HOW TO STUDY ADAPTATION (AND WHY TO DO IT THAT WAY).

PubMed

Olson, Mark E; Arroyo-Santos, Alfonso

2015-06-01

Some adaptationist explanations are regarded as maximally solid and others fanciful just-so stories. Just-so stories are explanations based on very little evidence. Lack of evidence leads to circular-sounding reasoning: "this trait was shaped by selection in unseen ancestral populations and this selection must have occurred because the trait is present." Well-supported adaptationist explanations include evidence that is not only abundant but selected from comparative, populational, and optimality perspectives, the three adaptationist subdisciplines. Each subdiscipline obtains its broad relevance in evolutionary biology via assumptions that can only be tested with the methods of the other subdisciplines. However, even in the best-supported explanations, assumptions regarding variation, heritability, and fitness in unseen ancestral populations are always present. These assumptions are accepted given how well they would explain the data if they were true. This means that some degree of "circularity" is present in all evolutionary explanations. Evolutionary explanation corresponds not to a deductive structure, as biologists usually assert, but instead to ones such as abduction or Bayesianism. With these structures in mind, we show the way to a healthier view of "circularity" in evolutionary biology and why integration across the comparative, populational, and optimality approaches is necessary.

Exploring the Effect of Embedded Scaffolding within Curricular Tasks on Third-Grade Students' Model-Based Explanations about Hydrologic Cycling

ERIC Educational Resources Information Center

Zangori, Laura; Forbes, Cory T.; Schwarz, Christina V.

2015-01-01

Opportunities to generate model-based explanations are crucial for elementary students, yet are rarely foregrounded in elementary science learning environments despite evidence that early learners can reason from models when provided with scaffolding. We used a quasi-experimental research design to investigate the comparative impact of a scaffold…

Sixth Graders' Co-Construction of Explanations of a Disturbance in an Ecosystem: Exploring Relationships between Grouping, Reflective Scaffolding, and Evidence-Based Explanations

ERIC Educational Resources Information Center

Kyza, Eleni A.; Constantinou, Costas P.; Spanoudis, George

2011-01-01

We report on a study investigating the relationship between cognitive ability grouping, reflective inquiry scaffolding, and students' collaborative explanations of an ecosystem disturbance which took place when a number of flamingo birds died in a salt lake because of nearby intensive human activities. Twenty-six pairs of students from two intact…

Underdetermination in evidence-based medicine.

PubMed

Chin-Yee, Benjamin H

2014-12-01

This article explores the philosophical implications of evidence-based medicine's (EBM's) epistemology in terms of the problem of underdetermination of theory by evidence as expounded by the Duhem-Quine thesis. EBM hierarchies of evidence privilege clinical research over basic science, exacerbating the problem of underdetermination. Because of severe underdetermination, EBM is unable to meaningfully test core medical beliefs that form the basis of our understanding of disease and therapeutics. As a result, EBM adopts an epistemic attitude that is sceptical of explanations from the basic biological sciences, and is relegated to a view of disease at a population level. EBM's epistemic attitude provides a limited research heuristic by preventing the development of a theoretical framework required for understanding disease mechanism and integrating knowledge to develop new therapies. Medical epistemology should remain pluralistic and include complementary approaches of basic science and clinical research, thus avoiding the limited epistemic attitude entailed by EBM hierarchies. © 2014 John Wiley & Sons, Ltd.

The role of perspective taking in how children connect reference frames when explaining astronomical phenomena

NASA Astrophysics Data System (ADS)

Plummer, Julia D.; Bower, Corinne A.; Liben, Lynn S.

2016-02-01

This study investigates the role of perspective-taking skills in how children explain spatially complex astronomical phenomena. Explaining many astronomical phenomena, especially those studied in elementary and middle school, requires shifting between an Earth-based description of the phenomena and a space-based reference frame. We studied 7- to 9-year-old children (N = 15) to (a) develop a method for capturing how children make connections between reference frames and to (b) explore connections between perspective-taking skill and the nature of children's explanations. Children's explanations for the apparent motion of the Sun and stars and for seasonal changes in constellations were coded for accuracy of explanation, connection between frames of reference, and use of gesture. Children with higher spatial perspective-taking skills made more explicit connections between reference frames and used certain gesture-types more frequently, although this pattern was evident for only some phenomena. Findings suggest that children - particularly those with lower perspective-taking skills - may need additional support in learning to explicitly connect reference frames in astronomy. Understanding spatial thinking among children who successfully made explicit connections between reference frames in their explanations could be a starting point for future instruction in this domain.

Explanation-Construction in Fourth-Grade Classrooms in Germany and the USA: A cross-national comparative video study

NASA Astrophysics Data System (ADS)

Forbes, Cory; Lange, Kim; Möller, Kornelia; Biggers, Mandy; Laux, Mira; Zangori, Laura

2014-09-01

To help explain the differences in students' performance on internationally administered science assessments, cross-national, video-based observational studies have been advocated, but none have yet been conducted at the elementary level for science. The USA and Germany are two countries with large formal education systems whose students underperform those from peers on internationally administered standardized science assessments. However, evidence from the 2011 Trends in International Mathematics and Science Exam assessment suggests fourth-grade students (9-10 year-olds) in the USA perform higher than those in Germany, despite more instructional time devoted to elementary science in Germany. The purpose of this study is to comparatively analyze fourth-grade classroom science in both countries to learn more about how teachers and students engage in scientific inquiry, particularly explanation-construction. Videorecordings of US and German science instruction (n 1 = 42, n 2 = 42) were sampled from existing datasets and analyzed both qualitatively and quantitatively. Despite German science lessons being, on average, twice as long as those in the USA, study findings highlight many similarities between elementary science in terms of scientific practices and features of scientific inquiry. However, they also illustrate crucial differences around the scientific practice of explanation-construction. While students in German classrooms were afforded more substantial opportunities to formulate evidence-based explanations, US classrooms were more strongly characterized by opportunities for students to actively compare and evaluate evidence-based explanations. These factors may begin to help account for observed differences in student achievement and merit further study grounded in international collaboration.

Effectiveness of the use of question-driven levels of inquiry based instruction (QD-LOIBI) assisted visual multimedia supported teaching material on enhancing scientific explanation ability senior high school students

NASA Astrophysics Data System (ADS)

Suhandi, A.; Muslim; Samsudin, A.; Hermita, N.; Supriyatman

2018-05-01

In this study, the effectiveness of the use of Question-Driven Levels of Inquiry Based Instruction (QD-LOIBI) assisted visual multimedia supported teaching materials on enhancing senior high school students scientific explanation ability has been studied. QD-LOIBI was designed by following five-levels of inquiry proposed by Wenning. Visual multimedia used in teaching materials included image (photo), virtual simulation and video phenomena. QD-LOIBI assisted teaching materials supported by visual multimedia were tried out on senior high school students at one high school in one district in West Java. A quasi-experiment method with design one experiment group (n = 31) and one control group (n = 32) were used. Experimental group were given QD-LOIBI assisted teaching material supported by visual multimedia, whereas the control group were given QD-LOIBI assisted teaching materials not supported visual multimedia. Data on the ability of scientific explanation in both groups were collected by scientific explanation ability test in essay form concerning kinetic gas theory concept. The results showed that the number of students in the experimental class that has increased the category and quality of scientific explanation is greater than in the control class. These results indicate that the use of multimedia supported instructional materials developed for implementation of QD-LOIBI can improve students’ ability to provide explanations supported by scientific evidence gained from practicum activities and applicable concepts, laws, principles or theories.

Construction of technological artifacts and teaching strategies to promote flexible scientific understanding

NASA Astrophysics Data System (ADS)

Spitulnik, Michele Wisnudel

Science education reforms advocate inquiry as a way to build explanations and make informed decisions. Based on this call this dissertation (1) defines flexible scientific understanding by elaborating on content, inquiry and epistemic understandings; (2) describes an inquiry based unit that integrates dynamic modeling software; (3) examines students' understandings as they construct models; and (4) identifies instructional strategies that support inquiry and model building. A curriculum unit was designed to engage students in inquiry by identifying problems and constructing models to represent, explain and predict phenomena. Ninth grade students in a public mid-western high school worked in teams of 2-3 to ask questions, find information and reflect on the purposes of models. Data sources including classroom video, observations, interviews, student models and handouts were used to formulate cases that examine how two groups construct understanding. A teacher case study identifies the teaching strategies that support understanding. Categories within content, inquiry and epistemic understandings were used to analyze student understandings and teaching supports. The findings demonstrate that students can build flexible understanding by constructing models. Students built: (1) content understanding by identifying key ideas and building relationships and explanations of phenomena; (2) inquiry understanding by defining problems, constructing models and developing positions; and (3) epistemic understanding by describing the purposes of models as generalizing phenomena, testing hypotheses and making predictions. However, students demonstrated difficulty in using evidence to defend scientific arguments. Strategies that support flexible understanding were also identified. Content supports include: setting expectations for explanations; using examples to illustrate explanations; modeling questions; and providing feedback that prompts detailed explanations. Supports for inquiry are setting expectations for data gathering; using examples that illustrate model building; modeling the development of an argument; and providing feedback to promote coherent models. Epistemic supports include: using examples to illustrate purposes and assumptions within models, and providing feedback as students evaluate their models. The dissertation demonstrates that teaching strategies impact student understanding but are challenging to implement. When strategies are not used, students do not necessarily construct desired outcomes such as, using evidence to support arguments.

On Empirical Evidence for the Existence of Rules Governing Speech-Using Behavior.

ERIC Educational Resources Information Center

Sanders, Robert E.; Schneider, Michael

Departing from Baconian science which focuses on explanation of the occurrence of events, Chomsky's linguistics involves a different orientation--namely the explanation of form to account for linguistic behavior. The "knowledge" upon which linguistic judgements are based involves the premise of innate mechanisms. The assumption that speakers and…

Evidence for an Explanation Advantage in Naïve Biological Reasoning

PubMed Central

Legare, Cristine H.; Wellman, Henry M.; Gelman, Susan A.

2013-01-01

The present studies compare young children's explanations and predictions for the biological phenomenon of contamination. In Study 1, 36 preschoolers and 24 adults heard vignettes concerning contamination, and were asked either to make a prediction or to provide an explanation. Even 3-year-olds readily supplied contamination-based explanations, and most children mentioned an unseen mechanism (germs, contact through bodily fluids). Moreover, unlike adults who performed at ceiling across both explanation and prediction tasks, children were significantly more accurate with their explanations than their predictions. In Study 2, we varied the strength of cues regarding the desirability of the contaminated substance (N = 24 preschoolers). Although desirability affected responses, for both levels of desirability participants were significantly more accurate on explanation than prediction questions. Altogether, these studies demonstrate a significant “explanation advantage” for children's reasoning in the domain of everyday biology. PMID:18710700

Constructing Scientific Arguments Using Evidence from Dynamic Computational Climate Models

NASA Astrophysics Data System (ADS)

Pallant, Amy; Lee, Hee-Sun

2015-04-01

Modeling and argumentation are two important scientific practices students need to develop throughout school years. In this paper, we investigated how middle and high school students ( N = 512) construct a scientific argument based on evidence from computational models with which they simulated climate change. We designed scientific argumentation tasks with three increasingly complex dynamic climate models. Each scientific argumentation task consisted of four parts: multiple-choice claim, openended explanation, five-point Likert scale uncertainty rating, and open-ended uncertainty rationale. We coded 1,294 scientific arguments in terms of a claim's consistency with current scientific consensus, whether explanations were model based or knowledge based and categorized the sources of uncertainty (personal vs. scientific). We used chi-square and ANOVA tests to identify significant patterns. Results indicate that (1) a majority of students incorporated models as evidence to support their claims, (2) most students used model output results shown on graphs to confirm their claim rather than to explain simulated molecular processes, (3) students' dependence on model results and their uncertainty rating diminished as the dynamic climate models became more and more complex, (4) some students' misconceptions interfered with observing and interpreting model results or simulated processes, and (5) students' uncertainty sources reflected more frequently on their assessment of personal knowledge or abilities related to the tasks than on their critical examination of scientific evidence resulting from models. These findings have implications for teaching and research related to the integration of scientific argumentation and modeling practices to address complex Earth systems.

Effects of Visual Cues and Self-Explanation Prompts: Empirical Evidence in a Multimedia Environment

ERIC Educational Resources Information Center

Lin, Lijia; Atkinson, Robert K.; Savenye, Wilhelmina C.; Nelson, Brian C.

2016-01-01

The purpose of this study was to investigate the impacts of visual cues and different types of self-explanation prompts on learning, cognitive load, and intrinsic motivation in an interactive multimedia environment that was designed to deliver a computer-based lesson about the human cardiovascular system. A total of 126 college students were…

Argumentation Key to Communicating Climate Change to the Public

NASA Astrophysics Data System (ADS)

Bleicher, R. E.; Lambert, J. L.

2012-12-01

Argumentation plays an important role in how we communicate climate change science to the public and is a key component integrated throughout the Next Generation Science Standards. A scientific argument can be described as a disagreement between explanations with data being used to justify each position. Argumentation is social process where two or more individuals construct and critique arguments (Kuhn & Udell, 2003; Nussbaum, 1997). Sampson, Grooms, and Walker's (2011) developed a framework for understanding the components of a scientific argument. The three components start with a claim (a conjecture, conclusion, explanation, or an answer to a research question). This claim must fit the evidence (observations that show trends over time, relationships between variables or difference between groups). The evidence must be justified with reasoning (explains how the evidence supports the explanation and whey it should count as support). In a scientific argument, or debate, the controversy focuses on how data were collected, what data can or should be included, and what inferences can be made based on a set of evidence. Toulmin's model (1969) also includes rebutting or presenting an alternative explanation supported by counter evidence and reasoning of why the alternative is not the appropriate explanation for the question of the problem. The process of scientific argumentation should involve the construction and critique of scientific arguments, one that involves the consideration of alternative hypotheses (Lawson, 2003). Scientific literacy depends as much on the ability to refute and recognize poor scientific arguments as much as it does on the ability to present an effective argument based on good scientific data (Osborne, 2010). Argument is, therefore, a core feature of science. When students learn to construct a sound scientific argument, they demonstrate critical thinking and a mastery of the science being taught. To present a convincing argument in support of climate change, students must have a sound foundation in the science underlying it. One place to lay this foundation is in the high school science classroom. For students to gain a good conceptual understanding of climate change science, teachers need a sound understanding of climate change and effective resources to teach it to students. Teacher professional development opportunities are required to provide this background as well as establish collaborative curriculum planning opportunities on the school site (Shulman, 2007). Various strategies for and challenges of implementing argumentation with preservice and practicing teachers will be discussed in this session, as well as ways that argumentation skills can help the broader public evaluate claims of climate skeptics. In the field of argumentation theory, Goodwin (2010) has designed a strategy for developing the ability to make effective scientific arguments. The goal is to establish trust even when there is strong disagreement. At the core, a student fully acknowledges the uncertainty involved in the complex science underlying climate change. This has the effect of establishing some degree of trust. In other words, teachers or students trying to explain climate change to others might be perceived as more trustworthy if they openly declare that there are degrees of uncertainty in different aspects of climate change science (American Meteorological Society, 2011).

Explaining financial and prosocial biases in favor of attractive people: Interdisciplinary perspectives from economics, social psychology, and evolutionary psychology.

PubMed

Maestripieri, Dario; Henry, Andrea; Nickels, Nora

2017-01-01

Financial and prosocial biases in favor of attractive adults have been documented in the labor market, in social transactions in everyday life, and in studies involving experimental economic games. According to the taste-based discrimination model developed by economists, attractiveness-related financial and prosocial biases are the result of preferences or prejudices similar to those displayed toward members of a particular sex, racial, ethnic, or religious group. Other explanations proposed by economists and social psychologists maintain that attractiveness is a marker of personality, intelligence, trustworthiness, professional competence, or productivity. Evolutionary psychologists have argued that attractive adults are favored because they are preferred sexual partners. Evidence that stereotypes about attractive people are causally related to financial or prosocial biases toward them is weak or nonexistent. Consistent with evolutionary explanations, biases in favor of attractive women appear to be more consistent or stronger than those in favor of attractive men, and biases are more consistently reported in interactions between opposite-sex than same-sex individuals. Evolutionary explanations also account for increased prosocial behavior in situations in which attractive individuals are simply bystanders. Finally, evolutionary explanations are consistent with the psychological, physiological, and behavioral changes that occur when individuals are exposed to potential mates, which facilitate the expression of courtship behavior and increase the probability of occurrence of mating. Therefore, multiple lines of evidence suggest that mating motives play a more important role in driving financial and prosocial biases toward attractive adults than previously recognized.

Constructing Scientific Explanations: a System of Analysis for Students' Explanations

NASA Astrophysics Data System (ADS)

de Andrade, Vanessa; Freire, Sofia; Baptista, Mónica

2017-08-01

This article describes a system of analysis aimed at characterizing students' scientific explanations. Science education literature and reform documents have been highlighting the importance of scientific explanations for students' conceptual understanding and for their understanding of the nature of scientific knowledge. Nevertheless, and despite general agreement regarding the potential of having students construct their own explanations, a consensual notion of scientific explanation has still not been reached. As a result, within science education literature, there are several frameworks defining scientific explanations, with different foci as well as different notions of what accounts as a good explanation. Considering this, and based on a more ample project, we developed a system of analysis to characterize students' explanations. It was conceptualized and developed based on theories and models of scientific explanations, science education literature, and from examples of students' explanations collected by an open-ended questionnaire. With this paper, it is our goal to present the system of analysis, illustrating it with specific examples of students' collected explanations. In addition, we expect to point out its adequacy and utility for analyzing and characterizing students' scientific explanations as well as for tracing their progression.

Scaffolding Middle School Students' Construction of Scientific Explanations: Comparing a cognitive versus a metacognitive evaluation approach

NASA Astrophysics Data System (ADS)

Wang, Chia-Yu

2015-01-01

This study investigated the effects of scaffolds as cognitive prompts and as metacognitive evaluation on seventh-grade students' growth of content knowledge and construction of scientific explanations in five inquiry-based biology activities. Students' scores on multiple-choice pretest and posttest and worksheets for five inquiry-based activities were analyzed. The results show that the students' content knowledge in all conditions significantly increased from the pretest to posttest. Incorporating cognitive prompts with the explanation scaffolds better facilitated knowledge integration and resulted in greater learning gains of content knowledge and better quality evidence and reasoning. The metacognitive evaluation instruction improved all explanation components, especially claims and reasoning. This metacognitive approach also significantly reduced students' over- or underestimation during peer-evaluation by refining their internal standards for the quality of scientific explanations. The ability to accurately evaluate the quality of explanations was strongly associated with better performance on explanation construction. The cognitive prompts and metacognitive evaluation instruction address different aspects of the challenges faced by the students, and show different effects on the enhancement of content knowledge and the quality of scientific explanations. Future directions and suggestions are provided for improving the design of the scaffolds to facilitate the construction of scientific explanations.

Watching diagnoses develop: Eye movements reveal symptom processing during diagnostic reasoning.

PubMed

Scholz, Agnes; Krems, Josef F; Jahn, Georg

2017-10-01

Finding a probable explanation for observed symptoms is a highly complex task that draws on information retrieval from memory. Recent research suggests that observed symptoms are interpreted in a way that maximizes coherence for a single likely explanation. This becomes particularly clear if symptom sequences support more than one explanation. However, there are no existing process data available that allow coherence maximization to be traced in ambiguous diagnostic situations, where critical information has to be retrieved from memory. In this experiment, we applied memory indexing, an eye-tracking method that affords rich time-course information concerning memory-based cognitive processing during higher order thinking, to reveal symptom processing and the preferred interpretation of symptom sequences. Participants first learned information about causes and symptoms presented in spatial frames. Gaze allocation to emptied spatial frames during symptom processing and during the diagnostic response reflected the subjective status of hypotheses held in memory and the preferred interpretation of ambiguous symptoms. Memory indexing traced how the diagnostic decision developed and revealed instances of hypothesis change and biases in symptom processing. Memory indexing thus provided direct online evidence for coherence maximization in processing ambiguous information.

Articulating uncertainty as part of scientific argumentation during model-based exoplanet detection tasks

NASA Astrophysics Data System (ADS)

Lee, Hee-Sun; Pallant, Amy; Pryputniewicz, Sarah

2015-08-01

Teaching scientific argumentation has emerged as an important goal for K-12 science education. In scientific argumentation, students are actively involved in coordinating evidence with theory based on their understanding of the scientific content and thinking critically about the strengths and weaknesses of the cited evidence in the context of the investigation. We developed a one-week-long online curriculum module called "Is there life in space?" where students conduct a series of four model-based tasks to learn how scientists detect extrasolar planets through the “wobble” and transit methods. The simulation model allows students to manipulate various parameters of an imaginary star and planet system such as planet size, orbit size, planet-orbiting-plane angle, and sensitivity of telescope equipment, and to adjust the display settings for graphs illustrating the relative velocity and light intensity of the star. Students can use model-based evidence to formulate an argument on whether particular signals in the graphs guarantee the presence of a planet. Students' argumentation is facilitated by the four-part prompts consisting of multiple-choice claim, open-ended explanation, Likert-scale uncertainty rating, and open-ended uncertainty rationale. We analyzed 1,013 scientific arguments formulated by 302 high school student groups taught by 7 teachers. We coded these arguments in terms of the accuracy of their claim, the sophistication of explanation connecting evidence to the established knowledge base, the uncertainty rating, and the scientific validity of uncertainty. We found that (1) only 18% of the students' uncertainty rationale involved critical reflection on limitations inherent in data and concepts, (2) 35% of students' uncertainty rationale reflected their assessment of personal ability and knowledge, rather than scientific sources of uncertainty related to the evidence, and (3) the nature of task such as the use of noisy data or the framing of critiquing scientists' discovery encouraged students' articulation of scientific uncertainty sources in different ways.

Developing Explanations and Developing Understanding: Students Explain the Phases of the Moon Using Visual Representations

ERIC Educational Resources Information Center

Parnafes, Orit

2012-01-01

This article presents a theoretical model of the process by which students construct and elaborate explanations of scientific phenomena using visual representations. The model describes progress in the underlying conceptual processes in students' explanations as a reorganization of fine-grained knowledge elements based on the Knowledge in Pieces…

Do cultural factors affect causal beliefs? Rational and magical thinking in Britain and Mexico.

