Citing statements: Computer recognition and use to improve retrieval     

John O&#x;Connor 《Information processing & management》1982,18(3):125-131

Documents in computer-readable form can be used to provide information about other documents, i.e. those they cite.To do this efficiently requires procedures for computer recognition of citing statements. This is not easy, especially for multi-sentence citing statements. Computer recognition procedures have been developed which are accurate to the following extent: 73% of the words in statements selected by computer procedures as being citing statements are words which are correctly attributable to the corresponding documents.The retrieval effectiveness of computer-recognized citing statements was tested in the following way. First, for eight retrieval requests in inorganiic chemistry, average recall by search of Chemical Abstracts Service indexing and Chemical Abstracts abstract text words was found to be 50%. Words from citing statements referring to the papers to be retrieved were then added to the index terms and abstract words as additional access points, and searching was repeated. Average recall increased to 70%. Only words from citing statements published within a year of the cited papers were used.The retrieval effect of citing statement words alone (published within a year) without index or abstract terms was the following: average recall was 40%. When just the words of the titles of the cited papers were added to those citing statement words, average recall increased to 50%.  相似文献   

Erratum to: An elemental model of retrospective revaluation without within-compound associations     

Patrick C. Connor  Vincent M. Lolordo  Thomas P. Trappenberg 《Learning & behavior》2014,42(1):39-39

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Do you know where your book publishing business is?     

Kosmo Kalliarekos  Tammy Battaglino  Dina Connor 《Publishing Research Quarterly》2005,20(4):14-22

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Government 'misleading' on nuclear war casualties     

Connor S 《New scientist (1971)》1983,98(1362):762

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Status of Teachers’ Proficiency in Mathematical Knowledge for Teaching at Secondary School Level in Kenya     

Marguerite Miheso-O’Connor Khakasa  Margot Berger 《International Journal of Science and Mathematics Education》2016,14(2):419-435

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An intervention approach for children with teacher- and parent-identified attentional difficulties     

Semrud-Clikeman M  Nielsen KH  Clinton A  Sylvester L  Parle N  Connor RT 《Journal of learning disabilities》1999,32(6):581-590

Using a multimodal and multi-informant method for diagnosis, we selected 33 children by teacher and parent nomination for attention and work completion problems that met DSM-IV criteria for attention-deficit/hyperactivity disorder (ADHD). Of the 33 children in this group, 21 participated in the initial intervention, and 12 were placed in an ADHD control group and received the intervention after pre- and posttesting. A similarly selected group of 21 children without difficulties in attention and work completion served as a control group. Each child was assessed on pre- and posttest measures of visual and auditory attention. After an 18-week intervention period that included attention and problem-solving training, all children in the intervention and control groups were retested on visual and auditory tasks. Children in both ADHD groups showed significantly poorer initial performance on the visual attention task. Whereas the ADHD intervention group showed commensurate performance to the nondisabled control group after training, the ADHD control group did not show significant improvement over the same period. Auditory attention was poorer compared to the control group for both ADHD groups initially and improved only for the ADHD intervention group. These findings are discussed as a possible intervention for children with difficulties in strategy selection in a classroom setting.  相似文献   

An International Resource for Learning and Teaching     

Doreen Connor  Neville Davies 《Teaching Statistics》2002,24(2):59-61

This article compares the national curriculum data‐handling specifications of the UK, South Africa, Australia and New Zealand and shows how data from the CensusAtSchool project can be used to enhance the data‐handling capabilities of pupils in those countries. These data can also provide enhanced opportunities for the integration of ICT into core curriculum activities. Some ideas to enable teachers of statistics to create classroom teaching material with an international flavour are also provided.  相似文献   

Web‐Based Project and Key Skills Work     

Doreen Connor  Neville Davies  Bradley Payne 《Teaching Statistics》2002,24(2):62-65

Pupils in England and Wales are increasingly being asked to undertake investigative‐type work, be it the new compulsory projects in data handling for GCSE Mathematics (age 14–16) (see Browne 2002 ) or the Key Skills topic application of number. This article shows how teachers can generate realistic project scenarios using real data and produce indicative model solutions from the same data. The projects range from simple presentational problems for data, through hypothesis testing to complex modelling scenarios.  相似文献   

Constructionist co-design: A dual approach to curriculum and professional development     

Jacob Kelter  Amanda Peel  Connor Bain  Gabriella Anton  Sugat Dabholkar  Michael S. Horn  Uri Wilensky 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(3):1043-1059

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Assessing the impact of a well-founded intervention with lower-achieving students in key stage 2     

Kim O’Connor  Jonathan Solity 《Educational Psychology in Practice》2020,36(3):257-280

ABSTRACT

When determining whether or not children have a difficulty in learning, the quality of instruction they have received during their school career must be excluded as a possible explanation for their lack of progress. To this end, educational psychologists (EPs) have for some time adopted a model of response to intervention known as assessment-through-teaching (ATT). This article describes an ATT intervention with three low achieving Year 4 students within a single primary school in the UK. Learning outcomes were monitored during a six-week half-term and views of both students and teachers on the intervention were investigated. The intervention group improved their performance in reading accuracy compared to the comparison group, whereas both groups performed less well on post-intervention scores of reading comprehension and motivation, although the decline in the performance of the intervention group was less than the comparison group. Both teacher and student views were positive about the intervention.  相似文献