A comparison between elemental and compound training of cues in retrospective revaluation     

Martha Escobar  Oskar Pineño  Helena Matute 《Learning & behavior》2002,30(3):228-238

Associative learning theories assume that cue interaction and, specifically, retrospective revaluation occur only when the target cue is previously trained in compound with the to-be-revalued cue. However, there are recent demonstrations of retrospective revaluation in the absence of compound training (e.g., Matute &; Pineño, 1998a, 1998b). Nevertheless, it seems reasonable to assume that cue interaction should be stronger when the cues are trained together than when they are trained apart. In two experiments with humans, we directly compared compound and elemental training of cues. The results showed that retrospective revaluation in the elemental condition can be as strong as and, sometimes, stronger than that in the compound condition. This suggests that within-compound associations are not necessary for retrospective revaluation to occur and that these effects can possibly be best understood in the framework of general interference theory.  相似文献   

Negotiating the role of sources: Educators' conceptions of credibility in participatory media     

Helena Francke  Olof Sundin 《Library & information science research》2012

Participatory media are commonly used in today's society for a variety of purposes. The credibility associated with these media is sometimes contested, and their acceptance into school practices has been debated. Focus group interviews with teachers and librarians in upper secondary schools in Sweden are used to investigate conceptions and experiences of activities involving the critical evaluation of participatory media, with a particular focus on Wikipedia. Three themes are addressed. The first concerns how the teaching of the critical evaluation of sources is organized and comanaged between teachers and librarians. The second describes educators' experiences of print versus digital media, and their worry because students have problems negotiating the information architecture of print media. The third theme deals with conceptions of the credibility of Wikipedia. Four conceptions of credibility are identified: credibility is associated with the control and stability of a source; it is considered to be strengthened when several sources support a claim; it is viewed as situational and partial, rather than absolute; and it is associated with a multiplicity of voices and democratic forms of production. These findings may be used to inform educational activities around credibility and authority in schools by raising self-awareness among educators of various ways to talk about the credibility of sources with both colleagues and students.  相似文献   

Verification of Atellica 1500 and comparison with Iris urine analyser and urine culture     

Ana Nikler  Helena i ak  Danijela Bejuk  Vanja Radi&#x;i&#x; Biljak  Ana-Maria &#x;imundi&#x; 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2022,32(1)

IntroductionThe aims of study were to assess: 1) performance specifications of Atellica 1500, 2) comparability of Atellica 1500 and Iris, 3) the accuracy of both analysers in their ability to detect bacteria.Materials and methodsCarryover, linearity, precision, reproducibility, and limit of blank (LoB) verification were evaluated for erythrocyte and leukocyte counts. ICSH 2014 protocol was used for estimation of carryover, CLSI EP15-A3 for precision, and CLSI EP17 for LoB verification. Comparison for quantitative parameters was evaluated by Bland-Altman plot and Passing-Bablok regression. Qualitative parameters were evaluated by Weighted kappa analysis. Sixty-five urine samples were randomly selected and sent for urine culture which was used as reference method to determine the accuracy of bacteria detection by analysers.ResultsAnalytical specifications of Atellica 1500 were successfully verified. Total of 393 samples were used for qualitative comparison, while 269 for sediment urinalysis. Bland-Altman analysis showed statistically significant proportional bias for erythrocytes and leukocytes. Passing-Bablok analysis for leukocytes pointed to significant constant and minor proportional difference, while it was not performed for erythrocytes due to significant data deviation from linearity. Kappa analysis resulted in the strongest agreements for pH, ketones, glucose concentrations and leukocytes, while the poorest agreement for bacteria. The sensitivity and specificity of bacteria detection were: 91 (59-100)% and 76 (66-87)% for Atellica 1500 and 46 (17-77)% and 96 (87-100)% for Iris.ConclusionThere are large differences between Atellica 1500 and Iris analysers, due to which they are not comparable and can not be used interchangeably. While there was no difference in specificity of bacteria detection, Iris analyser had greater sensitivity.  相似文献   

Mentor Programmes-A Shortcut for Women's Academic Careers?     

Mona Eliasson  Helena Berggren  Fredrik Bondestam 《Higher Education in Europe》2000,25(2):173-179

This article reports on a formal mentoring project that ran for eighteen months at the University of Uppsala, in Sweden. It investigates the experiences of fourteen women academics at junior and mid-level who were paired with senior academics. Mentoring occurs informally in academic as well as in other types of organizations, yet little in terms of hard evidence is known about its effects. In this case, the investigators wished to learn if mentoring in an academic context could contribute to a narrowing of the gender gap in Swedish higher education. The conclusion was that mentoring makes enough of a difference to the junior faculty concerned that it should be undertaken openly and made available to all junior faculty members wishing to be mentored.  相似文献   

‘Freer’ Forms of Organization and Financing and the Effects of Inequality in Latin American Educational Systems: two countries in comparison     

Helena Munín 《Compare》1998,28(3):229-243

The introduction of ‘freer’ forms of organization and financing into the Latin American educational systems about 20 years ago parallels similar developments in the contexts of neo‐liberal policies in the USA, Great Britain and, more recently, in Eastern Europe. This article will highlight the effects of ‘school autonomy’, decentralization, and privatization in the Latin American educational systems. In so doing, I will focus on the analysis of educational policy development in Chile and Argentina, based in part on my own research results. The results demonstrate that ‘freer’ forms of organization and financing have not proven to be positive for the progressive distribution of education, democratization and the consideration of diversity—and also not for the (difficult to measure) categories of ‘quality’ and ‘efficiency’ of education. These findings contribute to question whether the neo‐liberal forms of organization and financing of educational systems in Latin America are important factors in the realization of these goals.  相似文献   

Biology teachers’ collaborative experiences: benefits and difficulties in different contexts in relation to perceived value     

Berglund  Helena 《Cultural Studies of Science Education》2022,17(4):1089-1113

Cultural Studies of Science Education - Collaboration has the potential to strengthen both professional learning and well-being for teachers. However, it can also bring problematic aspects, such as...  相似文献