PubMed

Subbotsky, Eugene; Quinteros, Graciela

2002-11-01

In two experiments, unusual phenomena (spontaneous destruction of objects in an empty wooden box) were demonstrated to adult participants living in rural communities in Mexico. These were accompanied by actions which had no physical link to the destroyed object but could suggest either scientifically based (the effect of an unknown physical device) or non-scientifically based (the effect of a 'magic spell') causal explanations of the event. The results were compared to the results of the matching two experiments from the earlier study made in Britain. The expectation that scientifically based explanations would prevail in British participants' judgments and behaviours, whereas Mexican participants would be more tolerant toward magical explanations, received only partial support. The prevalence of scientific explanations over magical explanations was evident in British participants' verbal judgments but not in Mexican participants' judgments. In their behavioural responses under the low-risk condition, British participants rejected magical explanations more frequently than did Mexican participants. However, when the risk of disregarding the possible causal effect of magic was increased, participants in both samples showed an equal degree of credulity in the possible effect of magic. The data are interpreted in terms of the relationships between scientific and 'folk' representations of causality and object permanence.

The role of evidence, context, and facilitation in an implementation trial: implications for the development of the PARIHS framework.

PubMed

Rycroft-Malone, Jo; Seers, Kate; Chandler, Jackie; Hawkes, Claire A; Crichton, Nicola; Allen, Claire; Bullock, Ian; Strunin, Leo

2013-03-09

The case has been made for more and better theory-informed process evaluations within trials in an effort to facilitate insightful understandings of how interventions work. In this paper, we provide an explanation of implementation processes from one of the first national implementation research randomized controlled trials with embedded process evaluation conducted within acute care, and a proposed extension to the Promoting Action on Research Implementation in Health Services (PARIHS) framework. The PARIHS framework was prospectively applied to guide decisions about intervention design, data collection, and analysis processes in a trial focussed on reducing peri-operative fasting times. In order to capture a holistic picture of implementation processes, the same data were collected across 19 participating hospitals irrespective of allocation to intervention. This paper reports on findings from data collected from a purposive sample of 151 staff and patients pre- and post-intervention. Data were analysed using content analysis within, and then across data sets. A robust and uncontested evidence base was a necessary, but not sufficient condition for practice change, in that individual staff and patient responses such as caution influenced decision making. The implementation context was challenging, in which individuals and teams were bounded by professional issues, communication challenges, power and a lack of clarity for the authority and responsibility for practice change. Progress was made in sites where processes were aligned with existing initiatives. Additionally, facilitators reported engaging in many intervention implementation activities, some of which result in practice changes, but not significant improvements to outcomes. This study provided an opportunity for reflection on the comprehensiveness of the PARIHS framework. Consistent with the underlying tenant of PARIHS, a multi-faceted and dynamic story of implementation was evident. However, the prominent role that individuals played as part of the interaction between evidence and context is not currently explicit within the framework. We propose that successful implementation of evidence into practice is a planned facilitated process involving an interplay between individuals, evidence, and context to promote evidence-informed practice. This proposal will enhance the potential of the PARIHS framework for explanation, and ensure theoretical development both informs and responds to the evidence base for implementation.

Historical development of the distinction between bio- and abiogenesis

NASA Astrophysics Data System (ADS)

Sheldon, Robert B.

2005-09-01

Early greek philosophers laid the philosophical foundations of the distinction between bio and abiogenesis, when they debated organic and non-organic explanations for natural phenomena. Plato and Aristotle gave organic, or purpose-driven explanations for physical phenomena, whereas the materialist school of Democritus and Epicurus gave non-organic, or materialist explanations. These competing schools have alternated in popularity through history, with the present era dominated by epicurean schools of thought. Present controversies concerning evidence for exobiology and biogenesis have many aspects which reflect this millennial debate. Therefore this paper traces a selected history of this debate with some modern, 20th century developments due to quantum mechanics. It finishes with an application of quantum information theory to several exobiology debates.

The Endocrine Society guidelines: when the confidence cart goes before the evidence horse.

PubMed

Brito, Juan P; Domecq, Juan P; Murad, Mohammed H; Guyatt, Gordon H; Montori, Victor M

2013-08-01

In 2005, the Endocrine Society (TES) adopted the GRADE system of developing clinical practice guidelines. Grading of Recommendations, Assessment, Development, and Evaluation working group guidance suggests that strong recommendations based on low or very low (L/VL) confidence may often be inappropriate, and has offered a taxonomy of paradigmatic situations in which strong recommendations based on L/VL confidence estimates may be appropriate. We sought to characterize strong recommendations of TES based on L/VL confidence evidence. We identified all strong recommendations based on L/VL confidence evidence published in TES guidelines between 2005 and 2011. We identified those consistent with one of the paradigmatic situations in the taxonomy. Two hundred six of 357 (58%) of the recommendations of TES were strong; of these, 121 (59%) were based on L/VL confidence evidence. Of these 121, 35 (29%) were consistent with one of the paradigmatic situations. The most common situation (13, 11%) was of a strong recommendation against the intervention because of low confidence evidence for benefit and high confidence evidence for harm. The remaining 86 (71%) comprised 43 (36%) "best practice" statements for which sensible alternatives do not exist; 5 (4%) in which recommendations were for "additional research"; 5 (4%) in which greater confidence in the estimates was warranted; and 33 (27%) for which we could not find a compelling explanation for the incongruence. Guideline panels should beware of formulating strong recommendations when confidence in estimates is low. Our taxonomy when such recommendations are appropriate may be helpful.

Recurrent pregnancy loss: evaluation and treatment.

PubMed

Shahine, Lora; Lathi, Ruth

2015-03-01

Recurrent pregnancy loss (RPL) is a multifactorial condition. Approximately half of patients with RPL will have no explanation for their miscarriages. De novo chromosome abnormalities are common in sporadic and recurrent pregnancy loss. Testing for embryonic abnormalities can provide an explanation for the miscarriage in many cases and prognostic information. Regardless of the cause of RPL, patients should be reassured that the prognosis for live birth with an evidence-based approach is excellent for most patients. The authors review current evidence for the evaluation and treatment of RPL and explore the proposed use of newer technology for patients with RPL. Copyright © 2015 Elsevier Inc. All rights reserved.

Family Change and Continuity in Iran: Birth Control Use Before First Pregnancy.

PubMed

Abbasi-Shavazi, Mohammad Jalal; Morgan, S Philip; Hossein-Chavoshi, Meimanat; McDonald, Peter

2009-12-01

Using data from the 2002 Iran Fertility Transition Survey, we examined birth control use between marriage and first pregnancy. We focused on the post-1990 increase in birth control use and develop two explanations. The first posits that birth control use reflects a new marriage form, the conjugal marriage, which places a heightened value on the spousal relationship while deemphasizing the centrality of parenthood. A second explanation stresses the use of a new resource, effective birth control, within an Iranian-Islamist view of marriage. Key to this explanation is the role of the state-Iranian political/religious actors encourage early marriage and the use of birth control. Although the explanations could be complementary, evidence provides more support for the latter.

Family Change and Continuity in Iran: Birth Control Use Before First Pregnancy

PubMed Central

Abbasi-Shavazi, Mohammad Jalal; Morgan, S. Philip; Hossein-Chavoshi, Meimanat; McDonald, Peter

2010-01-01

Using data from the 2002 Iran Fertility Transition Survey, we examined birth control use between marriage and first pregnancy. We focused on the post-1990 increase in birth control use and develop two explanations. The first posits that birth control use reflects a new marriage form, the conjugal marriage, which places a heightened value on the spousal relationship while deemphasizing the centrality of parenthood. A second explanation stresses the use of a new resource, effective birth control, within an Iranian-Islamist view of marriage. Key to this explanation is the role of the state—Iranian political/religious actors encourage early marriage and the use of birth control. Although the explanations could be complementary, evidence provides more support for the latter. PMID:20376280

Differentiation without distancing. explaining bi-polarization of opinions without negative influence.

PubMed

Mäs, Michael; Flache, Andreas

2013-01-01

Explanations of opinion bi-polarization hinge on the assumption of negative influence, individuals' striving to amplify differences to disliked others. However, empirical evidence for negative influence is inconclusive, which motivated us to search for an alternative explanation. Here, we demonstrate that bi-polarization can be explained without negative influence, drawing on theories that emphasize the communication of arguments as central mechanism of influence. Due to homophily, actors interact mainly with others whose arguments will intensify existing tendencies for or against the issue at stake. We develop an agent-based model of this theory and compare its implications to those of existing social-influence models, deriving testable hypotheses about the conditions of bi-polarization. Hypotheses were tested with a group-discussion experiment (N = 96). Results demonstrate that argument exchange can entail bi-polarization even when there is no negative influence.

Intuitive Expertise: Theories and Empirical Evidence

ERIC Educational Resources Information Center

Harteis, Christian; Billett, Stephen

2013-01-01

Intuition has been long seen as an element of effective human performance in demanding tasks (i.e. expertise). But its form, constitutive elements and development remain subject to diverse explanations. This paper discusses these elements and explores theories and empirical evidence about what constitutes intuitive expertise, and offers an account…

Connections between Student Explanations and Arguments from Evidence about Plant Growth

PubMed Central

Doherty, Jennifer H.; Freed, Allison L.; Anderson, Charles W.

2014-01-01

We investigate how students connect explanations and arguments from evidence about plant growth and metabolism—two key practices described by the Next Generation Science Standards. This study reports analyses of interviews with 22 middle and high school students postinstruction, focusing on how their sense-making strategies led them to interpret—or misinterpret—scientific explanations and arguments from evidence. The principles of conservation of matter and energy can provide a framework for making sense of phenomena, but our results show that some students reasoned about plant growth as an action enabled by water, air, sunlight, and soil rather than a process of matter and energy transformation. These students reinterpreted the hypotheses and results of standard investigations of plant growth, such as van Helmont's experiment, to match their own understanding of how plants grow. Only the more advanced students consistently interpreted mass changes in plants or soil as evidence of movement of matter. We also observed that a higher degree of scaffolding during some of the interview questions allowed mid-level students to improve their responses. We describe our progress and challenges developing teaching materials with scaffolding to improve students’ understanding of plant growth and metabolism. PMID:25185224

African American Preschoolers' Emotion Explanations Can Provide Evidence of Their Pragmatic Skills

ERIC Educational Resources Information Center

Curenton, Stephanie M.

2015-01-01

This study provides qualitative and quantitative evidence of how an emotion explanation task can reflect African American preschoolers' pragmatic skills. We used an emotion explanation task to assess pragmatic skills among 19 children (aged 3-5 years) related to (1) engaging in conversational turn-taking, (2) answering "Wh-" questions,…

Developing a Policy Flight Simulator to Facilitate the Adoption of an Evidence-Based Intervention

PubMed Central

Yu, Zhongyuan; Hirschman, Karen B.; Pepe, Kara; Pauly, Mark V.; Naylor, Mary D.; Rouse, William B.

2018-01-01

While the use of evidence-based interventions (EBIs) has been advocated by the medical research community for quite some time, uptake of these interventions by healthcare providers has been slow. One possible explanation is that it is challenging for providers to estimate impacts of a specific EBI on their particular organization. To address that concern, we developed and evaluated a type of simulation called a policy flight simulator to determine if it could improve the adoption decision about a specific EBI, the transitional care model (TCM). The TCM uses an advanced practice nurse-led model of care to transition older adults with multiple chronic conditions from a hospitalization to home. An evaluation by a National Advisory Committee, made up of senior representatives from various stakeholders in the U.S. healthcare system, found the policy flight simulator to be a useful tool that has the potential to better inform adoption decisions. This paper describes the simulation development effort and documents lessons learned that may be useful to the healthcare modeling community and those interested in using simulation to support decisions based on EBIs. PMID:29805921

Mental health treatment outcome expectancies in Burundi.

PubMed

Irankunda, Pacifique; Heatherington, Laurie

2017-02-01

Best practices in global mental health stress the importance of understanding local values and beliefs. Research demonstrates that expectancies about the effectiveness of a given treatment significantly predicts outcome, beyond the treatment effect itself. To help inform the development of mental health interventions in Burundi, we studied expectancies about the effectiveness of four treatments: spiritual healing, traditional healing, medication, and selected evidence-based psychosocial treatments widely used in the US. Treatment expectancies were assessed for each of three key syndromes identified by previous research: akabonge (a set of depression-like symptoms), guhahamuka (a set of trauma-related symptoms), and ibisigo (a set of psychosis-like symptoms) . In individual interviews or written surveys in French or Kirundi with patients ( N = 198) awaiting treatment at the clinic, we described each disorder and the treatments in everyday language, asking standard efficacy expectations questions about each ("Would it work?" "Why or why not?"). Findings indicated uniformly high expectancies about the efficacy of spiritual treatment, relatively high expectancies for western evidence-based treatments (especially cognitive behavior therapy [CBT] for depression-like symptoms), lower expectancies for medicine, and especially low expectancies for traditional healing (except for traditional healing for psychosis-like symptoms). There were significant effects of gender but not of education level. Qualitative analyses of explanations provide insight into the basis of people's beliefs, their explanations about why a given treatment would or would not work varied by type of disorder, and reflected beliefs about underlying causes. Implications for program development and future research are discussed.

Developing a Scientific Argument

ERIC Educational Resources Information Center

Fulton, Lori; Poeltler, Emily

2013-01-01

Arguing an idea from evidence is not an easy task. Lori Fulton and Emily Poeltler found that their second grade students could make claims about an idea and sometimes provide some sort of an explanation, but they struggled to support their claims with evidence. They noticed that as students were talking and writing about science, they were focused…

Children's and adults' understanding of death: Cognitive, parental, and experiential influences.

PubMed

Panagiotaki, Georgia; Hopkins, Michelle; Nobes, Gavin; Ward, Emma; Griffiths, Debra

2018-02-01

This study explored the development of understanding of death in a sample of 4- to 11-year-old British children and adults (N=136). It also investigated four sets of possible influences on this development: parents' religion and spiritual beliefs, cognitive ability, socioeconomic status, and experience of illness and death. Participants were interviewed using the "death concept" interview that explores understanding of the subcomponents of inevitability, universality, irreversibility, cessation, and causality of death. Children understood key aspects of death from as early as 4 or 5years, and with age their explanations of inevitability, universality, and causality became increasingly biological. Understanding of irreversibility and the cessation of mental and physical processes also emerged during early childhood, but by 10years many children's explanations reflected not an improved biological understanding but rather the coexistence of apparently contradictory biological and supernatural ideas-religious, spiritual, or metaphysical. Evidence for these coexistent beliefs was more prevalent in older children than in younger children and was associated with their parents' religious and spiritual beliefs. Socioeconomic status was partly related to children's biological ideas, whereas cognitive ability and experience of illness and death played less important roles. There was no evidence for coexistent thinking among adults, only a clear distinction between biological explanations about death and supernatural explanations about the afterlife. Crown Copyright © 2017. Published by Elsevier Inc. All rights reserved.

Differentiation without Distancing. Explaining Bi-Polarization of Opinions without Negative Influence

PubMed Central

Mäs, Michael; Flache, Andreas

2013-01-01

Explanations of opinion bi-polarization hinge on the assumption of negative influence, individuals’ striving to amplify differences to disliked others. However, empirical evidence for negative influence is inconclusive, which motivated us to search for an alternative explanation. Here, we demonstrate that bi-polarization can be explained without negative influence, drawing on theories that emphasize the communication of arguments as central mechanism of influence. Due to homophily, actors interact mainly with others whose arguments will intensify existing tendencies for or against the issue at stake. We develop an agent-based model of this theory and compare its implications to those of existing social-influence models, deriving testable hypotheses about the conditions of bi-polarization. Hypotheses were tested with a group-discussion experiment (N = 96). Results demonstrate that argument exchange can entail bi-polarization even when there is no negative influence. PMID:24312164

Improving the explanation capabilities of advisory systems

NASA Technical Reports Server (NTRS)

Porter, Bruce; Souther, Art

1993-01-01

A major limitation of current advisory systems (e.g., intelligent tutoring systems and expert systems) is their restricted ability to give explanations. The goal of our research is to develop and evaluate a flexible explanation facility, one that can dynamically generate responses to questions not anticipated by the system's designers and that can tailor these responses to individual users. To achieve this flexibility, we are developing a large knowledge base, a viewpoint construction facility, and a modeling facility. In the long term we plan to build and evaluate advisory systems with flexible explanation facilities for scientists in numerous domains. In the short term, we are focusing on a single complex domain in biological science, and we are working toward two important milestones: (1) building and evaluating an advisory system with a flexible explanation facility for freshman-level students studying biology; and (2) developing general methods and tools for building similar explanation facilities in other domains.

Improving the explanation capabilities of advisory systems

NASA Technical Reports Server (NTRS)

Porter, Bruce; Souther, Art

1994-01-01

A major limitation of current advisory systems (e.g., intelligent tutoring systems and expert systems) is their restricted ability to give explanations. The goal of our research is to develop and evaluate a flexible explanation facility, one that can dynamically generate responses to questions not anticipated by the system's designers and that can tailor these responses to individual users. To achieve this flexibility, we are developing a large knowledge base, a viewpoint construction facility, and a modeling facility. In the long term we plan to build and evaluate advisory systems with flexible explanation facilities for scientists in numerous domains. In the short term, we are focusing on a single complex domain in biological science, and we are working toward two important milestones: (1) building and evaluating an advisory system with a flexible explanation facility for freshman-level students studying biology, and (2) developing general methods and tools for building similar explanation facilities in other domains.

Exploring the Effect of Embedded Scaffolding Within Curricular Tasks on Third-Grade Students' Model-Based Explanations about Hydrologic Cycling

NASA Astrophysics Data System (ADS)

Zangori, Laura; Forbes, Cory T.; Schwarz, Christina V.

2015-10-01

Opportunities to generate model-based explanations are crucial for elementary students, yet are rarely foregrounded in elementary science learning environments despite evidence that early learners can reason from models when provided with scaffolding. We used a quasi-experimental research design to investigate the comparative impact of a scaffold test condition consisting of embedded physical scaffolds within a curricular modeling task on third-grade (age 8-9) students' formulation of model-based explanations for the water cycle. This condition was contrasted to the control condition where third-grade students used a curricular modeling task with no embedded physical scaffolds. Students from each condition ( n scaffold = 60; n unscaffold = 56) generated models of the water cycle before and after completion of a 10-week water unit. Results from quantitative analyses suggest that students in the scaffolded condition represented and linked more subsurface water process sequences with surface water process sequences than did students in the unscaffolded condition. However, results of qualitative analyses indicate that students in the scaffolded condition were less likely to build upon these process sequences to generate model-based explanations and experienced difficulties understanding their models as abstracted representations rather than recreations of real-world phenomena. We conclude that embedded curricular scaffolds may support students to consider non-observable components of the water cycle but, alone, may be insufficient for generation of model-based explanations about subsurface water movement.

Strategies for research engagement of clinicians in allied health (STRETCH): a mixed methods research protocol.

PubMed

Mickan, Sharon; Wenke, Rachel; Weir, Kelly; Bialocerkowski, Andrea; Noble, Christy

2017-09-11

Allied health professionals (AHPs) report positive attitudes to using research evidence in clinical practice, yet often lack time, confidence and skills to use, participate in and conduct research. A range of multifaceted strategies including education, mentoring and guidance have been implemented to increase AHPs' use of and participation in research. Emerging evidence suggests that knowledge brokering activities have the potential to support research engagement, but it is not clear which knowledge brokering strategies are most effective and in what contexts they work best to support and maintain clinicians' research engagement. This protocol describes an exploratory concurrent mixed methods study that is designed to understand how allied health research fellows use knowledge brokering strategies within tailored evidence-based interventions, to facilitate research engagement by allied health clinicians. Simultaneously, a realist approach will guide a systematic process evaluation of the research fellows' pattern of use of knowledge brokering strategies within each case study to build a programme theory explaining which knowledge brokering strategies work best, in what contexts and why. Learning and behavioural theories will inform this critical explanation. An explanation of how locally tailored evidence-based interventions improve AHPs use of, participation in and leadership of research projects will be summarised and shared with all participating clinicians and within each case study. It is expected that local recommendations will be developed and shared with medical and nursing professionals in and beyond the health service, to facilitate building research capacity in a systematic and effective way. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Attributional Bias Instrument (ABI): Validation of a Measure to Assess Ability and Effort Explanations for Math Performance

ERIC Educational Resources Information Center

Espinoza, Penelope P.; Quezada, Stephanie A.; Rincones, Rodolfo; Strobach, E. Natalia; Gutierrez, Maria Armida Estrada

2012-01-01

The present work investigates the validation of a newly developed instrument, the attributional bias instrument, based on achievement attribution theories that distinguish between effort and ability explanations of behavior. The instrument further incorporates the distinction between explanations for success versus failure in academic performance.…

Animal social learning: associations and adaptations.

PubMed

Reader, Simon M

2016-01-01

Social learning, learning from others, is a powerful process known to impact the success and survival of humans and non-human animals alike. Yet we understand little about the neurocognitive and other processes that underpin social learning. Social learning has often been assumed to involve specialized, derived cognitive processes that evolve and develop independently from other processes. However, this assumption is increasingly questioned, and evidence from a variety of organisms demonstrates that current, recent, and early life experience all predict the reliance on social information and thus can potentially explain variation in social learning as a result of experiential effects rather than evolved differences. General associative learning processes, rather than adaptive specializations, may underpin much social learning, as well as social learning strategies. Uncovering these distinctions is important to a variety of fields, for example by widening current views of the possible breadth and adaptive flexibility of social learning. Nonetheless, just like adaptationist evolutionary explanations, associationist explanations for social learning cannot be assumed, and empirical work is required to uncover the mechanisms involved and their impact on the efficacy of social learning. This work is being done, but more is needed. Current evidence suggests that much social learning may be based on 'ordinary' processes but with extraordinary consequences.

