排序方式： 共有26条查询结果，搜索用时 500 毫秒
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Michael L. Thomas Gregory G. Brown Virginie M. Patt John R. Duffy 《Educational and psychological measurement》2021,81(1):155
The adaptation of experimental cognitive tasks into measures that can be used to quantify neurocognitive outcomes in translational studies and clinical trials has become a key component of the strategy to address psychiatric and neurological disorders. Unfortunately, while most experimental cognitive tests have strong theoretical bases, they can have poor psychometric properties, leaving them vulnerable to measurement challenges that undermine their use in applied settings. Item response theory–based computerized adaptive testing has been proposed as a solution but has been limited in experimental and translational research due to its large sample requirements. We present a generalized latent variable model that, when combined with strong parametric assumptions based on mathematical cognitive models, permits the use of adaptive testing without large samples or the need to precalibrate item parameters. The approach is demonstrated using data from a common measure of working memory—the N-back task—collected across a diverse sample of participants. After evaluating dimensionality and model fit, we conducted a simulation study to compare adaptive versus nonadaptive testing. Computerized adaptive testing either made the task 36% more efficient or score estimates 23% more precise, when compared to nonadaptive testing. This proof-of-concept study demonstrates that latent variable modeling and adaptive testing can be used in experimental cognitive testing even with relatively small samples. Adaptive testing has the potential to improve the impact and replicability of findings from translational studies and clinical trials that use experimental cognitive tasks as outcome measures. 相似文献
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Francis Dodds 《Learned Publishing》2018,31(3):270-275
Key points
- This article marks the publication of the Tenth edition Clark's Publishing Agreements: A book of precedents.
- The growing complexity of traditional assignment agreements is accompanied by researchers’ misunderstanding about their rights.
- There is a shifting balance between assignment and licensing of rights in an author's work.
- Academics continue to agree standard assignment contracts even where they disagree with the principles.
- Publishers are loosening control over copyright in response to demands from funders and a growing minority of researchers.
- There is a complex range of researchers’ attitudes to copyright issues.
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Francis Dodds 《Learned Publishing》2018,31(2):163-168
Key points
- Concerns about a crisis in monograph publishing date back to at least the 1990s, and for traditional journal publishing at least a decade.
- Two key trends behind concerns over book and journal models are pressures on funding and the emergence of open access.
- Despite predictions of a revolution, the academic publishing sector has proved remarkably resilient in adapting to market changes.
- Whilst showing some support for ‘open science’, even early career researchers remain committed to traditional publishing models.
- The growth in scholarly collaboration networks and in sharing across traditional boundaries is the more likely disrupter of traditional publishing.
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Tony Dodds 《International Journal of Lifelong Education》2013,32(6):502-510
The paper explores the changing nature of the roles of universities in developing countries at the outset of the 21st century. It argues that, while remaining centres of academic excellence and creative thought, they must be prepared to add to these roles if they are likely to continue to attract public funding. They must become institutions which seek to provide their knowledge and academic expertise, which they create through much research and traditionally passed on through on-campus teaching, to a much wider community than could ever be reached in this way. This is the role of a university of open and lifelong learning. In previous generations univeristies have argued that they could only pass on their knowledge to the number of students they could accommodate in their classrooms. Modern ICT facilities make such restrictive criticism no longer viable. Universities can now, through distance learning techniques and open learning philosophies, reach out to the whole community in which they serve. This required not only new approaches to teaching and delivering their degrees and diplomas but also an acceptance that the most sophisticated concepts can be taught in formats and language that adults, however limited their formal education, can understand. The paper argues this is the role of the university and uses current debates and developments in the University of Namibia to illustrate how this transformation could take place. 相似文献
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Peer Ederer Alexander Patt Silvia Castellazzi 《International Journal of Lifelong Education》2015,34(4):430-447
We estimate the market value that employers assign to the complex problem solving (CPS) skills of their employees, using individual-level Mincer-style wage regressions. For the purpose of the study, we collected new and unique data using psychometric measures of CPS and an extensive background questionnaire on employees’ personal and work history. The data were collected in 16 firms (23 establishments) in Germany, Spain, South Africa, Denmark, Slovakia, Switzerland, and France in the period 2012–2014. We find significant economic returns to CPS in our sample. One standard deviation higher CPS is associated with 10–20% higher hourly wages. The returns to CPS are sizeable even after controlling for fluid intelligence, suggesting that CPS probably captures skills important for modern production that are beyond what general intelligence tests can measure. 相似文献
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Bradley PS Carling C Archer D Roberts J Dodds A Di Mascio M Paul D Diaz AG Peart D Krustrup P 《Journal of sports sciences》2011,29(8):821-830
The aim of this study was to examine the effect of playing formation on high-intensity running and technical performance during elite soccer matches. Twenty English FA Premier League games were analysed using a multiple-camera computerized tracking system (n = 153 players). Overall ball possession did not differ (P < 0.05) between 4-4-2, 4-3-3 and 4-5-1 formations (50%, s = 7 vs. 49%, s = 8 vs. 44%, s = 6). No differences were observed in high-intensity running between 4-4-2, 4-3-3 and 4-5-1 formations. Compared with 4-4-2 and 4-3-3 formations, players in a 4-5-1 formation performed less very high-intensity running when their team was in possession (312 m, s = 196 vs. 433 m, s = 261 vs. 410 m, s = 270; P 5 0.05) but more when their team was not in possession (547 m, s = 217 vs. 461 m, s = 156 vs. 459 m, s = 169; P < 0.05). Attackers in a 4-3-3 performed ~30% more (P < 0.05) high-intensity running than attackers in 4-4-2 and 4-5-1 formations. However, the fraction of successful passes was highest in a 4-4-2 (P < 0.05) compared with 4-3-3 and 4-5-1 formations. The results suggest that playing formation does not influence the overall activity profiles of players, except for attackers, but impacts on very high-intensity running activity with and without ball possession and some technical elements of performance. 相似文献
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D. A. Pidgeon Evelyn M. Dodds 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):214-221
Friendship patterns in an urban girls’ secondary comprehensive school with nearly 30 per cent immigrant pupils were studied by a sociometric technique. Pupils were found to choose their friends most frequently from their own ethnic groups, but this was more marked in the lower streams and older age groups than in the upper streams and younger age groups. In the upper streams and the sixth form some preference was found, but immigrant pupils tended to be well integrated with British girls in complex friendship groups. 相似文献