Comprehension was more difficult (longer reading times and lower sensibility rates) when actions were described as simultaneous. This indicates that the semantics of time marked by temporal adverbs is not an independent dimension, but interacts with the motor properties of the described actions. These results cannot be easily explained by the temporal iconicity assumption, but they are consistent with embodied theories of language such as the indexical hypothesis.
Why Do Policy Leaders Adopt Global Education Reforms? A Political Analysis of SBM Reform Adoption in Post-Conflict Bosnia and Herzegovina
Author: Komatsu, Taro
Date: 2013-08-05
Type: Journal Articles
Subjects: Educational Change,Educational Policy,Foreign Countries,Institutional Autonomy,Governance,Global Education,Comparative Education,Nationalism,International Education,Educational Research,Political Attitudes,Politics of Education,Boards of Education,Political Influences,Government School Relationship,Educational Administration

This paper presents a political analysis of school-based management reform in Bosnia and Herzegovina (BiH). School-based management (SBM), based on the principle of school autonomy and community participation, is a school governance system introduced in many parts of the world, including post-conflict nations. Such a phenomenon seems to follow the pattern predicted by the theories of institutional isomorphism. According to the institutionalists in comparative education, a country adopts global education reforms so as to enhance nation-building and nation-state legitimacy within the international community (Meyer, Boli, Thomas, &amp; Ramirez, 1997; Ramirez &amp; Boli, 1987). However, a closer look at the SBM reform adoption process in BiH reveals that, after legislating the global reform, policy leaders appear to have willfully derailed its implementation. Careful analysis of their legitimacy contexts suggests that BiH leaders may have adopted the internationally-driven reform policy primarily for the purpose of enhancing their precarious domestic legitimacy. Such behavior can be explained by Weiler's (1983; 1990) political utility theory, which has not yet been sufficiently incorporated into the analysis of educational reform transfer. The study posits that policy leaders in reform-borrowing countries still play a crucial role in shaping education systems, even in the globalized world that is arguably driving these systems to converge. It is then important for comparative and international education scholars, as well as international donors, to critically assess the intent, practices and behaviors of the political leaders who accept global reforms.
Assessing Pre-Service Teachers Prior to Certification: Perspectives on the Performance Assessment for California Teachers (PACT)
Author: Okhremtchouk, Irina S.
Date: 2013-07-01
Type: Journal Articles
Subjects: Preservice Teachers,Performance Based Assessment,Student Attitudes,Teacher Education Programs,Scores,State Standards,Surveys,Self Esteem,Academic Discourse,Reflection,Portfolio Assessment,Comparative Analysis,Student Evaluation,Teacher Certification,Exit Examinations,Accountability,Teacher Effectiveness,High Stakes Tests,Mixed Methods Research

This study focuses on pre-service teachers' perspectives regarding how the process of completing the Performance Assessment for California Teachers (PACT) affected them academically, professionally, and personally.  Two cohorts participated in this year-two study. Pre-service teachers' perspectives were acquired using a survey instrument comprised of open-ended questions.  In addition, pre-service teachers' self-confidence levels pertaining to assessment task components of PACT (i.e., planning, instruction, assessment, reflection, and academic language) were measured prior to the execution of PACT portfolio assessment and these levels were compared to the actual scores on PACT. This study concludes with implications for teacher educators and teacher education programs implementing pre-service teacher assessments; these implications include policy level suggestions as well as a discussion of intended and unintended consequences of the PACT assessment on the pre-service teachers.
The Transformative Potential of Boundary Spanners: A Narrative Inquiry into Preservice Teacher Education and Professional Development in an NCLB-Impacted Context
Author: Whitenack, David A.
Date: 2013-07-01
Type: Journal Articles
Subjects: Federal Legislation,Educational Legislation,Inquiry,Personal Narratives,Preservice Teacher Education,Inservice Teacher Education,Theory Practice Relationship,Teacher Educators,Academic Discourse,Faculty Development,School Districts,Context Effect,Partnerships in Education,State Standards

This narrative inquiry uses pedagogic discourse theory and organization theory to frame pre-service teacher education and in-service professional development initiatives in a school district facing tensions related to the No Child Left Behind Act of 2001. Implications for similar future initiatives are considered.