The role of evidence, context, and facilitation in an implementation trial: implications for the development of the PARIHS framework

PubMed Central

2013-01-01

Background The case has been made for more and better theory-informed process evaluations within trials in an effort to facilitate insightful understandings of how interventions work. In this paper, we provide an explanation of implementation processes from one of the first national implementation research randomized controlled trials with embedded process evaluation conducted within acute care, and a proposed extension to the Promoting Action on Research Implementation in Health Services (PARIHS) framework. Methods The PARIHS framework was prospectively applied to guide decisions about intervention design, data collection, and analysis processes in a trial focussed on reducing peri-operative fasting times. In order to capture a holistic picture of implementation processes, the same data were collected across 19 participating hospitals irrespective of allocation to intervention. This paper reports on findings from data collected from a purposive sample of 151 staff and patients pre- and post-intervention. Data were analysed using content analysis within, and then across data sets. Results A robust and uncontested evidence base was a necessary, but not sufficient condition for practice change, in that individual staff and patient responses such as caution influenced decision making. The implementation context was challenging, in which individuals and teams were bounded by professional issues, communication challenges, power and a lack of clarity for the authority and responsibility for practice change. Progress was made in sites where processes were aligned with existing initiatives. Additionally, facilitators reported engaging in many intervention implementation activities, some of which result in practice changes, but not significant improvements to outcomes. Conclusions This study provided an opportunity for reflection on the comprehensiveness of the PARIHS framework. Consistent with the underlying tenant of PARIHS, a multi-faceted and dynamic story of implementation was evident. However, the prominent role that individuals played as part of the interaction between evidence and context is not currently explicit within the framework. We propose that successful implementation of evidence into practice is a planned facilitated process involving an interplay between individuals, evidence, and context to promote evidence-informed practice. This proposal will enhance the potential of the PARIHS framework for explanation, and ensure theoretical development both informs and responds to the evidence base for implementation. Trial registration ISRCTN18046709 - Peri-operative Implementation Study Evaluation (PoISE). PMID:23497438

Students Explaining Science—Assessment of Science Communication Competence

NASA Astrophysics Data System (ADS)

Kulgemeyer, Christoph; Schecker, Horst

2013-12-01

Science communication competence (SCC) is an important educational goal in the school science curricula of several countries. However, there is a lack of research about the structure and the assessment of SCC. This paper specifies the theoretical framework of SCC by a competence model. We developed a qualitative assessment method for SCC that is based on an expert-novice dialog: an older student (explainer, expert) explains a physics phenomenon to a younger peer (addressee, novice) in a controlled test setting. The explanations are video-recorded and analysed by qualitative content analysis. The method was applied in a study with 46 secondary school students as explainers. Our aims were (a) to evaluate whether our model covers the relevant features of SCC, (b) to validate the assessment method and (c) to find characteristics of addressee-adequate explanations. A performance index was calculated to quantify the explainers' levels of competence on an ordinal scale. We present qualitative and quantitative evidence that the index is adequate for assessment purposes. It correlates with results from a written SCC test and a perspective taking test (convergent validity). Addressee-adequate explanations can be characterized by use of graphical representations and deliberate switches between scientific and everyday language.

ACR Appropriateness Criteria® Chronic Ankle Pain.

PubMed

Chang, Eric Y; Tadros, Anthony S; Amini, Behrang; Bell, Angela M; Bernard, Stephanie A; Fox, Michael G; Gorbachova, Tetyana; Ha, Alice S; Lee, Kenneth S; Metter, Darlene F; Mooar, Pekka A; Shah, Nehal A; Singer, Adam D; Smith, Stacy E; Taljanovic, Mihra S; Thiele, Ralf; Kransdorf, Mark J

2018-05-01

Chronic ankle pain is a common clinical problem whose cause is often elucidated by imaging. The ACR Appropriateness Criteria for chronic ankle pain define best practices of image ordering. Clinical scenarios are followed by the imaging choices and their appropriateness. The information is in ordered tables with an accompanying narrative explanation to guide physicians to order the right test. The American College of Radiology Appropriateness Criteria are evidence-based guidelines for specific clinical conditions that are reviewed annually by a multidisciplinary expert panel. The guideline development and revision include an extensive analysis of current medical literature from peer reviewed journals and the application of well-established methodologies (RAND/UCLA Appropriateness Method and Grading of Recommendations Assessment, Development, and Evaluation or GRADE) to rate the appropriateness of imaging and treatment procedures for specific clinical scenarios. In those instances where evidence is lacking or equivocal, expert opinion may supplement the available evidence to recommend imaging or treatment. Copyright © 2018 American College of Radiology. Published by Elsevier Inc. All rights reserved.

ACR Appropriateness Criteria® Chronic Hip Pain.

PubMed

Mintz, Douglas N; Roberts, Catherine C; Bencardino, Jenny T; Baccei, Steven J; Caird, Michelle S; Cassidy, R Carter; Chang, Eric Y; Fox, Michael G; Gyftopoulos, Soterios; Kransdorf, Mark J; Metter, Darlene F; Morrison, William B; Rosenberg, Zehava S; Shah, Nehal A; Small, Kirstin M; Subhas, Naveen; Tambar, Siddharth; Towers, Jeffrey D; Yu, Joseph S; Weissman, Barbara N

2017-05-01

Chronic hip pain is a common clinical problem whose cause is often elucidated by imaging. The ACR Appropriateness Criteria for chronic hip pain define best practices of image ordering. Clinical scenarios are followed by the imaging choices and their appropriateness. The information is in ordered tables with an accompanying narrative explanation to guide physicians to order the right test. The American College of Radiology Appropriateness Criteria are evidence-based guidelines for specific clinical conditions that are reviewed annually by a multidisciplinary expert panel. The guideline development and revision include an extensive analysis of current medical literature from peer-reviewed journals and the application of well-established methodologies (RAND/UCLA Appropriateness Method and Grading of Recommendations Assessment, Development, and Evaluation or GRADE) to rate the appropriateness of imaging and treatment procedures for specific clinical scenarios. In those instances where evidence is lacking or equivocal, expert opinion may supplement the available evidence to recommend imaging or treatment. Copyright © 2017 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Neuroscience and the fallacies of functionalism.

PubMed

Reddy, William M

2010-01-01

Smail's "On Deep History and the Brain" is rightly critical of the functionalist fallacies that have plagued evolutionary theory, sociobiology, and evolutionary psychology. However, his attempt to improve on these efforts relies on functional explanations that themselves oversimplify the lessons of neuroscience. In addition, like explanations in evolutionary psychology, they are highly speculative and cannot be confirmed or disproved by evidence. Neuroscience research is too diverse to yield a single picture of brain functioning. Some recent developments in neuroscience research, however, do suggest that cognitive processing provides a kind of “operating system” that can support a great diversity of cultural material. These developments include evidence of “top-down” processing in motor control, in visual processing, in speech recognition, and in “emotion regulation.” The constraints that such a system may place on cultural learning and transmission are worth investigating. At the same time, historians are well advised to remain wary of the pitfalls of functionalism.

Preservice Elementary Teachers' Instructional Practices and the Teaching Science as Argument Framework

NASA Astrophysics Data System (ADS)

Boyer, Elisebeth

2016-12-01

The research reported in this study examines the very first time the participants planned for and enacted science instruction within a "best-case scenario" teacher preparation program. Evidence from this study indicates that, within this context, preservice teachers are capable of implementing several of the discursive practices of science called for in standards documents including engaging students in science investigations and constructing evidence-based explanations. The participants designed experiences that allowed their students to interact with natural phenomena, gather evidence, and craft explanations of natural phenomenon. The study contends that the participants were able to achieve such successes due to their participation in a teacher education program and field placement, which were designed using a comprehensive, conceptual framework. Video of the participant's teaching and annotated self-analysis videos served as the primary data for this study. Implications for future research and elementary science teacher education are discussed.

Challenges Facing Evidence-Based Prevention: Incorporating an Abductive Theory of Method.

PubMed

Mason, W Alex; Cogua-Lopez, Jasney; Fleming, Charles B; Scheier, Lawrence M

2018-06-01

Current systems used to determine whether prevention programs are "evidence-based" rely on the logic of deductive reasoning. This reliance has fostered implementation of strategies with explicitly stated evaluation criteria used to gauge program validity and suitability for dissemination. Frequently, investigators resort to the randomized controlled trial (RCT) combined with null hypothesis significance testing (NHST) as a means to rule out competing hypotheses and determine whether an intervention works. The RCT design has achieved success across numerous disciplines but is not without limitations. We outline several issues that question allegiance to the RCT, NHST, and the hypothetico-deductive method of scientific inquiry. We also discuss three challenges to the status of program evaluation including reproducibility, generalizability, and credibility of findings. As an alternative, we posit that extending current program evaluation criteria with principles drawn from an abductive theory of method (ATOM) can strengthen our ability to address these challenges and advance studies of drug prevention. Abductive reasoning involves working from observed phenomena to the generation of alternative explanations for the phenomena and comparing the alternatives to select the best possible explanation. We conclude that an ATOM can help increase the influence and impact of evidence-based prevention for population benefit.

Did she jump because she was the big sister or because the trampoline was safe? Causal inference and the development of social attribution.

PubMed

Seiver, Elizabeth; Gopnik, Alison; Goodman, Noah D

2013-01-01

Children rely on both evidence and prior knowledge to make physical causal inferences; this study explores whether they make attributions about others' behavior in the same manner. A total of one hundred and fifty-nine 4- and 6-year-olds saw 2 dolls interacting with 2 activities, and explained the dolls' actions. In the person condition, each doll acted consistently across activities, but differently from each other. In the situation condition, the two dolls acted differently for each activity, but both performed the same actions. Both age groups provided more "person" explanations (citing features of the doll) in the person condition than in the situation condition. In addition, 6-year-olds showed an overall bias toward "person" explanations. As in physical causal inference, social causal inference combines covariational evidence and prior knowledge. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

Validity Evidence for a Learning Progression of Scientific Explanation

ERIC Educational Resources Information Center

Yao, Jian-Xin; Guo, Yu-Ying

2018-01-01

Providing scientific explanations for natural phenomena is a fundamental aim of science; therefore, scientific explanation has been selected as one of the key practices in science education policy documents around the world. To further elaborate on existing educational frameworks of scientific explanation in K-12, we propose a learning progression…

Considering the Efficacy of Web-Based Worked Examples in Introductory Chemistry

ERIC Educational Resources Information Center

Crippen, Kent J.; Earl, Boyd L.

2004-01-01

Theory suggests that studying worked examples and engaging in self-explanation will improve learning and problem solving. A growing body of evidence supports the use of web-based assessments for improving undergraduate performance in traditional large enrollment courses. This article describes a study designed to investigate these techniques in a…

Beyond the usual suspects: using political science to enhance public health policy making.

PubMed

Fafard, Patrick

2015-11-01

That public health policy and practice should be evidence based is a seemingly uncontroversial claim. Yet governments and citizens routinely reject the best available evidence and prefer policies that reflect other considerations and concerns. The most common explanations of this paradox emphasise scientific disagreement, the power of 'politics', or the belief that scientists and policymakers live in two separate communities that do not communicate. However, another explanation may lie in the limits of the very notion of evidence-based policy making. In fact, the social science discipline of political science offers a rich body of theory and empirical evidence to explain the apparent gap between evidence and policy. This essay introduces this literature with a particular emphasis on a recent book by Katherine Smith, Beyond evidence-based policy in public health: the interplay of ideas. As the title suggests, Smith argues that what matters for public health policy is less scientific evidence and much more a more complex set of ideas. Based on detailed case studies of UK tobacco and health inequality policy, Smith offers a richly textured alternative account of what matters for policy making. This excellent book is part of a small but growing body of political science research on public health policy that draws on contemporary theories of policy change and governance more generally. This essay provides a window on this research, describes some examples, but emphasises that public health scholars and practitioners too often retain a narrow if not naive view of the policy-making process. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Supporting students' scientific explanations: A case study investigating the synergy focusing on a teacher's practices when providing instruction and using mobile devices

NASA Astrophysics Data System (ADS)

Delen, Ibrahim

Engage students in constructing scientific practices is a critical component of science instruction. Therefore a number of researchers have developed software programs to help students and teachers in this hard task. The Zydeco group, designed a mobile application called Zydeco, which enables students to collect data inside and outside the classroom, and then use the data to create scientific explanations by using claim-evidence-reasoning framework. Previous technologies designed to support scientific explanations focused on how these programs improve students' scientific explanations, but these programs ignored how scientific explanation technologies can support teacher practices. Thus, to increase our knowledge how different scaffolds can work together, this study aimed to portray the synergy between a teacher's instructional practices (part 1) and using supports within a mobile devices (part 2) to support students in constructing explanations. Synergy can be thought of as generic and content-specific scaffolds working together to enable students to accomplish challenging tasks, such as creating explanations that they would not normally be able to do without the scaffolds working together. Providing instruction (part 1) focused on understanding how the teacher scaffolds students' initial understanding of the claim-evidence-reasoning (CER) framework. The second component of examining synergy (part 2: using mobile devices) investigated how this teacher used mobile devices to provide feedback when students created explanations. The synergy between providing instruction and using mobile devices was investigated by analyzing a middle school teacher's practices in two different units (plants and water quality). Next, this study focused on describing how the level of synergy influenced the quality of students' scientific explanations. Finally, I investigated the role of focused teaching intervention sessions to inform teacher in relation to students' performance. In conclusion, findings of this study showed that the decrease in the teacher's support for claims, did not affect the quality of the students' claims. On the other hand, the quality of students' reasoning were linked with the teacher's practices. This suggests that when supporting students' explanations, focusing on components that students find challenging would benefit students' construction of explanations. To achieve synergy in this process, the collaboration between teacher's practices, focused teaching intervention sessions and scaffolds designed to support teachers played a crucial role in aiding students in creating explanations.

Clinical data warehousing for evidence based decision making.

PubMed

Narra, Lekha; Sahama, Tony; Stapleton, Peta

2015-01-01

Large volumes of heterogeneous health data silos pose a big challenge when exploring for information to allow for evidence based decision making and ensuring quality outcomes. In this paper, we present a proof of concept for adopting data warehousing technology to aggregate and analyse disparate health data in order to understand the impact various lifestyle factors on obesity. We present a practical model for data warehousing with detailed explanation which can be adopted similarly for studying various other health issues.

Explanation-based learning in infancy.

PubMed

Baillargeon, Renée; DeJong, Gerald F

2017-10-01

In explanation-based learning (EBL), domain knowledge is leveraged in order to learn general rules from few examples. An explanation is constructed for initial exemplars and is then generalized into a candidate rule that uses only the relevant features specified in the explanation; if the rule proves accurate for a few additional exemplars, it is adopted. EBL is thus highly efficient because it combines both analytic and empirical evidence. EBL has been proposed as one of the mechanisms that help infants acquire and revise their physical rules. To evaluate this proposal, 11- and 12-month-olds (n = 260) were taught to replace their current support rule (that an object is stable when half or more of its bottom surface is supported) with a more sophisticated rule (that an object is stable when half or more of the entire object is supported). Infants saw teaching events in which asymmetrical objects were placed on a base, followed by static test displays involving a novel asymmetrical object and a novel base. When the teaching events were designed to facilitate EBL, infants learned the new rule with as few as two (12-month-olds) or three (11-month-olds) exemplars. When the teaching events were designed to impede EBL, however, infants failed to learn the rule. Together, these results demonstrate that even infants, with their limited knowledge about the world, benefit from the knowledge-based approach of EBL.

Engaging Undergraduate Education Majors in the Practice of Astronomy through a Coherent Science Content Storyline Course

NASA Astrophysics Data System (ADS)

Plummer, Julia; Palma, Christopher

2015-08-01

For the next generation of students to learn astronomy as both a body of knowledge and a process of continually extending, refining, and revising that knowledge, teachers at all levels must learn how to engage their students in the practices of astronomy. This begins by designing science coursework for undergraduate education majors in ways that reflect how we hope they will teach their own future students. We have designed an undergraduate astronomy course for elementary education majors around a coherent science content storyline (CSCS) framework in order to investigate methods that support education majors’ uptake of astronomy practices. CSCS instruction purposefully sequences lessons in ways that make explicit the connections between science ideas in order to move students towards increasingly sophisticated explanations for a single big idea in science. We used this framework to organize our course around a series of astronomical investigations that build towards a big idea in astronomy: how the formation model explains current patterns observed in the Solar System. Each investigation helps students begin to explain observations of the Solar System from a coherent, systems-based perspective as they make choices on how to design their own data collection and analysis strategies. Through these investigations, future teachers begin to view astronomy as a process of answering scientific questions using evidence-based explanations and model-based reasoning. The course design builds on our prior research into students’ ideas about Solar System phenomena and its formation as well as students’ ideas about how astronomers carry out investigations. Preliminary results, based on analysis of student conversations during in-class investigations, science notebook entries, and scientific reports, suggest that the course helps students learn to construct evidence-based explanations while also increasing the accuracy of the explanations for astronomical phenomena. We will discuss implications for undergraduate astronomy education towards increasing future teachers’ proficiency in doing astronomy in ways that move them towards understanding how astronomers investigate the universe.

Simple explanations and reasoning: From philosophy of science to expert systems

NASA Technical Reports Server (NTRS)

Rochowiak, Daniel

1988-01-01

A preliminary prototype of a simple explanation system was constructed. Although the system, based on the idea of storytelling, did not incorporate all of the principles of simple explanation, it did demonstrate the potential of the approach. The system incorporated a hypertext system, an inference engine, and facilities for constructing contrast type explanations. The continued development of such a system should prove to be valuable. By extending the resources of the expert system paradigm, the knowledge engineer is not forced to learn a new set of skills, and the domain knowledge already acquired by him is not lost. Further, both the beginning user and the more advanced user can be accommodated. For the beginning user, corrective explanations and ES explanations provide facilities for more clearly understanding the way in which the system is functioning. For the more advanced user, the instance and state explanations allow him to focus on the issues at hand. The simple model of explanation attempts to exploit and show how the why and how facilities of the expert system paradigm can be extended by attending to the pragmatics of explanation and adding texture to the ordinary pattern of reasoning in a rule based system.

First-line treatment for advanced ovarian cancer: paclitaxel, platinum and the evidence

PubMed Central

Sandercock, J; Parmar, M K B; Torri, V; Qian, W

2002-01-01

Four large randomised trials of paclitaxel in combination with platinum against a platinum-based control treatment have now been published in full, representing around 88% (3588 out of 4057) of patients randomised into the eight known trials of this question. There is substantial heterogeneity in the results of these four trials. Four main explanations for this heterogeneity have been proposed: differences in the extent and timing of ‘crossover’ to taxanes in the control groups; differences in the types of patient included; differences in the effectiveness of the research regimens used; differences in the effectiveness of the control regimens used. In this study we examine whether any of these explanations is consistent with the pattern of results seen in these trials. Each explanation suggests that a particular characteristic of each trial was responsible for the results observed. For each explanation the trials were split into groups according to that characteristic, in order to partition the total heterogeneity into that seen ‘within’ and ‘between’ groups of trials. If a particular explanation was consistent with the pattern of results, we would expect to see relatively little heterogeneity within each group of trial results viewed in this way, with most of the heterogeneity being between groups which are dissimilar with respect to the key characteristic. Heterogeneity ‘within’ and ‘between’ groups was formally compared using the F-ratio. If any explanation appeared to be consistent with the results of the trials, it was considered whether the explanation was also consistent with other evidence available about these regimens. Only one explanation appeared to be consistent with the pattern of results seen in these trials, and that was differences in effectiveness of the control arms used in these trials. This suggests that the very positive results in favour of paclitaxel/cisplatin seen in two of the trials may have been due to the use of a suboptimal control arm. There is no direct evidence about the relative effectiveness of the control arms used in these trials, but indirect evidence is consistent with the conclusion that the cyclophosphamide/cisplatin regimen used in two of the trials may be less effective than the control regimens used in the other trials. Specific concerns about the choice of a cyclophosphamide/cisplatin control arm in the first of these trials to report were raised before the results of the other trials were known, i.e. before any heterogeneity had been observed. Further investigation of this question would be useful. In the meantime, given all of the randomised evidence on the efficacy and toxicity associated with the regimens used in these trials, we conclude that single agent carboplatin is a safe and effective first-line treatment for women with advanced ovarian cancer. British Journal of Cancer (2002) 87, 815–824. doi:10.1038/sj.bjc.6600567 www.bjcancer.com © 2002 Cancer Research UK PMID:12373593

Evidence-Based Practice in the social sciences? A scale of causality, interventions, and possibilities for scientific proof

PubMed Central

Tellings, Agnes

2017-01-01

This article discusses Evidence-Based Practice (EBP) in the social sciences. After a brief outline of the discussion, the work of William Herbert Dray (1921–2009) is examined. Dray, partly following Collingwood, worked on different forms of causality and methodology in historical explanation (in comparison to the social sciences), based on a distinction between causes and reasons. Dray’s ladder of rational understanding is also explored here. Taking his argumentation further and sometimes turning it upside-down, a scale of forms of causality is developed with accompanying types of interventions and possibilities for scientific proof of their effectivity. This scale makes it possible to weigh interventions regarding the degree to which “hard” scientific proof is possible for them. The article concludes with a brief discussion of how interventions in psychology and education should be chosen and can be justified, both those that do and those that don’t lend themselves to empirical research. PMID:28989240

Salutogenesis.

PubMed

Lindström, Bengt; Eriksson, Monica

2005-06-01

The editor of the journal has taken the initiative to develop glossaries on central concepts in health promotion. The aim of this paper is to explain and clarify the key concepts of the salutogenic theory sense of coherence coined by Aaron Antonovsky. The explanations and interpretations are the result of an analysis of the scientific evidence base of the first 25 years of salutogenic research, described and discussed in an ongoing project on a systematic review by the above authors. The contemporary evidence shows the salutogenic approach could have a more central position in public health and health promotion research and practice. Furthermore, it could contribute to the solution of some of the most urgent public health problems of our time such as the question of mental health promotion. Finally, it could create a solid theoretical framework for health promotion.

Semantic mechanisms may be responsible for developing synesthesia

PubMed Central

Mroczko-Wąsowicz, Aleksandra; Nikolić, Danko

2014-01-01

Currently, little is known about how synesthesia develops and which aspects of synesthesia can be acquired through a learning process. We review the increasing evidence for the role of semantic representations in the induction of synesthesia, and argue for the thesis that synesthetic abilities are developed and modified by semantic mechanisms. That is, in certain people semantic mechanisms associate concepts with perception-like experiences—and this association occurs in an extraordinary way. This phenomenon can be referred to as “higher” synesthesia or ideasthesia. The present analysis suggests that synesthesia develops during childhood and is being enriched further throughout the synesthetes’ lifetime; for example, the already existing concurrents may be adopted by novel inducers or new concurrents may be formed. For a deeper understanding of the origin and nature of synesthesia we propose to focus future research on two aspects: (i) the similarities between synesthesia and ordinary phenomenal experiences based on concepts; and (ii) the tight entanglement of perception, cognition and the conceptualization of the world. Importantly, an explanation of how biological systems get to generate experiences, synesthetic or not, may have to involve an explanation of how semantic networks are formed in general and what their role is in the ability to be aware of the surrounding world. PMID:25191239

Health Inequality and Careers

ERIC Educational Resources Information Center

Robertson, Peter J.

2014-01-01

Structural explanations of career choice and development are well established. Socioeconomic inequality represents a powerful factor shaping career trajectories and economic outcomes achieved by individuals. However, a robust and growing body of evidence demonstrates a strong link between socioeconomic inequality and health outcomes. Work is a key…

It's not only what you say, it's also how you say it: communicating nipah virus prevention messages during an outbreak in Bangladesh.

PubMed

Parveen, Shahana; Islam, M Saiful; Begum, Momtaz; Alam, Mahbub-Ul; Sazzad, Hossain M S; Sultana, Rebeca; Rahman, Mahmudur; Gurley, Emily S; Hossain, M Jahangir; Luby, Stephen P

2016-08-05

During a fatal Nipah virus (NiV) outbreak in Bangladesh, residents rejected biomedical explanations of NiV transmission and treatment and lost trust in the public healthcare system. Field anthropologists developed and communicated a prevention strategy to bridge the gap between the biomedical and local explanation of the outbreak. We explored residents' beliefs and perceptions about the illness and care-seeking practices and explained prevention messages following an interactive strategy with the aid of photos showed the types of contact that can lead to NiV transmission from bats to humans by drinking raw date palm sap and from person-to-person. The residents initially believed that the outbreak was caused by supernatural forces and continued drinking raw date palm sap despite messages from local health authorities to stop. Participants in community meetings stated that the initial messages did not explain that bats were the source of this virus. After our intervention, participants responded that they now understood how NiV could be transmitted and would abstain from raw sap consumption and maintain safer behaviours while caring for patients. During outbreaks, one-way behaviour change communication without meaningful causal explanations is unlikely to be effective. Based on the cultural context, interactive communication strategies in lay language with supporting evidence can make biomedical prevention messages credible in affected communities, even among those who initially invoke supernatural causal explanations.

A Five-Stage Prediction-Observation-Explanation Inquiry-Based Learning Model to Improve Students' Learning Performance in Science Courses

ERIC Educational Resources Information Center

Hsiao, Hsien-Sheng; Chen, Jyun-Chen; Hong, Jon-Chao; Chen, Po-Hsi; Lu, Chow-Chin; Chen, Sherry Y.

2017-01-01

A five-stage prediction-observation-explanation inquiry-based learning (FPOEIL) model was developed to improve students' scientific learning performance. In order to intensify the science learning effect, the repertory grid technology-assisted learning (RGTL) approach and the collaborative learning (CL) approach were utilized. A quasi-experimental…

What Can Be Learned from Inverse Statistics?

NASA Astrophysics Data System (ADS)

Ahlgren, Peter Toke Heden; Dahl, Henrik; Jensen, Mogens Høgh; Simonsen, Ingve

One stylized fact of financial markets is an asymmetry between the most likely time to profit and to loss. This gain-loss asymmetry is revealed by inverse statistics, a method closely related to empirically finding first passage times. Many papers have presented evidence about the asymmetry, where it appears and where it does not. Also, various interpretations and explanations for the results have been suggested. In this chapter, we review the published results and explanations. We also examine the results and show that some are at best fragile. Similarly, we discuss the suggested explanations and propose a new model based on Gaussian mixtures. Apart from explaining the gain-loss asymmetry, this model also has the potential to explain other stylized facts such as volatility clustering, fat tails, and power law behavior of returns.

The Earth's Mantle Is Solid: Teachers' Misconceptions About the Earth and Plate Tectonics.

ERIC Educational Resources Information Center

King, Chris

2000-01-01

Discusses the misconceptions revealed by the teachers' answers and outlines more accurate answers and explanations based on established evidence and uses these to provide a more complete understanding of plate tectonic process and the structure of Earth. (Author/YDS)

Going Global: A Model for Evaluating Empirically Supported Family-Based Interventions in New Contexts.

PubMed

Sundell, Knut; Ferrer-Wreder, Laura; Fraser, Mark W

2014-06-01

The spread of evidence-based practice throughout the world has resulted in the wide adoption of empirically supported interventions (ESIs) and a growing number of controlled trials of imported and culturally adapted ESIs. This article is informed by outcome research on family-based interventions including programs listed in the American Blueprints Model and Promising Programs. Evidence from these controlled trials is mixed and, because it is comprised of both successful and unsuccessful replications of ESIs, it provides clues for the translation of promising programs in the future. At least four explanations appear plausible for the mixed results in replication trials. One has to do with methodological differences across trials. A second deals with ambiguities in the cultural adaptation process. A third explanation is that ESIs in failed replications have not been adequately implemented. A fourth source of variation derives from unanticipated contextual influences that might affect the effects of ESIs when transported to other cultures and countries. This article describes a model that allows for the differential examination of adaptations of interventions in new cultural contexts. © The Author(s) 2012.

Does Medical Students' Diagnostic Performance Improve by Observing Examples of Self-Explanation Provided by Peers or Experts?

ERIC Educational Resources Information Center

Chamberland, Martine; Mamede, Sílvia; St-Onge, Christina; Setrakian, Jean; Schmidt, Henk G.

2015-01-01

Educational strategies that promote the development of clinical reasoning in students remain scarce. Generating self-explanations (SE) engages students in active learning and has shown to be an effective technique to improve clinical reasoning in clerks. Example-based learning has been shown to support the development of accurate knowledge…

Connections between Student Explanations and Arguments from Evidence about Plant Growth

ERIC Educational Resources Information Center

Dauer, Jenny M.; Doherty, Jennifer H.; Freed, Allison L.; Anderson, Charles W.

2014-01-01

We investigate how students connect explanations and arguments from evidence about plant growth and metabolism--two key practices described by the "Next Generation Science Standards". This study reports analyses of interviews with 22 middle and high school students postinstruction, focusing on how their sense-making strategies led them…

Single-Case Design Research: Building the Evidence-Base in the Field of Education of Deaf and Hard of Hearing Students.

PubMed

Cannon, Joanna E; Guardino, Caroline; Antia, Shirin D; Luckner, John L

2016-01-01

The field of education of deaf and hard of hearing (DHH) students has a paucity of evidence-based practices (EBPs) to guide instruction. The authors discussed how the research methodology of single-case design (SCD) can be used to build EBPs through direct and systematic replication of studies. An overview of SCD research methods is presented, including an explanation of how internal and external validity issues are addressed, and why SCD is appropriate for intervention research with DHH children. The authors then examine the SCD research in the field according to quality indicators (QIs; at the individual level and as a body of evidence) to determine the existing evidence base. Finally, future replication areas are recommended to fill the gaps in SCD research with students who are DHH in order to add to the evidence base in the field.

Scaling phenomena in the Internet: Critically examining criticality

PubMed Central

Willinger, Walter; Govindan, Ramesh; Jamin, Sugih; Paxson, Vern; Shenker, Scott

2002-01-01

Recent Internet measurements have found pervasive evidence of some surprising scaling properties. The two we focus on in this paper are self-similar scaling in the burst patterns of Internet traffic and, in some contexts, scale-free structure in the network's interconnection topology. These findings have led to a number of proposed models or “explanations” of such “emergent” phenomena. Many of these explanations invoke concepts such as fractals, chaos, or self-organized criticality, mainly because these concepts are closely associated with scale invariance and power laws. We examine these criticality-based explanations of self-similar scaling behavior—of both traffic flows through the Internet and the Internet's topology—to see whether they indeed explain the observed phenomena. To do so, we bring to bear a simple validation framework that aims at testing whether a proposed model is merely evocative, in that it can reproduce the phenomenon of interest but does not necessarily capture and incorporate the true underlying cause, or indeed explanatory, in that it also captures the causal mechanisms (why and how, in addition to what). We argue that the framework can provide a basis for developing a useful, consistent, and verifiable theory of large networks such as the Internet. Applying the framework, we find that, whereas the proposed criticality-based models are able to produce the observed “emergent” phenomena, they unfortunately fail as sound explanations of why such scaling behavior arises in the Internet. PMID:11875212

When Does Provision of Instruction Promote Learning?

ERIC Educational Resources Information Center

Lee, Hee Seung; Anderson, Abraham; Betts, Shawn; Anderson, John R.

2011-01-01

Contradictory evidence has been reported on the effects of discovery learning approach and the role of instructional explanations. By manipulating the presence of instruction (verbal explanation) and transparency of problem structures, we investigated how effects of instructional explanations differed depending on the transparency of problem…

Mini-Journals: Incorporating Inquiry, Quantitative Skills and Writing into Homework Assignments for Geochemistry and Planetary Science

NASA Astrophysics Data System (ADS)

Whittington, A. G.; Speck, A.; Witzig, S.

2011-12-01

As part of an NSF-funded project, "CUES: Connecting Undergraduates to the Enterprise of Science," new inquiry-based homework materials were developed for two upper-level classes at the University of Missouri: Geochemistry (required for Geology majors, fulfills the computing requirement by having 50% of the grade come from five spreadsheet-based homework assignments), and Solar System Science (open to seniors and graduate students, co-taught and cross-listed between Geology and Physics & Astronomy). Inquiry involves activities where the learner engages in scientifically oriented questions, gives priority to evidence in responding to questions, formulates explanations from evidence, connects explanations to scientific knowledge, and communicates and justifies explanations. We engage students in inquiry-based learning by presenting homework exercises as "mini-journal" articles that follow the format of a scientific journal article, including a title, authors, abstract, introduction, methods, results, discussion and citations to peer-reviewed literature. The mini-journal provides a scaffold and serves as a springboard for students to develop and carry out their own follow-up investigation. They then present their findings in the form of their own mini-journal. Mini-journals replace traditional homework problem sets with a format that more directly reflects and encourages scientific practice. Students are engaged in inquiry-based homework which encompass doing, thinking, and communicating, while the mini-journal allows the instructor to contain lines of inquiry within the limits posed by available resources. In the examples we present, research is conducted via spreadsheet modeling, where the students develop their own spreadsheets. Example assignments from Geochemistry include "Trace Element Partitioning During Mantle Melting and MORB Crystallization" and "Isotopic Investigations of Crustal Evolution in the Midcontinent US". The key differences between the old and new formats include (i) active participation of the students in defining the question/problem that they will pursue, within well-defined boundaries, (ii) open-ended nature of the inquiry, so that students need to recognize when they have enough information to answer their question, (iii) extensive spreadsheet manipulation and presentation of results in graphical and tabular formats, and (iv) a written discussion of their findings. Grading is weighted more towards how the problem was addressed, and how findings are presented and interpreted, and less on actual numerical answers. Survey responses from students indicate that they experience discomfort on being presented with an open-ended assignment, but like the freedom to define their own problem. Students also recognize that reading, writing and critical thinking skills employed in the minijournal format increase their understanding of content. The combination of calculation and writing components make these assignments particularly useful for classes designated as "computer-based", and/or "writing intensive" (or similar designations).

Nanocrystal ghosting: Extensive radiation damage in MgO induced by low-energy electrons

NASA Astrophysics Data System (ADS)

Frankenfield, Zackery; Kane, Kenneth; Sawyer, William H.

2017-03-01

We report direct evidence of extensive radiation damage in MgO nanocrystals due to intense bombardment (2 × 10 electrons/nm sec) by electrons with beam energies between 60 keV and 120 keV. Based upon a minimum intensity necessary to produce the observed damage, we present an explanation based on the Knotek-Feibelman process.

Urban Is Floating Face down in the Mainstream: Using Hip-Hop-Based Education Research to Resurrect "The Urban" in Urban Education

ERIC Educational Resources Information Center

Irby, Decoteau J.

2015-01-01

Throughout this article, I argue that within the mainstream field of urban education, "the urban" is floating face down, lifeless, and devoid of significant meaning. "City" and "urban" function as taken-for-granted variables that stand in the rightful place of rich explanations, based in theory and evidence, of the…

Children Balance Theories and Evidence in Exploration, Explanation, and Learning

ERIC Educational Resources Information Center

Bonawitz, Elizabeth Baraff; van Schijndel, Tessa J. P.; Friel, Daniel; Schulz, Laura

2012-01-01

We look at the effect of evidence and prior beliefs on exploration, explanation and learning. In Experiment 1, we tested children both with and without differential prior beliefs about balance relationships (Center Theorists, mean: 82 months; Mass Theorists, mean: 89 months; No Theory children, mean: 62 months). Center and Mass Theory children who…

Saudi lung cancer management guidelines 2017

PubMed Central

Jazieh, Abdul Rahman; Al Kattan, Khaled; Bamousa, Ahmed; Al Olayan, Ashwaq; Abdelwarith, Ahmed; Ansari, Jawaher; Al Twairqi, Abdullah; Al Fayea, Turki; Al Saleh, Khalid; Al Husaini, Hamed; Abdelhafiez, Nafisa; Mahrous, Mervat; Faris, Medhat; Al Omair, Ameen; Hebshi, Adnan; Al Shehri, Salem; Al Dayel, Foad; Bamefleh, Hanaa; Khalbuss, Walid; Al Ghanem, Sarah; Loutfi, Shukri; Khankan, Azzam; Al Rujaib, Meshael; Al Ghamdi, Majed; Ibrahim, Nagwa; Swied, Abdulmonem; Al Kayait, Mohammad; Datario, Marie

2017-01-01

BACKGROUND: Lung cancer management is getting more complex due to the rapid advances in all aspects of diagnostic and therapeutic options. Developing guidelines is critical to help practitioners provide standard of care. METHODS: The Saudi Lung Cancer Guidelines Committee (SLCGC) multidisciplinary members from different specialties and from various regions and healthcare sectors of the country reviewed and updated all lung cancer guidelines with appropriate labeling of level of evidence. Supporting documents to help healthcare professionals were developed. RESULTS: Detailed lung cancer management guidelines were finalized with appropriate resources for systemic therapy and short reviews highlighting important issues. Stage based disease management recommendation were included. A summary explanation for complex topics were included in addition to tables of approved systemic therapy. CONCLUSION: A multidisciplinary lung cancer guidelines was developed and will be disseminated across the country. PMID:29118855

Saudi lung cancer management guidelines 2017.

PubMed

Jazieh, Abdul Rahman; Al Kattan, Khaled; Bamousa, Ahmed; Al Olayan, Ashwaq; Abdelwarith, Ahmed; Ansari, Jawaher; Al Twairqi, Abdullah; Al Fayea, Turki; Al Saleh, Khalid; Al Husaini, Hamed; Abdelhafiez, Nafisa; Mahrous, Mervat; Faris, Medhat; Al Omair, Ameen; Hebshi, Adnan; Al Shehri, Salem; Al Dayel, Foad; Bamefleh, Hanaa; Khalbuss, Walid; Al Ghanem, Sarah; Loutfi, Shukri; Khankan, Azzam; Al Rujaib, Meshael; Al Ghamdi, Majed; Ibrahim, Nagwa; Swied, Abdulmonem; Al Kayait, Mohammad; Datario, Marie

2017-01-01

Lung cancer management is getting more complex due to the rapid advances in all aspects of diagnostic and therapeutic options. Developing guidelines is critical to help practitioners provide standard of care. The Saudi Lung Cancer Guidelines Committee (SLCGC) multidisciplinary members from different specialties and from various regions and healthcare sectors of the country reviewed and updated all lung cancer guidelines with appropriate labeling of level of evidence. Supporting documents to help healthcare professionals were developed. Detailed lung cancer management guidelines were finalized with appropriate resources for systemic therapy and short reviews highlighting important issues. Stage based disease management recommendation were included. A summary explanation for complex topics were included in addition to tables of approved systemic therapy. A multidisciplinary lung cancer guidelines was developed and will be disseminated across the country.

Experimental Philosophy of Explanation Rising: The Case for a Plurality of Concepts of Explanation.

PubMed

Colombo, Matteo

2017-03-01

This paper brings together results from the philosophy and the psychology of explanation to argue that there are multiple concepts of explanation in human psychology. Specifically, it is shown that pluralism about explanation coheres with the multiplicity of models of explanation available in the philosophy of science, and it is supported by evidence from the psychology of explanatory judgment. Focusing on the case of a norm of explanatory power, the paper concludes by responding to the worry that if there is a plurality of concepts of explanation, one will not be able to normatively evaluate what counts as good explanation. Copyright © 2016 Cognitive Science Society, Inc.

Performance Evaluation of an Online Argumentation Learning Assistance Agent

ERIC Educational Resources Information Center

Huang, Chenn-Jung; Wang, Yu-Wu; Huang, Tz-Hau; Chen, Ying-Chen; Chen, Heng-Ming; Chang, Shun-Chih

2011-01-01

Recent research indicated that students' ability to construct evidence-based explanations in classrooms through scientific inquiry is critical to successful science education. Structured argumentation support environments have been built and used in scientific discourse in the literature. To the best of our knowledge, no research work in the…

Making Sense of Dinosaur Tracks

ERIC Educational Resources Information Center

MacKenzie, Ann Haley; McDowell, Brian

2012-01-01

What do paleontologists, dinosaur tracks, and the nature of science have in common? They're combined here in an inquiry activity where students use methods of observation and inference to devise evidence-based explanations for the data they collect about dinosaur tracks, much like the methods used by paleontologists. Students then debate the…

Strategies to support nurse work reintegration after deployment constructed from analysis of army nurses' redeployment experiences.

PubMed

Hopkins-Chadwick, Denise L

2012-01-01

Many military nurses find a period of transition is necessary in order to fully return to work after deployment. Coworkers and supervisors can be a positive or negative force in that transition. Using data from a larger study, evidence-based strategies to support nurses who return to nursing work after deployment were developed. Having an understanding of what returning nurses say about their "coming home" phase can help coworkers and supervisors be a positive force in work transition. A table of tasks with explanations is provided to assist coworkers and supervisors in facilitating the transition back to noncombat nurse work.

An Examination of Stereotype Threat Effects on Girls' Mathematics Performance

ERIC Educational Resources Information Center

Ganley, Colleen M.; Mingle, Leigh A.; Ryan, Allison M.; Ryan, Katherine; Vasilyeva, Marina; Perry, Michelle

2013-01-01

Stereotype threat has been proposed as 1 potential explanation for the gender difference in standardized mathematics test performance among high-performing students. At present, it is not entirely clear how susceptibility to stereotype threat develops, as empirical evidence for stereotype threat effects across the school years is inconsistent. In…

Modeling Hidden Circuits: An Authentic Research Experience in One Lab Period

NASA Astrophysics Data System (ADS)

Moore, J. Christopher; Rubbo, Louis J.

2016-10-01

Two wires exit a black box that has three exposed light bulbs connected together in an unknown configuration. The task for students is to determine the circuit configuration without opening the box. In the activity described in this paper, we navigate students through the process of making models, developing and conducting experiments that can support or falsify models, and confronting ways of distinguishing between two different models that make similar predictions. We also describe a twist that forces students to confront new phenomena, requiring revision of their mental model of electric circuits. This activity is designed to mirror the practice of science by actual scientists and expose students to the "messy" side of science, where our simple explanations of reality often require expansion and/or revision based on new evidence. The purpose of this paper is to present a simple classroom activity within the context of electric circuits that supports students as they learn to test hypotheses and refine and revise models based on evidence.

Embedding argumentation discourse within elementary inquiry teaching: Implications for professional development

NASA Astrophysics Data System (ADS)

Borger, Laurie Landon

The National Research Council's most recent report Taking Science to School: Learning and Teaching Science in Grades K-8, (2007) has suggested a redefinition of science proficiency. "This framework rests on a view of science as both a body of knowledge and an evidence-based, model building enterprise that continually extends, refines, and revises knowledge" (p.2). Therefore embedding argumentation discourse within inquiry teaching includes educating students to voice their own evidence based explanations and justifications for acceptance, refinement, or possible rejection by their peers. This new perspective will require elementary teachers to challenge their own knowledge, beliefs, and practices about science proficiency. It will necessitate the creation of professional development opportunities that are specific to the needs of the teachers who are facilitating the reform during a time period when the NCLB (2001) legislation requires 100% proficiency for all students in reading and math. This intrinsic case study involved the purposive sampling of 30 regular elementary education teachers in one rural school district in Pennsylvania. A grounded theory perspective was used to examine the elementary teachers' beliefs, practices, and barriers as a means to specify the necessary supports needed to accept the challenges associated with the redefinition of science proficiency. Data was collected through a survey, observational inventory, checklist, and interviews. Using constant comparison analysis, this researcher and the district's Science Department Head, identified and refined emerging trends into the following four essential themes: equity and accountability, teacher's beliefs, isolation, and curriculum rigor. Each theme influenced instructional practices. Most notably the implementation of the teacher evaluation plan encouraged teachers to view science as a lower priority and hindered their desire to improve it. Isolation kept teachers' science knowledge and pedagogical content knowledge stagnate, including their beliefs surrounding the ultimate goal of elementary science. The science curriculum did not include explanation or argumentation as a top level goal for instruction consequently instructional practices were limited. Eight specific components for professional development are delineated.

Validating Measurement of Knowledge Integration in Science Using Multiple-Choice and Explanation Items

ERIC Educational Resources Information Center

Lee, Hee-Sun; Liu, Ou Lydia; Linn, Marcia C.

2011-01-01

This study explores measurement of a construct called knowledge integration in science using multiple-choice and explanation items. We use construct and instructional validity evidence to examine the role multiple-choice and explanation items plays in measuring students' knowledge integration ability. For construct validity, we analyze item…

Fostering Active Processing of Instructional Explanations of Learners with High and Low Prior Knowledge

ERIC Educational Resources Information Center

Acuna, Santiago R.; Garcia Rodicio, Hector; Sanchez, Emilio

2011-01-01

Despite the potential advantages of instructional explanations, evidence indicates that they are usually ineffective. Subsequent work has shown that in order to make instructional explanations effective indeed, one successful strategy is to combine them with indications of the limitations in learners' understanding that they are intended to…

Reasoning with alternative explanations in physics: The cognitive accessibility rule

NASA Astrophysics Data System (ADS)

Heckler, Andrew F.; Bogdan, Abigail M.

2018-06-01

A critical component of scientific reasoning is the consideration of alternative explanations. Recognizing that decades of cognitive psychology research have demonstrated that relative cognitive accessibility, or "what comes to mind," strongly affects how people reason in a given context, we articulate a simple "cognitive accessibility rule", namely that alternative explanations are considered less frequently when an explanation with relatively high accessibility is offered first. In a series of four experiments, we test the cognitive accessibility rule in the context of consideration of alternative explanations for six physical scenarios commonly found in introductory physics curricula. First, we administer free recall and recognition tasks to operationally establish and distinguish between the relative accessibility and availability of common explanations for the physical scenarios. Then, we offer either high or low accessibility explanations for the physical scenarios and determine the extent to which students consider alternatives to the given explanations. We find two main results consistent across algebra- and calculus-based university level introductory physics students for multiple answer formats. First, we find evidence that, at least for some contexts, most explanatory factors are cognitively available to students but not cognitively accessible. Second, we empirically verify the cognitive accessibility rule and demonstrate that the rule is strongly predictive, accounting for up to 70% of the variance of the average student consideration of alternative explanations across scenarios. Overall, we find that cognitive accessibility can help to explain biases in the consideration of alternatives in reasoning about simple physical scenarios, and these findings lend support to the growing number of science education studies demonstrating that tasks relevant to science education curricula often involve rapid, automatic, and potentially predictable processes and outcomes.

Teachers and the Gender Gaps in Student Achievement. NBER Working Paper No. 11660

ERIC Educational Resources Information Center

Dee, Thomas S.

2005-01-01

In the United States, girls outperform boys in measures of reading achievement while generally underperforming in science and mathematics. One major class of explanations for these gaps involves the gender-based interactions between students and teachers (e.g., role-model and Pygmalion effects). However, the evidence on whether these interactions…

Engaging Karen Refugee Students in Science Learning through a Cross-Cultural Learning Community

ERIC Educational Resources Information Center

Harper, Susan G.

2017-01-01

This research explored how Karen (first-generation refugees from Burma) elementary students engaged with the Next Generation Science Standards (NGSS) practice of constructing scientific explanations based on evidence within the context of a cross-cultural learning community. In this action research, the researcher and a Karen parent served as…

Just-So Stories: Vaccines, Autism, and the Single-Bullet Disorder

ERIC Educational Resources Information Center

Bearman, Peter

2010-01-01

When should people believe in science, especially in scientific explanations of the causes of health, ill or otherwise? One line of argumentation is that scientific evidence based in robust ecological data, supported by previously tested animal or biological models or double-blinded randomized control trials trumps intuition or just plain "common…

Planning Science Instruction for Critical Thinking: Two Urban Elementary Teachers' Responses to a State Science Assessment

ERIC Educational Resources Information Center

Mangiante, Elaine Silva

2013-01-01

Science education reform standards have shifted focus from exploration and experimentation to evidence-based explanation and argumentation to prepare students with knowledge for a changing workforce and critical thinking skills to evaluate issues requiring increasing scientific literacy. However, in urban schools serving poor, diverse populations,…

Variability in goethite surface site density: evidence from proton and carbonate sorption.

PubMed

Villalobos, Mario; Trotz, Maya A; Leckie, James O

2003-12-15

Goethite is a representative iron oxide in natural environments due to its abundance and thermodynamic stability and may be responsible for many surface-mediated processes, including ion retention and mobility in aqueous settings. A large variability in morphologies and specific surface areas of goethite crystals exists but little work has been done to compare surface reactivity between them. The present work offers experimental evidence for the existence of an inverse relationship between sorption capacity for protons and carbonate ions and specific surface area of goethite for three synthetic goethite preparations spanning surface area differences by a factor of 2. An explanation for this was found by assuming a variable reactive site density between preparations in direct relationship to their sorption capacity based on congruency of carbonate sorption computed on a per-site basis. Previous evidence of maximum sorption capacities supports this explanation, and site density ratios between the goethites studied here were obtained. Triple layer surface complexation modeling was successful in describing adsorption data for all goethite preparations using equal stoichiometries. A new formulation of standard state for activities of surface species based on a 1.0 mole fraction of sites on the solid allowed transformation of the conventional molar concentration-based affinity constants to values based on site occupancy. In this fashion, by applying the appropriate site density ratios, a single set of affinity constant values was found that described accurately the adsorption data for all preparations.

Supernatural beliefs, natural kinds, and conceptual structure.

PubMed

Walker, S J

1992-11-01

This article presents cross-cultural evidence in support of the notion that adults' natural kind concepts are theory based but may be informed by knowledge/belief systems other than the biological. Three groups of subjects from western Nigeria--rural, urban, and elite--participated in the study. Subjects heard stories describing alterations of appearance; that is, one natural kind was made to resemble another in both ritual and nonritual contexts. Subjects then were required to judge the identity of the altered item and to give an explanation for the category judgment. It was predicted that subjects would make more nonpreservation-of-identity category judgments supported by supernatural explanations in the ritual contexts and that subjects' use of supernatural explanations would reflect the extent of their engagement with the supernatural. The first prediction was borne out; the second prediction was only partially supported. Discussion of the results emphasizes the importance of exploring the role of sociocultural factors in conceptual structure.

Connections between student explanations and arguments from evidence about plant growth.

PubMed

Dauer, Jenny M; Doherty, Jennifer H; Freed, Allison L; Anderson, Charles W

2014-01-01

We investigate how students connect explanations and arguments from evidence about plant growth and metabolism-two key practices described by the Next Generation Science Standards. This study reports analyses of interviews with 22 middle and high school students postinstruction, focusing on how their sense-making strategies led them to interpret-or misinterpret-scientific explanations and arguments from evidence. The principles of conservation of matter and energy can provide a framework for making sense of phenomena, but our results show that some students reasoned about plant growth as an action enabled by water, air, sunlight, and soil rather than a process of matter and energy transformation. These students reinterpreted the hypotheses and results of standard investigations of plant growth, such as van Helmont's experiment, to match their own understanding of how plants grow. Only the more advanced students consistently interpreted mass changes in plants or soil as evidence of movement of matter. We also observed that a higher degree of scaffolding during some of the interview questions allowed mid-level students to improve their responses. We describe our progress and challenges developing teaching materials with scaffolding to improve students' understanding of plant growth and metabolism. © 2014 J. M. Dauer et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Engaging Karen refugee students in science learning through a cross-cultural learning community

NASA Astrophysics Data System (ADS)

Harper, Susan G.

2017-02-01

This research explored how Karen (first-generation refugees from Burma) elementary students engaged with the Next Generation Science Standards (NGSS) practice of constructing scientific explanations based on evidence within the context of a cross-cultural learning community. In this action research, the researcher and a Karen parent served as co-teachers for fourth- and fifth-grade Karen and non-Karen students in a science and culture after-school programme in a public elementary school in the rural southeastern United States. Photovoice provided a critical platform for students to create their own cultural discourses for the learning community. The theoretical framework of critical pedagogy of place provided a way for the learning community to decolonise and re-inhabit the learning spaces with knowledge they co-constructed. Narrative analysis of video transcripts of the after-school programme, ethnographic interviews, and focus group discussions from Photovoice revealed a pattern of emerging agency by Karen students in the scientific practice of constructing scientific explanations based on evidence and in Karen language lessons. This evidence suggests that science learning embedded within a cross-cultural learning community can empower refugee students to construct their own hybrid cultural knowledge and leverage that knowledge to engage in a meaningful way with the epistemology of science.

Human memory reconsolidation: A guiding framework and critical review of the evidence.

PubMed

Elsey, James W B; Van Ast, Vanessa A; Kindt, Merel

2018-05-24

Research in nonhuman animals suggests that reactivation can induce a transient, unstable state in a previously consolidated memory, during which the memory can be disrupted or modified, necessitating a process of restabilization in order to persist. Such findings have sparked a wave of interest into whether this phenomenon, known as reconsolidation, occurs in humans. Translating research from animal models to human experiments and even to clinical interventions is an exciting prospect, but amid this excitement, relatively little work has critically evaluated and synthesized existing research regarding human memory reconsolidation. In this review, we formalize a framework for evaluating and designing studies aiming to demonstrate human memory reconsolidation. We use this framework to shed light on reconsolidation-based research in human procedural memory, aversive and appetitive memory, and declarative memory, covering a diverse selection of the most prominent examples of this research, including studies of memory updating, retrieval-extinction procedures, and pharmacological interventions such as propranolol. Across different types of memory and procedure, there is a wealth of observations consistent with reconsolidation. Moreover, some experimental findings are already being translated into clinically relevant interventions. However, there are a number of inconsistent findings, and the presence of alternative explanations means that we cannot conclusively infer the presence of reconsolidation at the neurobiological level from current evidence. Reconsolidation remains a viable but hotly contested explanation for some observed changes in memory expression in both humans and animals. Developing effective and efficient new reconsolidation-based treatments can be a goal that unites researchers and guides future experiments. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Synergy and Students' Explanations: Exploring the Role of Generic and Content-Specific Scaffolds

ERIC Educational Resources Information Center

Delen, Ibrahim; Krajcik, Joseph

2018-01-01

In this study, we explored how a teacher used a new mobile application that enables students to collect data inside and outside the classroom, and then use the data to create scientific explanations by using claim-evidence-reasoning framework. Previous technologies designed to support scientific explanations focused on how these programs improve…

A statistical test of unbiased evolution of body size in birds.

PubMed

Bokma, Folmer

2002-12-01

Of the approximately 9500 bird species, the vast majority is small-bodied. That is a general feature of evolutionary lineages, also observed for instance in mammals and plants. The avian interspecific body size distribution is right-skewed even on a logarithmic scale. That has previously been interpreted as evidence that body size evolution has been biased. However, a procedure to test for unbiased evolution from the shape of body size distributions was lacking. In the present paper unbiased body size evolution is defined precisely, and a statistical test is developed based on Monte Carlo simulation of unbiased evolution. Application of the test to birds suggests that it is highly unlikely that avian body size evolution has been unbiased as defined. Several possible explanations for this result are discussed. A plausible explanation is that the general model of unbiased evolution assumes that population size and generation time do not affect the evolutionary variability of body size; that is, that micro- and macroevolution are decoupled, which theory suggests is not likely to be the case.

Attention-deficit hyperactivity disorder, drug companies and the internet.

PubMed

Mitchell, Jessica; Read, John

2012-01-01

This study investigated the influence of drug-company funding on websites about attention-deficit hyperactivity disorder (ADHD). Websites in the top 60 for either Google or Yahoo!Xtra with information about causation and treatment were analysed. Likert scales, based on those used in previous similar studies, were developed to rate aetiological explanations and recommended treatment approaches, on a dimension from psycho-social to biological. Overall, the quality of information on websites was poor with a strong bias towards bio-genetic aetiological explanations of ADHD. Twenty-one of the 57 websites (37%) were funded by drug companies. The drug-company funded (DCF) websites were significantly more likely than non-DCF websites to recommend medication rather than psycho-social treatments. The selective lack of consideration of psycho-social treatments by DCF websites is discussed in relation to the relevant research literature, including the evidence in favour of a multimodal approach. The findings, which are consistent with previous similar studies in relation to websites about adult mental health problems, confirm that the pharmaceutical industry is seeking to influence public opinion via the internet.

Determinants of Judgments of Explanatory Power: Credibility, Generality, and Statistical Relevance.

PubMed

Colombo, Matteo; Bucher, Leandra; Sprenger, Jan

2017-01-01

Explanation is a central concept in human psychology. Drawing upon philosophical theories of explanation, psychologists have recently begun to examine the relationship between explanation, probability and causality. Our study advances this growing literature at the intersection of psychology and philosophy of science by systematically investigating how judgments of explanatory power are affected by (i) the prior credibility of an explanatory hypothesis, (ii) the causal framing of the hypothesis, (iii) the perceived generalizability of the explanation, and (iv) the relation of statistical relevance between hypothesis and evidence. Collectively, the results of our five experiments support the hypothesis that the prior credibility of a causal explanation plays a central role in explanatory reasoning: first, because of the presence of strong main effects on judgments of explanatory power, and second, because of the gate-keeping role it has for other factors. Highly credible explanations are not susceptible to causal framing effects, but they are sensitive to the effects of normatively relevant factors: the generalizability of an explanation, and its statistical relevance for the evidence. These results advance current literature in the philosophy and psychology of explanation in three ways. First, they yield a more nuanced understanding of the determinants of judgments of explanatory power, and the interaction between these factors. Second, they show the close relationship between prior beliefs and explanatory power. Third, they elucidate the nature of abductive reasoning.

Determinants of Judgments of Explanatory Power: Credibility, Generality, and Statistical Relevance

PubMed Central

Colombo, Matteo; Bucher, Leandra; Sprenger, Jan

2017-01-01

Explanation is a central concept in human psychology. Drawing upon philosophical theories of explanation, psychologists have recently begun to examine the relationship between explanation, probability and causality. Our study advances this growing literature at the intersection of psychology and philosophy of science by systematically investigating how judgments of explanatory power are affected by (i) the prior credibility of an explanatory hypothesis, (ii) the causal framing of the hypothesis, (iii) the perceived generalizability of the explanation, and (iv) the relation of statistical relevance between hypothesis and evidence. Collectively, the results of our five experiments support the hypothesis that the prior credibility of a causal explanation plays a central role in explanatory reasoning: first, because of the presence of strong main effects on judgments of explanatory power, and second, because of the gate-keeping role it has for other factors. Highly credible explanations are not susceptible to causal framing effects, but they are sensitive to the effects of normatively relevant factors: the generalizability of an explanation, and its statistical relevance for the evidence. These results advance current literature in the philosophy and psychology of explanation in three ways. First, they yield a more nuanced understanding of the determinants of judgments of explanatory power, and the interaction between these factors. Second, they show the close relationship between prior beliefs and explanatory power. Third, they elucidate the nature of abductive reasoning. PMID:28928679

Older persons' definitions and explanations of elder abuse in the Netherlands.

PubMed

Mysyuk, Yuliya; Westendorp, Rudi G J; Lindenberg, Jolanda

2016-01-01

In this article we explore older persons' definitions of and explanations for elder abuse in the Netherlands by means of interviews with older persons. A qualitative study was conducted based on semistructured interviews with 35 older persons who had no experience with abuse. Our findings show that older persons participating in our study define elder abuse foremost as physical violence that is performed intentionally. The study participants explain elder abuse as a result of the dependency and vulnerability of older persons, of changing norms and values, and of changes in the position of older persons in society, which result in disrespect toward older persons and a lack of social control and responsibility. The older persons' explanations for the occurrence of abuse mainly focus on societal changes; older persons seem to regard elder abuse primarily as a societal problem. This understanding of, and explanation for, elder abuse may influence their detection and reporting behavior, as they may tend to acknowledge only severe cases of intentional physical violence that leave clear and therefore physically detectable evidence.

The differential effects of tangible rewards and praise on intrinsic motivation: A comparison of cognitive evaluation theory and operant theory.

PubMed

Carton, J S

1996-01-01

Substantial research indicates that tangible rewards, such as money, prizes, and tokens, decrease response rates by undermining intrinsic motivation. In contrast, praise appears to increase response rates by enhancing intrinsic motivation. Based on their interpretation of available evidence, many social-cognitive researchers warn not to use tangible rewards in applied settings and to use praise instead. Furthermore, they suggest that the differential effects of the two types of rewards on intrinsic motivation cannot be explained using principles of operant psychology. Cognitive evaluation theory provides one of the most recent and widely cited social-cognitive explanations for the different effects of the two types of rewards on intrinsic motivation (Deci & Ryan, 1985). However, a review of existing research found little support for the explanations based on this theory and revealed three potential confounding effects: (a) temporal contiguity, (b) the number of reward administrations, and (c) discriminative stimuli associated with reward availability. These three confounding factors provide explanations for the effects of tangible rewards and praise on intrinsic motivation that are consistent with principles of operant psychology.

The differential effects of tangible rewards and praise on intrinsic motivation: A comparison of cognitive evaluation theory and operant theory

PubMed Central

Carton, John S.

1996-01-01

Substantial research indicates that tangible rewards, such as money, prizes, and tokens, decrease response rates by undermining intrinsic motivation. In contrast, praise appears to increase response rates by enhancing intrinsic motivation. Based on their interpretation of available evidence, many social-cognitive researchers warn not to use tangible rewards in applied settings and to use praise instead. Furthermore, they suggest that the differential effects of the two types of rewards on intrinsic motivation cannot be explained using principles of operant psychology. Cognitive evaluation theory provides one of the most recent and widely cited social-cognitive explanations for the different effects of the two types of rewards on intrinsic motivation (Deci & Ryan, 1985). However, a review of existing research found little support for the explanations based on this theory and revealed three potential confounding effects: (a) temporal contiguity, (b) the number of reward administrations, and (c) discriminative stimuli associated with reward availability. These three confounding factors provide explanations for the effects of tangible rewards and praise on intrinsic motivation that are consistent with principles of operant psychology. PMID:22478261

How people explain their own and others’ behavior: a theory of lay causal explanations

PubMed Central

Böhm, Gisela; Pfister, Hans-Rüdiger

2015-01-01

A theoretical model is proposed that specifies lay causal theories of behavior; and supporting experimental evidence is presented. The model’s basic assumption is that different types of behavior trigger different hypotheses concerning the types of causes that may have brought about the behavior. Seven categories are distinguished that are assumed to serve as both behavior types and explanation types: goals, dispositions, temporary states such as emotions, intentional actions, outcomes, events, and stimulus attributes. The model specifies inference rules that lay people use when explaining behavior (actions are caused by goals; goals are caused by higher order goals or temporary states; temporary states are caused by dispositions, stimulus attributes, or events; outcomes are caused by actions, temporary states, dispositions, stimulus attributes, or events; events are caused by dispositions or preceding events). Two experiments are reported. Experiment 1 showed that free-response explanations followed the assumed inference rules. Experiment 2 demonstrated that explanations which match the inference rules are generated faster and more frequently than non-matching explanations. Together, the findings support models that incorporate knowledge-based aspects into the process of causal explanation. The results are discussed with respect to their implications for different stages of this process, such as the activation of causal hypotheses and their subsequent selection, as well as with respect to social influences on this process. PMID:25741306

The Beaks of Finches & the Tool Analogy: Use with Care

ERIC Educational Resources Information Center

Milne, Catherine

2008-01-01

Analogies are an integral feature of scientific theories, like evolution. They are developed to support explanations, proposed on the basis of evidence collected from experimental studies, field studies, and other observational studies. They map a known source or process to an unknown or target with the goal of helping educators understand the…

The Motor Core of Speech: A Comparison of Serial Organization Patterns in Infants and Languages.

ERIC Educational Resources Information Center

MacNeilage, Peter F.; Davis, Barbara L.; Kinney, Ashlynn; Matyear, Christine L.

2000-01-01

Presents evidence for four major design features of serial organization of speech arising from comparison of babbling and early speech with patterns in ten languages. Maintains that no explanation for the design features is available from Universal Grammar; except for intercyclical consonant repetition development, perceptual-motor learning seems…

"Merds That Laugh Don't Like Mushrooms": Evidence for Deductive Reasoning by Preschoolers.

ERIC Educational Resources Information Center

Hawkins, J.; And Others

1984-01-01

Examines the relationship between development of logical processes required in deductive reasoning and their use by preschoolers, also considering possible explanations for children's deductive reasoning. The relationship of problem content to real-world knowledge and the sequence of presentation of problem types were found to affect the display…

Jessor's Problem Behavior Theory: Cross-National Evidence from Hungary, the Netherlands, Slovenia, Spain, Switzerland, Taiwan, Turkey, and the United States

ERIC Educational Resources Information Center

Vazsonyi, Alexander T.; Chen, Pan; Jenkins, Dusty D.; Burcu, Esra; Torrente, Ginesa; Sheu, Chuen-Jim

2010-01-01

Jessor (2008) has recently called attention to "description" versus "explanation" in cross-cultural and cross-national comparative scholarship on adolescent development, particularly, the etiology of adolescent problem behaviors. In the current study, we were interested in testing to what extent problem behavior theory…

Situational Evidence: Strategies for Causal Reasoning From Observational Field Notes

ERIC Educational Resources Information Center

Katz, Jack

2015-01-01

There is unexamined potential for developing and testing rival causal explanations in the type of data that participant observation is best suited to create: descriptions of in situ social interaction crafted from the participants' perspectives. By intensively examining a single ethnography, we can see how multiple predictions can be derived from…

Collaborating To Enhance Student Reasoning: Frances' Account of Her Reflections While Teaching Chemical Equilibrium.

ERIC Educational Resources Information Center

Thomas, Gregory P.; McRobbie, Campbell J.

2002-01-01

Reports on a teacher's changing perceptions during a collaborative, two-year interpretive research project involving two researchers, herself, and her students. Uses the collaborative approach between teacher and researchers to promote students' theory-evidence coordination and use of word explanations with an emphasis on developing and critiquing…

The Principal and the Law. Elementary Principal Series No. 7.

ERIC Educational Resources Information Center

Doverspike, David E.; Cone, W. Henry

Developments over the past 25 years in school-related legal issues in elementary schools have significantly changed the principal's role. In 1975, a decision of the U.S. Supreme Court established three due-process guidelines for short-term suspension. The decision requires student notification of charges, explanation of evidence, and an informal…

ArcAtlas in the Classroom: Pattern Identification, Description, and Explanation

ERIC Educational Resources Information Center

DeMers, Michael N.; Vincent, Jeffrey S.

2007-01-01

The use of geographic information systems (GIS) in the classroom provides a robust and effective method of teaching the primary spatial skills of identification, description, and explanation of spatial pattern. A major handicap for the development of GIS-based learning experiences, especially for non-GIS specialist educators, is the availability…

Evaluating the Unequal-Variance and Dual-Process Explanations of zROC Slopes with Response Time Data and the Diffusion Model

ERIC Educational Resources Information Center

Starns, Jeffrey J.; Ratcliff, Roger; McKoon, Gail

2012-01-01

We tested two explanations for why the slope of the z-transformed receiver operating characteristic (zROC) is less than 1 in recognition memory: the unequal-variance account (target evidence is more variable than lure evidence) and the dual-process account (responding reflects both a continuous familiarity process and a threshold recollection…

K-5 mentor teachers' journeys toward reform-oriented science within a professional development school context

NASA Astrophysics Data System (ADS)

Manno, Jacqueline L.

Reform-oriented science teaching with a specific focus on evidence and explanation provides a student-centered learning environment which encourages children to question, seek answers to those questions, experience phenomena, share ideas, and develop explanations of science concepts based on evidence. One of the ways schools have risen to meet the challenge of ever-increasing demands for success in science and all other curricular areas has been in the development of professional development schools (PDSs). Dedicated to the simultaneous renewal of schools and teacher education programs, the structure of a PDS plays a significant role in the change process. The purpose of this research study was to investigate the nature of change in mentor teachers' beliefs and pedagogical practices toward science teaching in the elementary school as conveyed through their own "stories of practice". The major research questions that guided the study were: (1) How do mentor teachers describe their science teaching practices and how have they changed as a result of participation in PDS? (a) In what ways do PDS mentor teachers' descriptions of practice reflect contemporary reform ideas and practices in science education? (b) To what extent do their stories emphasize technical aspects of teaching versus epistemological changes in their thinking and knowledge? (c) How is student learning in science reflected in teachers' stories of practice? (2) What is the relationship between the levels and types of involvement in PDS to change in thinking about and practices of teaching science? (3) What is the depth of commitment that mentors convey about changes in science teaching practices? Using case study design, the research explored the ways experienced teachers, working within the context of a PDS community, described changes in the ways they think about and teach science. The connection to the issue of change in teaching practices grew out of interest in understanding the relationship between mentor teachers' engagement in PDS activities and their thinking about classroom practice. The main focus of this research study was on change in science teaching within the context of a professional development school. PDS literature and current literature on the learning and teaching of science in grades K-8 provided a theoretical orientation to guide the research. Additionally, literature on the process of change in schools helped to narrow the focus of the study while using a lens of situated learning provided additional insight. Analysis of the interview data generated seven assertions that captured the nature of the change process of mentor teachers. Science-specific professional development as well as strong support and encouragement within an active community of learners played significant roles in the transformation of mentor teachers from traditional or activity-based science teachers into educators who use reform-oriented methods and a lens of evidence and explanation to guide their science teaching. Mentor teachers acknowledged an increase in student interest and excitement toward science as a result of these changes in science teaching practices. In addition, data revealed that mentor teachers remained committed to their changed practice after several years. By examining the change process of mentor teachers in a PDS environment, findings from this study are discussed based on implications regarding the factors that contribute to and affect change as reform-oriented practices are implemented in science, a curricular area that is often neglected by elementary teachers.

Students' abilities to critique scientific evidence when reading and writing scientific arguments

NASA Astrophysics Data System (ADS)

Knight, Amanda M.

Scientific arguments are used to persuade others for explanations that make sense of the natural world. Over time, through the accumulation of evidence, one explanation for a scientific phenomenon tends to take precedence. In science education, arguments make students' thinking and reasoning visible while also supporting the development of their conceptual, procedural, and epistemic knowledge. As such, argumentation has become a goal within recent policy documents, including the Next Generation Science Standards, which, in turn, presents a need for comprehensive, effective, and scalable assessments. This dissertation used assessments that measure students' abilities to critique scientific evidence, which is measured in terms of the form of justification and the support of empirical evidence, when reading and writing scientific arguments. Cognitive interviews were then conducted with a subset of the students to explore the criteria they used to critique scientific evidence. Specifically, the research investigated what characteristics of scientific evidence the students preferred, how they critiqued both forms of justification and empirical evidence, and whether the four constructs represented four separate abilities. Findings suggest that students' prioritized the type of empirical evidence to the form of justification, and most often selected relevant-supporting justifications. When writing scientific arguments, most students constructed a justified claim, but struggled to justify their claims with empirical evidence. In comparison, when reading scientific arguments, students had trouble locating a justification when it was not empirical data. Additionally, it was more difficult for students to critique than identify or locate empirical evidence, and it was more difficult for students to identify than locate empirical evidence. Findings from the cognitive interviews suggest that students with more specific criteria tended to have more knowledge of the construct. Lastly, dimensional analyses suggest that these may not be four distinct constructs, which has important implications for curriculum development and instructional practice. Namely, teachers should attend to the critique of scientific evidence separately when reading and writing scientific arguments.

What Do Students' Explanations Look Like When They Use Second-Hand Data?

ERIC Educational Resources Information Center

Delen, Ibrahim; Krajcik, Joseph

2015-01-01

Explanation studies underlined the importance of using evidence in support of claims. However, few studies have focused on students' use of others' data (second-hand data) in this process. In this study, students collected data from a local water source and then took all the data back to the classroom to create scientific explanations by using…

Mind the gap! Automated concept map feedback supports students in writing cohesive explanations.

PubMed

Lachner, Andreas; Burkhart, Christian; Nückles, Matthias

2017-03-01

Many students are challenged with the demand of writing cohesive explanations. To support students in writing cohesive explanations, we developed a computer-based feedback tool that visualizes cohesion deficits of students' explanations in a concept map. We conducted three studies to investigate the effectiveness of such feedback as well as the underlying cognitive processes. In Study 1, we found that the concept map helped students identify potential cohesion gaps in their drafts and plan remedial revisions. In Study 2, students with concept map feedback conducted revisions that resulted in more locally and globally cohesive, and also more comprehensible, explanations than the explanations of students who revised without concept map feedback. In Study 3, we replicated the findings of Study 2 by and large. More importantly, students who had received concept map feedback on a training explanation 1 week later wrote a transfer explanation without feedback that was more cohesive than the explanation of students who had received no feedback on their training explanation. The automated concept map feedback appears to particularly support the evaluation phase of the revision process. Furthermore, the feedback enabled novice writers to acquire sustainable skills in writing cohesive explanations. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Knowing How and Knowing Why: Testing the Effect of Instruction Designed for Cognitive Integration on Procedural Skills Transfer

ERIC Educational Resources Information Center

Cheung, Jeffrey J. H.; Kulasegaram, Kulamakan M.; Woods, Nicole N.; Moulton, Carol-anne; Ringsted, Charlotte V.; Brydges, Ryan

2018-01-01

Transfer is a desired outcome of simulation-based training, yet evidence for how instructional design features promote transfer is lacking. In clinical reasoning, transfer is improved when trainees experience instruction integrating basic science explanations with clinical signs and symptoms. To test whether integrated instruction has similar…

Elementary Teachers' Curriculum Design and Pedagogical Reasoning for Supporting Students' Comparison and Evaluation of Evidence-Based Explanations

ERIC Educational Resources Information Center

Biggers, Mandy; Forbes, Cory T.; Zangori, Laura

2013-01-01

Previous research suggests that elementary teachers vary in their enactment of science curriculum materials and may not always engage students in substantive sense making. This mixed-methods study investigates elementary teachers' use of science curriculum materials to engage students in the scientific practice of comparing and evaluating…

Engaging in Argument from Evidence and the Ocean Sciences Sequence for Grades 3-5: A case study in complementing professional learning experiences with instructional materials aligned to instructional goals

NASA Astrophysics Data System (ADS)

Schoedinger, S. E.; Weiss, E. L.

2016-12-01

K-5 science teachers, who often lack a science background, have been tasked with a huge challenge in implementing NGSS—to completely change their instructional approach from one that views science as a body of knowledge to be imparted to one that is epistemic in nature. We have found that providing high-quality professional learning (PL) experiences is often not enough and that teachers must have instructional materials that align with their instructional goals. We describe a case study in which the Lawrence Hall of Science (the Hall) used the Hall-developed Ocean Sciences Sequence for Grades 3-5 (OSS 3-5) to support a rigorous PL program for grade 3-5 teachers focused on the NGSS science and engineering practice, engaging in argument from evidence. Developed prior to the release of NGSS, the Ocean Literacy Framework and the NGSS precursor, A Framework for K-12 Science Education, informed the content and instructional approaches of OSS 3-5. OSS 3-5 provides a substantial focus on making evidence-based explanations (and other science practices), while building students' ocean sciences content knowledge. From 2013-2015, the Hall engaged cohorts of teachers in a rigorous PL experience focused on engaging in argument from evidence. During the summer, teachers attended a week-long institute, in which exemplar activities from OSS 3-5 were used to model instructional practices to support arguing from evidence and related practices, e.g., developing and using models and constructing explanations. Immediately afterward, teachers enacted what they'd learned during a two-week summer school practicum. Here, they team-taught the OSS 3-5 curriculum, participated in video reflection groups, and received coaching and just-in-time input from instructors. In the subsequent academic year, many teachers began by teaching OSS 3-5 so that they could practice engaging students in argumentation in curriculum they'd already used for that purpose. Throughout the year, teachers participated in four follow-up PL sessions, which included planning time. Project staff found that teachers struggled to find and/or create appropriate opportunities to engage students in argumentation when using the district-adopted curriculum, which was not created with these goals in mind.

Deterministic versus evidence-based attitude towards clinical diagnosis.

PubMed

Soltani, Akbar; Moayyeri, Alireza

2007-08-01

Generally, two basic classes have been proposed for scientific explanation of events. Deductive reasoning emphasizes on reaching conclusions about a hypothesis based on verification of universal laws pertinent to that hypothesis, while inductive or probabilistic reasoning explains an event by calculation of some probabilities for that event to be related to a given hypothesis. Although both types of reasoning are used in clinical practice, evidence-based medicine stresses on the advantages of the second approach for most instances in medical decision making. While 'probabilistic or evidence-based' reasoning seems to involve more mathematical formulas at the first look, this attitude is more dynamic and less imprisoned by the rigidity of mathematics comparing with 'deterministic or mathematical attitude'. In the field of medical diagnosis, appreciation of uncertainty in clinical encounters and utilization of likelihood ratio as measure of accuracy seem to be the most important characteristics of evidence-based doctors. Other characteristics include use of series of tests for refining probability, changing diagnostic thresholds considering external evidences and nature of the disease, and attention to confidence intervals to estimate uncertainty of research-derived parameters.

Semantics is crucial for the right-hemisphere involvement in metaphor processing: evidence from mouth asymmetry during speaking.

PubMed

Argyriou, Paraskevi; Byfield, Sarah; Kita, Sotaro

2015-01-01

Research on the neural basis of metaphor provides contradicting evidence about the role of right and left hemispheres. We used the mouth-opening asymmetry technique to investigate the relative involvement of the two hemispheres whilst right-handed healthy male participants explained the meaning of English phrases. This technique is based on the contralateral cortical control of the facial musculature and reflects the relative hemispheric involvement during different cognitive tasks. In particular, right-handers show a right-sided mouth asymmetry (right side of the mouth opens wider than the left) during linguistic tasks, thus reflecting the left-hemisphere specialization for language. In the current study, we compared the right-sided mouth asymmetry during metaphor explanation (e.g., explain the meaning of the phrase "to spin a yarn") and concrete explanation (e.g., explain the meaning of the phrase "to spin a golf ball") and during the production of content and function words. The expected right-sided mouth asymmetry reduced during metaphorical compared to concrete explanations suggesting the relative right-hemispheric involvement for metaphor processing. Crucially, this right-sided mouth asymmetry reduction was particularly pronounced for the production of content words. Thus, we concluded that semantics is crucial to the right-hemispheric involvement for metaphorical speech production.

Teachers Making Sense of Result-Oriented Teams: A Cognitive Anthropological Approach to Educational Change

ERIC Educational Resources Information Center

Wierenga, Sijko J.; Kamsteeg, Frans H.; Simons, P. Robert Jan; Veenswijk, Marcel

2015-01-01

Studies on educational change efforts abound but generally limit themselves to post hoc explanations of failure and success. Such explanations are rarely turned into attempts at providing models for predicting change outcomes. The present study tries to develop such a model based on the teachers' impact analysis of a management-driven…

Value-based integrated (renal) care: setting a development agenda for research and implementation strategies.

PubMed

Valentijn, Pim P; Biermann, Claus; Bruijnzeels, Marc A

2016-08-02

Integrated care services are considered a vital strategy for improving the Triple Aim values for people with chronic kidney disease. However, a solid scholarly explanation of how to develop, implement and evaluate such value-based integrated renal care services is limited. The aim of this study was to develop a framework to identify the strategies and outcomes for the implementation of value-based integrated renal care. First, the theoretical foundations of the Rainbow Model of Integrated Care and the Triple Aim were united into one overarching framework through an iterative process of key-informant consultations. Second, a rapid review approach was conducted to identify the published research on integrated renal care, and the Cochrane Library, Medline, Scopus, and Business Source Premier databases were searched for pertinent articles published between 2000 and 2015. Based on the framework, a coding schema was developed to synthesis the included articles. The overarching framework distinguishes the integrated care domains: 1) type of integration, 2) enablers of integration and the interrelated outcome domains, 3) experience of care, 4) population health and 5) costs. The literature synthesis indicated that integrated renal care implementation strategies have particularly focused on micro clinical processes and physical outcomes, while little emphasis has been placed on meso organisational as well as macro system integration processes. In addition, evidence regarding patients' perceived outcomes and economic outcomes has been weak. These results underscore that the future challenge for researchers is to explore which integrated care implementation strategies achieve better health and improved experience of care at a lower cost within a specific context. For this purpose, this study's framework and evidence synthesis have set a developmental agenda for both integrated renal care practice and research. Accordingly, we plan further work to develop an implementation model for value-based integrated renal services.

Dynamic mechanistic explanation: computational modeling of circadian rhythms as an exemplar for cognitive science.

PubMed

Bechtel, William; Abrahamsen, Adele

2010-09-01

We consider computational modeling in two fields: chronobiology and cognitive science. In circadian rhythm models, variables generally correspond to properties of parts and operations of the responsible mechanism. A computational model of this complex mechanism is grounded in empirical discoveries and contributes a more refined understanding of the dynamics of its behavior. In cognitive science, on the other hand, computational modelers typically advance de novo proposals for mechanisms to account for behavior. They offer indirect evidence that a proposed mechanism is adequate to produce particular behavioral data, but typically there is no direct empirical evidence for the hypothesized parts and operations. Models in these two fields differ in the extent of their empirical grounding, but they share the goal of achieving dynamic mechanistic explanation. That is, they augment a proposed mechanistic explanation with a computational model that enables exploration of the mechanism's dynamics. Using exemplars from circadian rhythm research, we extract six specific contributions provided by computational models. We then examine cognitive science models to determine how well they make the same types of contributions. We suggest that the modeling approach used in circadian research may prove useful in cognitive science as researchers develop procedures for experimentally decomposing cognitive mechanisms into parts and operations and begin to understand their nonlinear interactions.

Sexing the brain: the science and pseudoscience of sex differences.

PubMed

Rogers, Lesley J

2010-06-01

A recent upsurge in unitary biological explanations for gender differences in behavior (i.e. that they are "hard-wired" in the genetic code), put forward not only in books written for a general audience but also in scientific papers, makes it important to examine the fallacies of these ideas. Such genetic and hormonal explanations of human behavior, formulated with little consideration of the influences of experience, and often without taking experience into account at all, are part of a new wave of genetic explanations for a broad range of human behavior, as explained in the paper. These ideas are far from new; moreover, they are pseudoscientific and are used for political influence under the guise of science. They are a conservative social force that maintains social and educational inequalities between women and men. This paper explains that causal explanations of differences between the sexes are of two completely different types: unitary (genetic determinist) versus interactive explanations. The false reasoning used to support genetic determinist explanations of sex differences in behavior is discussed. To illustrate what biology really tells us about gender differentiation, the paper discusses the interactive roles of genetic, hormonal and environmental influences on the development of gender differences. These interactions are illustrated using two model biological systems (e.g. the intertwined influences of genes, sex hormones and experience on the development of sex differences in behavior in rats, and sex differences in neuronal connections in chickens). There is plenty of scientific evidence to show the complex interactive, and ever changing, influences of experience and genes that take place as an organism develops and throughout its life. Malleability of brain and behavior can be shown clearly using animal models, and the processes involved apply also to the development of brain and behavior in humans. We diminish our understanding of the functions of a host of contributing factors to gender differentiation by parceling out the largest portion of control to the genes. The biology and behavior of humans is dynamic and flexible and need not restrict women to inferior positions in society. 2010 Elsevier. Published by Elsevier B.V. All rights reserved.

Do structural changes (eg, collagen/matrix) explain the response to therapeutic exercises in tendinopathy: a systematic review.

PubMed

Drew, Benjamin T; Smith, Toby O; Littlewood, Chris; Sturrock, Ben

2014-06-01

Previous reviews have highlighted the benefit of loaded therapeutic exercise in the treatment of tendinopathy. Changes in observable structural outcomes have been suggested as a possible explanation for this response to therapeutic exercise. However, the mechanism for the efficacy of therapeutic exercise remains unclear. To systematically review the relationship between the observable structural change and clinical outcomes following therapeutic exercise. An electronic search of AMED, CiNAHL, Cochrane Central Register of Controlled Trials (CENTRAL), MEDLINE, PEDro and SPORTDiscus was undertaken from their inception to June 2012. Any study design that incorporated observable structural outcomes and clinical outcomes when assessing the effect of therapeutic exercise on participants with tendinopathy. Included studies were appraised for risk of bias using the tool developed by the Cochrane Back Review Group. Due to heterogeneity of studies, a qualitative synthesis was undertaken. Twenty articles describing 625 patients were included. Overall, there is a strong evidence to refute any observable structural change as an explanation for the response to therapeutic exercise when treated by eccentric exercise training. Moderate evidence does exist to support the response of heavy-slow resistance training (HSR). The available literature does not support observable structural change as an explanation for the response of therapeutic exercise except for some support from HSR. Future research should focus on indentifying other explanations including neural, biochemical and myogenic changes. Registered with PROSPERO, registration number CRD42011001638. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Adolescent brain development in normality and psychopathology

PubMed Central

LUCIANA, MONICA

2014-01-01

Since this journal’s inception, the field of adolescent brain development has flourished, as researchers have investigated the underpinnings of adolescent risk-taking behaviors. Explanations based on translational models initially attributed such behaviors to executive control deficiencies and poor frontal lobe function. This conclusion was bolstered by evidence that the prefrontal cortex and its interconnections are among the last brain regions to structurally and functionally mature. As substantial heterogeneity of prefrontal function was revealed, applications of neuroeconomic theory to adolescent development led to dual systems models of behavior. Current epidemiological trends, behavioral observations, and functional magnetic resonance imaging based brain activity patterns suggest a quadratic increase in limbically mediated incentive motivation from childhood to adolescence and a decline thereafter. This elevation occurs in the context of immature prefrontal function, so motivational strivings may be difficult to regulate. Theoretical models explain this patterning through brain-based accounts of subcortical–cortical integration, puberty-based models of adolescent sensation seeking, and neurochemical dynamics. Empirically sound tests of these mechanisms, as well as investigations of biology–context interactions, represent the field’s most challenging future goals, so that applications to psychopathology can be refined and so that developmental cascades that incorporate neurobiological variables can be modeled. PMID:24342843

Adolescent brain development in normality and psychopathology.

PubMed

Luciana, Monica

2013-11-01

Since this journal's inception, the field of adolescent brain development has flourished, as researchers have investigated the underpinnings of adolescent risk-taking behaviors. Explanations based on translational models initially attributed such behaviors to executive control deficiencies and poor frontal lobe function. This conclusion was bolstered by evidence that the prefrontal cortex and its interconnections are among the last brain regions to structurally and functionally mature. As substantial heterogeneity of prefrontal function was revealed, applications of neuroeconomic theory to adolescent development led to dual systems models of behavior. Current epidemiological trends, behavioral observations, and functional magnetic resonance imaging based brain activity patterns suggest a quadratic increase in limbically mediated incentive motivation from childhood to adolescence and a decline thereafter. This elevation occurs in the context of immature prefrontal function, so motivational strivings may be difficult to regulate. Theoretical models explain this patterning through brain-based accounts of subcortical-cortical integration, puberty-based models of adolescent sensation seeking, and neurochemical dynamics. Empirically sound tests of these mechanisms, as well as investigations of biology-context interactions, represent the field's most challenging future goals, so that applications to psychopathology can be refined and so that developmental cascades that incorporate neurobiological variables can be modeled.

Deductive Reasoning to Teach Newton's Law of Motion

ERIC Educational Resources Information Center

Lee, Han Su; Park, Jongwon

2013-01-01

Finding out about and then understanding the forces acting on a moving object, based on a description of the change in motion of this object, is an important part of the conceptual understanding of Newton's law of motion. Using Hempel's deductive-normative model for scientific explanation, we developed a deductive explanation task (DET),…

Supporting Collaborative Efforts in Implementing Evidence-Based Reading Interventions: The Role of Online Databases

ERIC Educational Resources Information Center

Coffee, Gina; Newell, Markeda L.; Kennedy, Adam S.

2014-01-01

The purpose of this article is to provide an explanation of how effective reading interventions are identified. Through a review of the National Reading Panel's general findings, along with a review of systems currently used to evaluate and disseminate specific reading interventions, a discussion of what works in reading is presented. The…

Tracing the U.S. Deficit in PISA Reading Skills to Early Childhood: Evidence from the United States and Canada

ERIC Educational Resources Information Center

Merry, Joseph J.

2013-01-01

Why does the United States lag behind so many other countries on international education assessments? The traditional view targets school-based explanations--U.S. schools attract poorer teachers and lack the proper incentives. But the U.S. educational system may also serve children with comparatively greater academic challenges as a result of…

Explanation, argumentation and dialogic interactions in science classrooms

NASA Astrophysics Data System (ADS)

Aguiar, Orlando G.

2016-12-01

As a responsive article to Miranda Rocksén's paper "The many roles of `explanation' in science education: a case study", this paper aims to emphasize the importance of the two central themes of her paper: dialogic approaches in science education and the role of explanations in science classrooms. I start discussing the concepts of dialogue and dialogism in science classrooms contexts. Dialogism is discussed as the basic tenet from which Rocksén developed her research design and methods. In turn, dialogues in science classrooms may be considered as a particular type of discourse that allows the students' culture, mostly based on everyday knowledge, and the science school culture, related to scientific knowledge and language to be interwoven. I argue that in school, science teachers are always committed to the resolution of differences according to a scientific position for the knowledge to be constructed. Thus, the institution of schooling constrains the ways in which dialogue can be conducted in the classrooms, as the scientific perspective will be always, beforehand, the reference for the conclusions to be reached. The second theme developed here, in dialogue with Rocksén, is about explanations in science classrooms. Based on Jean Paul Bronckart (Atividade de linguagem, textos e discursos: por um interacionismo sócio-discursivo, Educ, São Paulo, 1999), the differences and relationship between explanation and argumentation as communicative acts are re-discussed as well its practical consequences to science teaching. Finally, some epistemological questions are raised about the status of scientific explanations in relation to non-scientific ones.

Communicating confidence in the detection and attribution of trends relevant to climate change

NASA Astrophysics Data System (ADS)

Ebi, K. L.

2015-12-01

Readily understandable and consistent language for describing confidence in detection and attribution statements can be developed based on the approach used by the International Agency for Research on Cancer (IARC). IARC was founded in 1965 to provide government authorities with expert, independent, scientific opinion on the causes of human cancer. IARC developed four standard terms for evaluations of the strength of evidence for carcinogenicity arising from human and experimental animal data, and for the strength of mechanistic evidence. Evidence is categorized as sufficient, limited, inadequate, and lack of carcinogenicity. The IARC process then combines theory, evidence, and degree of agreement into a summary evaluation that includes concise statements of the principal line(s) of argument that emerged, the conclusions of the working group on the strength of the evidence for each group of studies, citations to indicate which studies were pivotal to these conclusions, and the reasons for any differential weighting of data. The summary IARC categories are: Group 1 for agents carcinogenic to humans; Group 2 includes Group 2A (probably carcinogenic to humans) or Group 2B (possibly carcinogenic to humans) on the basis of epidemiological and experimental evidence of carcinogenicity and mechanistic and other relevant data; Group 3 for agents is not classifiable as to its carcinogenicity to humans; and Group 4 for agents probably not carcinogenic to humans. There are obvious parallels with describing confidence in key findings on detection and attribution of a trend to anthropogenic climate change with the confidence statements used by the IARC. Developing and consistent application of similar categories along with accompanying explanations of the principal lines of evidence, would be a helpful step in clearing communicating the degree and sources of certainty in the findings of detection and attribution.

A world unglued: simultanagnosia as a spatial restriction of attention

PubMed Central

Dalrymple, Kirsten A.; Barton, Jason J. S.; Kingstone, Alan

2013-01-01

Simultanagnosia is a disorder of visual attention that leaves a patient's world unglued: scenes and objects are perceived in a piecemeal manner. It is generally agreed that simultanagnosia is related to an impairment of attention, but it is unclear whether this impairment is object- or space-based in nature. We first consider the findings that support a concept of simultanagnosia as deficit of object-based attention. We then examine the evidence suggesting that simultanagnosia results from damage to a space-based attentional system, and in particular a model of simultanagnosia as a narrowed spatial window of attention. We ask whether seemingly object-based deficits can be explained by space-based mechanisms, and consider the evidence that object processing influences spatial deficits in this condition. Finally, we discuss limitations of a space-based attentional explanation. PMID:23616758

Increasing Paid Work Time? A New Puzzle for Multinational Time-Diary Research

ERIC Educational Resources Information Center

Gershuny, Jonathan

2011-01-01

This explores the reasons that paid work time may be rising, at least in anglophone countries. Three explanations are discussed. (1) An historical reversal of the work/leisure gradient with respect to social position or social status. This gradient was once positive, but is now negative; evidence of this change from 11 developed countries is drawn…

Risk-Coping through Sexual Networks: Evidence from Client Transfers in Kenya

ERIC Educational Resources Information Center

Robinson, Jonathan; Yeh, Ethan

2012-01-01

Why do women engage in transactional sex? While much of the explanation is that sex-for-money pays more than other jobs, we use a unique panel data set constructed from 192 self-reported diaries of sex workers in Western Kenya to show that women who supply transactional sex develop relationships with regular clients, and that these clients send…

Neuropsychological development of cognitive abilities: a new research strategy and some preliminary evidence for a sexual orientation model.

PubMed

Sanders, G; Ross-Field, L

1987-09-01

The organizing action that prenatal sex hormones exert on the brain has been implicated in the aetiology of sex differences in cognitive abilities and cerebral asymmetries. Prenatal sex hormones are known to determine neuroendocrine responses and subsequent adult sexual behaviour in nonhuman animals and these hormones may also influence human sexual orientation. To unify these observations, we elaborate a sexual orientation model of neuropsychological development which predicts that sex differences in neuroendocrine responses, cerebral asymmetries, and cognitive abilities are related to sexual orientation rather than to sex per se. A common problem in the study of sex differences is that biological and sociocultural explanations are confounded. The sexual orientation model suggests a new research strategy, the comparison of homosexual and heterosexual groups, for which explanations in terms of sociocultural factors would be more difficult to sustain. The available evidence supports the model: In terms of a neuroendocrine response, cerebral asymmetry, and cognitive abilities, homosexual males resemble heterosexual females rather than heterosexual males. Our conclusions lead to questions that further research in this area should address, and to a consideration of problems which such research may have to face.

Constructing scientific explanations through premise-reasoning-outcome (PRO): an exploratory study to scaffold students in structuring written explanations

NASA Astrophysics Data System (ADS)

Tang, Kok-Sing

2016-06-01

This paper reports on the design and enactment of an instructional strategy aimed to support students in constructing scientific explanations. Informed by the philosophy of science and linguistic studies of science, a new instructional framework called premise-reasoning-outcome (PRO) was conceptualized, developed, and tested over two years in four upper secondary (9th-10th grade) physics and chemistry classrooms. This strategy was conceptualized based on the understanding of the structure of a scientific explanation, which comprises three primary components: (a) premise - accepted knowledge that provides the basis of the explanation, (b) reasoning - logical sequences that follow from the premise, and (c) outcome - the phenomenon to be explained. A study was carried out to examine how the PRO strategy influenced students' written explanations using multiple data sources (e.g. students' writing, lesson observations, focus group discussions). Analysis of students' writing indicates that explanations with a PRO structure were graded better by the teachers. In addition, students reported that the PRO strategy provided a useful organizational structure for writing scientific explanations, although they had some difficulties in identifying and using the structure. With the PRO as a new instructional tool, comparison with other explanation frameworks as well as implications for educational research and practice are discussed.

Teaching and learning of medical biochemistry according to clinical realities: A case study.

PubMed

Jabaut, Joshua M; Dudum, Ramzi; Margulies, Samantha L; Mehta, Akshita; Han, Zhiyong

2016-01-01

To foster medical students to become physicians who will be lifelong independent learners and critical thinkers with healthy skepticism and provide high-quality patient care guided by the best evidence, teaching of evidence-based medicine (EBM) has become an important component of medical education. Currently, the teaching and learning of biochemistry in medical schools incorporates its medical relevance and applications. However, to our knowledge there have been no reports on integrating EBM with teaching and learning medical biochemistry. Here, we present a case study to illustrate the significance of this approach. This case study was based on a biochemistry/nutrition question in a popular board review book about whether a homeless alcoholic man is at risk of developing a deficiency of vitamin E. The possible answers and explanation provided in the book raised a question about the correct answer, which provided us with an opportunity to adapt the philosophy and certain basic EBM principles to find evidence for the clinical applicability of a commonly taught biochemistry topic. The outcome of this case study not only taught us how to conduct an EBM exercise to answer a specific patient question, but also provided us with an opportunity for in-depth teaching and learning of the medical relevance of a specific biochemistry topic based on the best clinical evidence obtained from a systematic research of medical literature. © 2015 The International Union of Biochemistry and Molecular Biology.

A taxonomy of explanations in a general practitioner clinic for patients with persistent "medically unexplained" physical symptoms.

PubMed

Morton, LaKrista; Elliott, Alison; Cleland, Jennifer; Deary, Vincent; Burton, Christopher

2017-02-01

To develop a taxonomy of explanations for patients with persistent physical symptoms. We analysed doctors' explanations from two studies of a moderately-intensive consultation intervention for patients with multiple, often "medically-unexplained," physical symptoms. We used a constant comparative method to develop a taxonomy which was then applied to all verbatim explanations. We analysed 138 explanations provided by five general practitioners to 38 patients. The taxonomy comprised explanation types and explanation components. Three explanation types described the overall structure of the explanations: Rational Adaptive, Automatic Adaptive, and Complex. These differed in terms of who or what was given agency within the explanation. Three explanation components described the content of the explanation: Facts - generic statements about normal or dysfunctional processes; Causes - person-specific statements about proximal or distal causes for symptoms; Mechanisms - processes by which symptoms arise or persist in the individual. Most explanations conformed to one type and contained several components. This novel taxonomy for classifying clinical explanations permits detailed classification of explanation types and content. Explanation types appear to carry different implications of agency. The taxonomy is suitable for examining explanations and developing prototype explanatory scripts in both training and research settings. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Extending the PRISMA statement to equity-focused systematic reviews (PRISMA-E 2012): explanation and elaboration.

PubMed

Welch, Vivian; Petticrew, Mark; Petkovic, Jennifer; Moher, David; Waters, Elizabeth; White, Howard; Tugwell, Peter

2015-10-08

The promotion of health equity, the absence of avoidable and unfair differences in health outcomes, is a global imperative. Systematic reviews are an important source of evidence for health decision-makers, but have been found to lack assessments of the intervention effects on health equity. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) is a 27 item checklist intended to improve transparency and reporting of systematic reviews. We developed an equity extension for PRISMA (PRISMA-E 2012) to help systematic reviewers identify, extract, and synthesise evidence on equity in systematic reviews. In this explanation and elaboration paper we provide the rationale for each extension item. These items are additions or modifications to the existing PRISMA Statement items, in order to incorporate a focus on equity. An example of good reporting is provided for each item as well as the original PRISMA item. This explanation and elaboration document is intended to accompany the PRISMA-E 2012 Statement and the PRISMA Statement to improve understanding of the reporting guideline for users. The PRISMA-E 2012 reporting guideline is intended to improve transparency and completeness of reporting of equity-focused systematic reviews. Improved reporting can lead to better judgement of applicability by policy makers which may result in more appropriate policies and programs and may contribute to reductions in health inequities. To encourage wide dissemination of this article it is accessible on the International Journal for Equity in Health, Journal of Clinical Epidemiology, and Journal of Development Effectiveness web sites.

Adolescence, Attention Allocation, and Driving Safety

PubMed Central

Romer, Daniel; Lee, Yi-Ching; McDonald, Catherine C.; Winston, Flaura K.

2014-01-01

Motor vehicle crashes are the leading source of morbidity and mortality in adolescents in the United States and the developed world. Inadequate allocation of attention to the driving task and to driving hazards are important sources of adolescent crashes. We review major explanations for these attention failures with particular focus on the roles that brain immaturity and lack of driving experience play in causing attention problems. The review suggests that the potential for overcoming inexperience and immaturity with training to improve attention to both the driving task and hazards is substantial. Nevertheless, there are large individual differences in both attentional abilities and risky driving tendencies that pose challenges to novice driver policies. Research that can provide evidence-based direction for such policies is urgently needed. PMID:24759442

What is nature capable of? Evidence, ontology and speculative medical humanities.

PubMed

Savransky, Martin; Rosengarten, Marsha

2016-09-01

Expanding on the recent call for a 'critical medical humanities' to intervene in questions of the ontology of health, this article develops a what we call a 'speculative' orientation to such interventions in relation to some of the ontological commitments on which contemporary biomedical cultures rest. We argue that crucial to this task is an approach to ontology that treats it not as a question of first principles, but as a matter of the consequences of the images of nature that contemporary biomedical research practices espouse when they make claims to evidence, as well as the possible consequences of imagining different worlds in which health and disease processes partake. By attending to the implicit ontological assumptions involved in the method par excellence of biomedical research, namely the randomised controlled trial (RCT), we argue that the mechanistic ontology that tacitly informs evidence-based biomedical research simultaneously authorises a series of problematic consequences for understanding and intervening practically in the concrete realities of health. As a response, we develop an alternative ontological proposition that regards processes of health and disease as always situated achievements. We show that, without disqualifying RCT-based evidence, such a situated ontology enables one to resist the reduction of the realities of health and disease to biomedicine's current forms of explanation. In so doing, we call for medical humanities scholars to actively engage in the speculative question of what nature may be capable of. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

The Generation of Variation and The Developmental Basis for Evolutionary Novelty

PubMed Central

Hallgrímsson, Benedikt; Jamniczky, Heather A.; Young, Nathan M.; Rolian, Campbell; Schmidt-Ott, Urs; Marcucio, Ralph S.

2013-01-01

Organisms exhibit an incredible diversity of form, a fact that makes the evolution of novelty seemingly self-evident. However, despite the “obvious” case for novelty, defining this concept in evolutionary terms is highly problematic, so much so that some have suggested discarding it altogether. Approaches to this problem tend to take either an adaptation or development-based perspective, but we argue here that an exclusive focus on either of these misses the original intent of the novelty concept and undermines its practical utility. We instead propose that for a feature to be novel it must have evolved both by a transition between adaptive peaks on the fitness landscape and that this transition must have overcome a previous developmental constraint. This definition focuses novelty on the explanation of apparently difficult or low probability evolutionary transitions and highlights how the integration of developmental and functional considerations is necessary to evolutionary explanation. It further reinforces that novelty is a central concern not just of evolutionary developmental biology (i.e., “evo-devo”) but of evolutionary biology more generally. We explore this definition of novelty in light of four examples that range from the obvious to subtle. PMID:22649039

From classical psychodynamics to evidence synthesis: the motif of repression and a contemporary understanding of a key mediatory mechanism in psychosis.

PubMed

Fleming, Mick P; Martin, Colin R

2012-06-01

The stress vulnerability model has proven to be a politically important model for two reasons. It has provided the framework that defines a temporal and dynamic process whereby a person's uniquely determined biopsychosocial vulnerability to schizophrenia symptoms interacts with his or her capacity to manage stress and the amount and type of stress experienced in such a way that the person experiences schizophrenia symptoms. Second, the development of this framework promoted the notion of inherited and acquired vulnerability. Implicit was that vulnerability was individually determined and that there was a role for psychosocial factors in the development/maintenance of schizophrenia symptoms. This proved to be a catalyst for the development of studies implicating psychosocial factors in the etiology of schizophrenia symptoms. Studies derived from cognitive-behavioral theories have proven the most successful in identifying thinking patterns, emotional disturbances, and neurocognitive and defensive vulnerability factors inherent in the development of schizophrenia symptoms. Historically, within the psychoanalytic school there has been debate regarding the role of repressive coping mechanisms in schizophrenia development. Psychoanalytic theories have always appeared incapable of providing etiologic explanations of schizophrenia symptoms, with the possible exception of Melanie Klein, than other more salient psychosocial schools. Mechanisms within the process of repressive coping are consistent with evidence and mechanisms supporting the stress vulnerability models and existing cognitive-behavioral theories regarding development of paranoid delusions. These mechanisms are less consistent with social cognitive explanations of schizophrenia symptoms.

'I just wanted someone to tell me it wasn't all in my mind and do something for me': Qualitative exploration of acceptability of a CBT based intervention to manage chronic orofacial pain.

PubMed

Goldthorpe, J; Peters, S; Lovell, K; McGowan, L; Aggarwal, V

2016-05-13

Introduction Evidence suggests that psychosocial management may produce improved outcomes for patients suffering from chronic orofacial pain (COFP), when symptoms cannot be attributed to pathology. A complex intervention, based on cognitive behavioural therapy (CBT) was developed by a multi-disciplinary team, using evidence synthesis. An important element of developing and evaluating complex interventions is to establish acceptability to stakeholders; therefore qualitative interviews with patients were carried out.Objectives To explore levels of acceptability of a complex intervention to manage COFP.Method Semi-structured interviews were carried out with 17 participants who had been referred to the intervention. Thematic analysis was used to identify emerging issues and themes from the data.Results Themes relating to processes of engagement with the intervention emerged. Important processes were: identification with the intervention; feeling believed and understood; obtaining a plausible explanation for symptoms; degree of perceived effort required to engage; acceptance of having a long-term condition; and receiving demonstrative, positive feedback.Conclusion Patients presenting with unexplained COFP in a secondary care setting are able to accept a CBT based intervention to manage their condition. Findings may offer guidance for dentists who are not used to referring patients to psychosocial interventions and inform the way dentists communicate the nature of unexplained symptoms to patients.

Can gaze avoidance explain why individuals with Asperger's syndrome can't recognise emotions from facial expressions?

PubMed

Sawyer, Alyssa C P; Williamson, Paul; Young, Robyn L

2012-04-01

Research has shown that individuals with Autism Spectrum Disorders (ASD) have difficulties recognising emotions from facial expressions. Since eye contact is important for accurate emotion recognition, and individuals with ASD tend to avoid eye contact, this tendency for gaze aversion has been proposed as an explanation for the emotion recognition deficit. This explanation was investigated using a newly developed emotion and mental state recognition task. Individuals with Asperger's Syndrome were less accurate at recognising emotions and mental states, but did not show evidence of gaze avoidance compared to individuals without Asperger's Syndrome. This suggests that the way individuals with Asperger's Syndrome look at faces cannot account for the difficulty they have recognising expressions.

Exploring the sequential lineup advantage using WITNESS.

PubMed

Goodsell, Charles A; Gronlund, Scott D; Carlson, Curt A

2010-12-01

Advocates claim that the sequential lineup is an improvement over simultaneous lineup procedures, but no formal (quantitatively specified) explanation exists for why it is better. The computational model WITNESS (Clark, Appl Cogn Psychol 17:629-654, 2003) was used to develop theoretical explanations for the sequential lineup advantage. In its current form, WITNESS produced a sequential advantage only by pairing conservative sequential choosing with liberal simultaneous choosing. However, this combination failed to approximate four extant experiments that exhibited large sequential advantages. Two of these experiments became the focus of our efforts because the data were uncontaminated by likely suspect position effects. Decision-based and memory-based modifications to WITNESS approximated the data and produced a sequential advantage. The next step is to evaluate the proposed explanations and modify public policy recommendations accordingly.

Which came first, people or pollution? Assessing the disparate siting and post-siting demographic change hypotheses of environmental injustice

NASA Astrophysics Data System (ADS)

Mohai, Paul; Saha, Robin

2015-11-01

Although a large body of quantitative environmental justice research exists, only a handful of studies have examined the processes by which racial and socioeconomic disparities in the location of polluting industrial facilities can occur. These studies have had mixed results, we contend, principally because of methodological differences, that is, the use of the unit-hazard coincidence method as compared to distance-based methods. This study is the first national-level environmental justice study to conduct longitudinal analyses using distance-based methods. Our purposes are to: (1) determine whether disparate siting, post-siting demographic change, or a combination of the two created present-day disparities; (2) test related explanations; and (3) determine whether the application of distance-based methods helps resolve the inconsistent findings of previous research. We used a national database of commercial hazardous waste facilities sited from 1966 to 1995 and examined the demographic composition of host neighborhoods around the time of siting and demographic changes that occurred after siting. We found strong evidence of disparate siting for facilities sited in all time periods. Although we found some evidence of post-siting demographic changes, they were mostly a continuation of changes that occurred in the decade or two prior to siting, suggesting that neighborhood transition serves to attract noxious facilities rather than the facilities themselves attracting people of color and low income populations. Our findings help resolve inconsistencies among the longitudinal studies and builds on the evidence from other subnational studies that used distance-based methods. We conclude that racial discrimination and sociopolitical explanations (i.e., the proposition that siting decisions follow the ‘path of least resistance’) best explain present-day inequities.

Extending the PRISMA statement to equity-focused systematic reviews (PRISMA-E 2012): explanation and elaboration.

PubMed

Welch, Vivian; Petticrew, Mark; Petkovic, Jennifer; Moher, David; Waters, Elizabeth; White, Howard; Tugwell, Peter

2016-02-01

The promotion of health equity, the absence of avoidable and unfair differences in health outcomes, is a global imperative. Systematic reviews are an important source of evidence for health decision makers but have been found to lack assessments of the intervention effects on health equity. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) is a 27-item checklist intended to improve transparency and reporting of systematic reviews. We developed an equity extension for PRISMA (PRISMA-E 2012) to help systematic reviewers identify, extract, and synthesize evidence on equity in systematic reviews. In this explanation and elaboration article, we provide the rationale for each extension item. These items are additions or modifications to the existing PRISMA statement items, to incorporate a focus on equity. An example of good reporting is provided for each item as well as the original PRISMA item. This explanation and elaboration document is intended to accompany the PRISMA-E 2012 statement and the PRISMA statement to improve understanding of the reporting guideline for users. The PRISMA-E 2012 reporting guideline is intended to improve transparency and completeness of reporting of equity-focused systematic reviews. Improved reporting can lead to better judgment of applicability by policy makers which may result in more appropriate policies and programs and may contribute to reductions in health inequities. Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved.

An architecture for rule based system explanation

NASA Technical Reports Server (NTRS)

Fennel, T. R.; Johannes, James D.

1990-01-01

A system architecture is presented which incorporate both graphics and text into explanations provided by rule based expert systems. This architecture facilitates explanation of the knowledge base content, the control strategies employed by the system, and the conclusions made by the system. The suggested approach combines hypermedia and inference engine capabilities. Advantages include: closer integration of user interface, explanation system, and knowledge base; the ability to embed links to deeper knowledge underlying the compiled knowledge used in the knowledge base; and allowing for more direct control of explanation depth and duration by the user. User models are suggested to control the type, amount, and order of information presented.

Beyond learning fixed rules and social cues: abstraction in the social arena.

PubMed Central

Call, Joseph

2003-01-01

Abstraction is a central idea in many areas of physical comparative cognition such as categorization, numerical competence or problem solving. This idea, however, has rarely been applied to comparative social cognition. In this paper, I propose that the notion of abstraction can be applied to the social arena and become an important tool to investigate the social cognition and behaviour processes in animals. To make this point, I present recent evidence showing that chimpanzees know about what others can see and about what others intend. These data do not fit either low-level mechanisms based on stimulus-response associations or high-level explanations based on metarepresentational mechanisms such as false belief attribution. Instead, I argue that social abstraction, in particular the development of concepts such as seeing in others, is key to explaining the behaviour of our closest relative in a variety of situations. PMID:12903652

Are evolutionary hypotheses for motion sickness "just-so" stories?

PubMed

Oman, Charles M

2012-01-01

Vertebrates have evolved rapidly conditionable nausea and vomiting reflexes mediated by gut and brainstem receptors, clearly as a defense against neurotoxin ingestion. In 1977 Treisman proposed that sensory orientation linkages to emetic centers evolved for the same reason, and that motion sickness was an accidental byproduct. It was an "adaptationist" explanation for motion sickness, since it assumed that evolution has shaped all phenotypic traits for survival advantage. Treisman's "poison" theory is plausible, and frequently cited as the accepted scientific explanation for motion sickness. However, alternative explanations have been proposed. The creation of hypotheses is an essential part of science - provided they are testable. This paper reviews the evidence for the Poison theory and several other adaptationist explanations. These hypotheses are certainly not "just-so stories", but supporting evidence is equivocal, and contradictory evidence exists Parsimony suggests an alternative "pluralistic" view: The vertebrate reticular formation maintains oxygenated blood flow to the brain, discriminates unexpected sensory stimuli- including postural disturbances, and detects and expels ingested neurotoxins. The three systems share neuroarchitectural elements but normally function independently. Brainstem sensory conflict neurons normally discriminate brief postural disturbances, but can be abnormally stimulated during prolonged passive transport (e.g. by boat, beginning about 150-200 generations ago). Sensory conflict signals cross couple into the neurotoxin expulsion and avoidance system, producing an arguably maladaptive emetic phenotype.

Making It Personal: Assessing the Impact of In-Class Exercises on Closing the Gender Gap in Political Ambition

ERIC Educational Resources Information Center

Greenlee, Jill S.; Holman, Mirya R.; VanSickle-Ward, Rachel

2014-01-01

There is evidence that some obstacles to women running for political office emerge early in the political development of women and girls. Lawless and Fox (2005) identify several reasons for lower political ambition among women relative to men. Among their explanations are that girls are less likely to be engaged in political conversations in their…

An intelligent computer tutor to guide self-explanation while learning from examples

NASA Astrophysics Data System (ADS)

Conati, Cristina

1999-11-01

Many studies in cognitive science show that self-explanation---the process of clarifying and making more complete to oneself the solution of an example---improves learning, and that guiding self-explanation extends these benefits. This thesis presents an intelligent computer tutor that aims to improve learning from examples by supporting self-explanation. The tutor, known as the SE (self-explanation) Coach, is innovative in two ways. First, it represents the first attempt to develop a computer tutor that supports example studying instead of problem solving. Second, it explicitly guides a domain-general, meta-cognitive skill: self-explanation. The SE-Coach is part of the Andes tutoring system for college physics and is meant to be used in conjunction with the problem solving tasks that Andes supports. In order to maximize the system capability to trigger the same beneficial cognitive processes, every element of the SE-Coach embeds existing hypotheses about the features that make self-explanation effective for learning. Designing the SE-Coach involved finding solutions for three main challenges: (1) To design an interface that effectively monitors and supports self-explanation. (2) To devise a student model that allows the assessment of example understanding from reading and self-examination actions. (3) To effectively elicit further self-explanation that improves student's example understanding. In this work we present our solutions to these challenges: (1) An interface including principled, interactive tools to explore examples and build self-explanations under the SECoach's supervision. (2) A probabilistic student model based on a Bayesian network, which integrates a model of correct self-explanation and information on the student's knowledge and studying actions to generate a probabilistic assessment of the student's example understanding. (3) Tutorial interventions that rely on the student model to detect deficits in the student's example understanding and elicit self-explanations that overcome them. In this thesis we also present the results of a formal study with 56 college students to evaluate the effectiveness of the SE-Coach. We discuss some hypotheses to explain the obtained results, based on the analysis of the data collected during the experiment.

Start hard, finish better: further evidence for the reversal of the RAE advantage.

PubMed

McCarthy, Neil; Collins, Dave; Court, David

2016-08-01

The relative age effect (RAE) has been highlighted extensively within literature as influencing selection and identification within sports. However, this initial bias appears to not be systemic in some talent development systems. Accordingly, we report an investigation into the initial identification, selection and conversion of academy players from professional Rugby Union and Cricket at national level. Reflecting previous studies, data again demonstrated a reversal of RAE advantage whereby relatively young players from both sports were less likely to be selected into their respective national academy systems but were more likely to transition into senior national squads. On the basis of our observations, we further propose a psychological explanation for the mechanism of such a reversal, based on the influence of additional challenge experienced throughout the development journey. As such, we also highlight the need for further qualitative investigation to explore this phenomenon in greater depth.

Age at Immigration and Education: Further Explorations.

ERIC Educational Resources Information Center

Jones, Frank E.

1987-01-01

Presents evidence for a social structure explanation, instead of an age explanation, of variations in educational attainment among immigrants to Canada. Social status or class structure is the fundamental determinant of variation in the distribution of resources necessary to educational achievement for immigrants as well as for native-born…

Preservice Elementary Teachers and Explanation Construction: Knowledge-"for"-Practice and Knowledge-"in"-Practice

ERIC Educational Resources Information Center

Zangori, Laura; Forbes, Cory T.

2013-01-01

Effectively designed science learning environments revolve around students' sensemaking through the use of evidence to ground explanations about natural phenomena. However, little research has been conducted to investigate elementary teachers' learning to promote students' sensemaking in elementary (K-5) classrooms. The purpose of this…

Drug-associated pancreatitis: facts and fiction.

PubMed

Rünzi, M; Layer, P

1996-07-01

In the past, numerous reports on drugs probably causing acute pancreatitis have been published. However, most of these case reports were anecdotal with a lack of obvious evidence and did not present a comprehensive summary. Although drug-associated pancreatitis is rare, it is gaining increasing importance with the introduction of several potent new agents, i.e., anti-acquired immunodeficiency syndrome drugs. The following comprehensive review scrutinizes the evidence present in the world literature on drugs associated with acute or chronic pancreatitis and, based on this, categorizes in a definite, probable, or possible causality. In addition, explanations for the pathophysiological mechanisms are discussed.

Molecular evidence of stereo-specific lactoferrin dimers in solution.

PubMed

Persson, Björn A; Lund, Mikael; Forsman, Jan; Chatterton, Dereck E W; Akesson, Torbjörn

2010-10-01

Gathering experimental evidence suggests that bovine as well as human lactoferrin self-associate in aqueous solution. Still, a molecular level explanation is unavailable. Using force field based molecular modeling of the protein-protein interaction free energy we demonstrate (1) that lactoferrin forms highly stereo-specific dimers at neutral pH and (2) that the self-association is driven by a high charge complementarity across the contact surface of the proteins. Our theoretical predictions of dimer formation are verified by electrophoretic mobility and N-terminal sequence analysis on bovine lactoferrin. 2010 Elsevier B.V. All rights reserved.

Contrast discrimination, non-uniform patterns and change blindness.

PubMed Central

Scott-Brown, K C; Orbach, H S

1998-01-01

Change blindness--our inability to detect large changes in natural scenes when saccades, blinks and other transients interrupt visual input--seems to contradict psychophysical evidence for our exquisite sensitivity to contrast changes. Can the type of effects described as 'change blindness' be observed with simple, multi-element stimuli, amenable to psychophysical analysis? Such stimuli, composed of five mixed contrast elements, elicited a striking increase in contrast increment thresholds compared to those for an isolated element. Cue presentation prior to the stimulus substantially reduced thresholds, as for change blindness with natural scenes. On one hand, explanations for change blindness based on abstract and sketchy representations in short-term visual memory seem inappropriate for this low-level image property of contrast where there is ample evidence for exquisite performance on memory tasks. On the other hand, the highly increased thresholds for mixed contrast elements, and the decreased thresholds when a cue is present, argue against any simple early attentional or sensory explanation for change blindness. Thus, psychophysical results for very simple patterns cannot straightforwardly predict results even for the slightly more complicated patterns studied here. PMID:9872004

Chess knowledge predicts chess memory even after controlling for chess experience: Evidence for the role of high-level processes.

PubMed

Lane, David M; Chang, Yu-Hsuan A

2018-04-01

The expertise effect in memory for chess positions is one of the most robust effects in cognitive psychology. One explanation of this effect is that chess recall is based on the recognition of familiar patterns and that experts have learned more and larger patterns. Template theory and its instantiation as a computational model are based on this explanation. An alternative explanation is that the expertise effect is due, in part, to stronger players having better and more conceptual knowledge, with this knowledge facilitating memory performance. Our literature review supports the latter view. In our experiment, a sample of 79 chess players were given a test of memory for chess positions, a test of declarative chess knowledge, a test of fluid intelligence, and a questionnaire concerning the amount of time they had played nontournament chess and the amount of time they had studied chess. We determined the numbers of tournament games the players had played from chess databases. Chess knowledge correlated .67 with chess memory and accounted for 16% of the variance after controlling for chess experience. Fluid intelligence accounted for an additional 13% of the variance. These results support the conclusion that both high-level conceptual processing and low-level recognition of familiar patterns play important roles in memory for chess positions.

"Too much medicine": Insights and explanations from economic theory and research.

PubMed

Hensher, Martin; Tisdell, John; Zimitat, Craig

2017-03-01

Increasing attention has been paid in recent years to the problem of "too much medicine", whereby patients receive unnecessary investigations and treatments providing them with little or no benefit, but which expose them to risks of harm. Despite this phenomenon potentially constituting an inefficient use of health care resources, it has received limited direct attention from health economists. This paper considers "too much medicine" as a form of overconsumption, drawing on research from health economics, behavioural economics and ecological economics to identify possible explanations for and drivers of overconsumption. We define overconsumption of health care as a situation in which individuals consume in a way that undermines their own well-being. Extensive health economics research since the 1960s has provided clear evidence that physicians do not act as perfect agents for patients, and there are perverse incentives for them to provide unnecessary services under various circumstances. There is strong evidence of the existence of supplier-induced demand, and of the impact of various forms of financial incentives on clinical practice. The behavioural economics evidence provides rich insights on why clinical practice may depart from an "evidence-based" approach. Moreover, behavioural findings on health professionals' strategies for dealing with uncertainty, and for avoiding potential regret, provide powerful explanations of why overuse and overtreatment may frequently appear to be the "rational" choice in clinical decision-making, even when they cause harm. The ecological economics literature suggests that status or positional competition can, via the principal-agent relationship in health care, provide a further force driving overconsumption. This novel synthesis of economic perspectives suggests important scope for interdisciplinary collaboration; signals potentially important issues for health technology assessment and health technology management policies; and suggests that cultural change might be required to achieve significant shifts in clinical behaviour. Copyright © 2017 Elsevier Ltd. All rights reserved.

The tale wagged by the DAG: broadening the scope of causal inference and explanation for epidemiology.

PubMed

Krieger, Nancy; Davey Smith, George

2016-12-01

'Causal inference', in 21st century epidemiology, has notably come to stand for a specific approach, one focused primarily on counterfactual and potential outcome reasoning and using particular representations, such as directed acyclic graphs (DAGs) and Bayesian causal nets. In this essay, we suggest that in epidemiology no one causal approach should drive the questions asked or delimit what counts as useful evidence. Robust causal inference instead comprises a complex narrative, created by scientists appraising, from diverse perspectives, different strands of evidence produced by myriad methods. DAGs can of course be useful, but should not alone wag the causal tale. To make our case, we first address key conceptual issues, after which we offer several concrete examples illustrating how the newly favoured methods, despite their strengths, can also: (i) limit who and what may be deemed a 'cause', thereby narrowing the scope of the field; and (ii) lead to erroneous causal inference, especially if key biological and social assumptions about parameters are poorly conceived, thereby potentially causing harm. As an alternative, we propose that the field of epidemiology consider judicious use of the broad and flexible framework of 'inference to the best explanation', an approach perhaps best developed by Peter Lipton, a philosopher of science who frequently employed epidemiologically relevant examples. This stance requires not only that we be open to being pluralists about both causation and evidence but also that we rise to the challenge of forging explanations that, in Lipton's words, aspire to 'scope, precision, mechanism, unification and simplicity'. © The Author 2016; all rights reserved. Published by Oxford University Press on behalf of the International Epidemiological Association.

The Interdependencies of Theory Formation, Revision, and Experimentation

DTIC Science & Technology

1988-06-01

as a candidate explanation for why evaporation stopped. We conclude this section with a review of the two techniques. An integrated design and the...Experiment design . Typically, there will be a number of different ways to change a theory to explain a new phenomenon. Experiments are designed to...efforts, each approach is designed to perform theory development autonomously. V1AL conjectures explanations of the new behavior based on its similarity to

Simple minds: a qualified defence of associative learning

PubMed Central

Heyes, Cecilia

2012-01-01

Using cooperation in chimpanzees as a case study, this article argues that research on animal minds needs to steer a course between ‘association-blindness’—the failure to consider associative learning as a candidate explanation for complex behaviour—and ‘simple-mindedness’—the assumption that associative explanations trump more cognitive hypotheses. Association-blindness is challenged by the evidence that associative learning occurs in a wide range of taxa and functional contexts, and is a major force guiding the development of complex human behaviour. Furthermore, contrary to a common view, association-blindness is not entailed by the rejection of behaviourism. Simple-mindedness is founded on Morgan's canon, a methodological principle recommending ‘lower’ over ‘higher’ explanations for animal behaviour. Studies in the history and philosophy of science show that Morgan failed to offer an adequate justification for his canon, and subsequent attempts to justify the canon using evolutionary arguments and appeals to simplicity have not been successful. The weaknesses of association-blindness and simple-mindedness imply that there are no short-cuts to finding out about animal minds. To decide between associative and yet more cognitive explanations for animal behaviour, we have to spell them out in sufficient detail to allow differential predictions, and to test these predictions through observation and experiment. PMID:22927568

Promoting Scientific Thinking and Conceptual Change about Alternative Explanations of Climate Change and Other Controversial Socio-scientific Topics

NASA Astrophysics Data System (ADS)

Lombardi, D.; Sinatra, G. M.

2013-12-01

Critical evaluation and plausibility reappraisal of scientific explanations have been underemphasized in many science classrooms (NRC, 2012). Deep science learning demands that students increase their ability to critically evaluate the quality of scientific knowledge, weigh alternative explanations, and explicitly reappraise their plausibility judgments. Therefore, this lack of instruction about critical evaluation and plausibility reappraisal has, in part, contributed to diminished understanding about complex and controversial topics, such as global climate change. The Model-Evidence Link (MEL) diagram (originally developed by researchers at Rutgers University under an NSF-supported project; Chinn & Buckland, 2012) is an instructional scaffold that promotes students to critically evaluate alternative explanations. We recently developed a climate change MEL and found that the students who used the MEL experienced a significant shift in their plausibility judgments toward the scientifically accepted model of human-induced climate change. Using the MEL for instruction also resulted in conceptual change about the causes of global warming that reflected greater understanding of fundamental scientific principles. Furthermore, students sustained this conceptual change six months after MEL instruction (Lombardi, Sinatra, & Nussbaum, 2013). This presentation will discuss recent educational research that supports use of the MEL to promote critical evaluation, plausibility reappraisal, and conceptual change, and also, how the MEL may be particularly effective for learning about global climate change and other socio-scientific topics. Such instruction to develop these fundamental thinking skills (e.g., critical evaluation and plausibility reappraisal) is demanded by both the Next Generation Science Standards (Achieve, 2013) and the Common Core State Standards for English Language Arts and Mathematics (CCSS Initiative-ELA, 2010; CCSS Initiative-Math, 2010), as well as a society that is equipped to deal with challenges in a way that is beneficial to our national and global community.

Integrating macro- and micro-level approaches in the explanation of population change

PubMed Central

Billari, Francesco C.

2015-01-01

Demographers study population change across time and place, and traditionally they place a strong emphasis on a long-range view of population change. This paper builds on current reflections on how to structure the study of population change and proposes a two-stage perspective. The first stage, discovery, focuses on the production of novel evidence at the population level. The second stage, explanation, develops accounts of demographic change and tests how the action and interaction of individuals generate what is discovered in the first stage. This explanatory stage also provides the foundation for the prediction of demographic change. The transformation of micro-level actions and interactions into macro-level population outcomes is identified as a key challenge for the second stage. Specific instances of research are discussed. PMID:25912913

Why Do More Boys than Girls Have a Reading Disability? A Review of the Evidence

ERIC Educational Resources Information Center

Limbrick, Lisa; Wheldall, Kevin; Madelaine, Alison

2011-01-01

A number of explanations have been proposed in recent years to account for the observed preponderance of boys with a reading disability. The most notable explanations offered for gender differences in reading disability relate to differences in phonemic awareness, auditory processing, behaviour, neurology, variability in cognitive ability and…

Does Inconvenience Explain Low Take-up? Evidence from Unemployment Insurance

ERIC Educational Resources Information Center

Ebenstein, Avraham; Stange, Kevin

2010-01-01

Application inconvenience is one popular explanation for why many individuals do not receive the social benefits for which they are eligible. Applications take time and some individuals may decide that the financial benefits do not outweigh these time costs. This paper investigates this explanation using cross-state variation in administrative…

Using Google Earth to Teach Plate Tectonics and Science Explanations

ERIC Educational Resources Information Center

Blank, Lisa M.; Plautz, Mike; Almquist, Heather; Crews, Jeff; Estrada, Jen

2012-01-01

"A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas" emphasizes that the practice of science is inherently a model-building activity focused on constructing explanations using evidence and reasoning (NRC 2012). Because building and refining is an iterative process, middle school students may view this practice…

Development of an Empirically Based Learning Performances Framework for Third-Grade Students' Model-Based Explanations about Plant Processes

ERIC Educational Resources Information Center

Zangori, Laura; Forbes, Cory T.

2016-01-01

To develop scientific literacy, elementary students should engage in knowledge building of core concepts through scientific practice (Duschl, Schweingruber, & Schouse, 2007). A core scientific practice is engagement in scientific modeling to build conceptual understanding about discipline-specific concepts. Yet scientific modeling remains…

Engaging Students In The Science Of Climate Change

NASA Astrophysics Data System (ADS)

Rhew, R. C.; Halversen, C.; Weiss, E.; Pedemonte, S.; Weirman, T.

2013-12-01

Climate change is arguably the defining environmental issue of our generation. It is thus increasingly necessary for every member of the global community to understand the basic underlying science of Earth's climate system and how it is changing in order to make informed, evidence-based decisions about how we will respond individually and as a society. Through exploration of the inextricable interconnection between Earth's ocean, atmosphere and climate, we believe students will be better prepared to tackle the complex issues surrounding the causes and effects of climate change and evaluate possible solutions. If students are also given opportunities to gather evidence from real data and use scientific argumentation to make evidence-based explanations about climate change, not only will they gain an increased understanding of the science concepts and science practices, the students will better comprehend the nature of climate change science. Engaging in argument from evidence is a scientific practice not only emphasized in the Framework for K-12 Science Education and the Next Generation Science Standards (NGSS), but also emphasized in the Common Core State Standards for English Language Arts & Literacy in History/Social Studies and Science (CCSS). This significant overlap between NGSS and CCSS has implications for science and language arts classrooms, and should influence how we support and build students' expertise with this practice of sciences. The featured exemplary curricula supports middle school educators as they address climate change in their classrooms. The exemplar we will use is the NOAA-funded Ocean Sciences Sequence (OSS) for Grades 6-8: The ocean-atmosphere connection and climate change, which are curriculum units that deliver rich science content correlated to the Next Generation Science Standards (NGSS) Disciplinary Core Ideas and an emphasis on the Practices of Science, as called for in NGSS and the Framework. Designed in accordance with the latest research on learning this curriculum provides numerous opportunities for students to use real data to make evidence-based explanations. During the session, we will discuss ways in which students can use scientific data related to climate change as evidence in their construction of scientific arguments.

Brokering at the boundary: A prospective science teacher engages students in inquiry

NASA Astrophysics Data System (ADS)

Meis Friedrichsen, Patricia; Munford, Danusa; Orgill, Marykay

2006-05-01

Using a theoretical perspective of communities of practice, this case study examines a prospective chemistry teacher's inquiry-based teaching during his practicum. Conrad was a former student of an inquiry-oriented science course, Inquiry Empowering Technologies (IET). The research questions were (a) How did Conrad translate the IET inquiry practices during his practicum?; (b) How did the mentor teacher shape Conrad's participation?; (c) In what ways did Conrad negotiate new meanings of inquiry as a result of his practicum? Interview transcripts were the primary data source. Conrad carried many of the IET inquiry practices into his practicum. He equated inquiry with the use of evidence and had students create evidence-based explanations for how soap works. He chose not to incorporate the tentative nature of science. Although traditional in his own teaching, the mentor teacher supported Conrad by allowing him to teach through inquiry and by removing time constraints. As a result of his practicum, Conrad negotiated new meanings of inquiry teaching and developed an expanded view of technology. Conrad believed that high school students needed guidance when engaging in inquiry and that the tentative nature of science does not transfer to secondary chemistry. Implications for theory and practice are given.

Teaching and Learning the Purpose of Evidence for Knowledge and Knowing

ERIC Educational Resources Information Center

Kirch, Susan A.

2015-01-01

Evidence is a cultural tool for engaging in a variety of knowledge production practices including observation, inference making, argumentation, persuasion, and explanation. Identifying and using evidence, as called for in many learning standards, is necessary but not sufficient for understanding the concepts and purposes of evidence. Before…

19 CFR 356.16 - Charging letter.

Code of Federal Regulations, 2014 CFR

2014-04-01

... ARTICLE 1904 OF THE NORTH AMERICAN FREE TRADE AGREEMENT Violation of a Protective Order or a Disclosure... documentary evidence to the Deputy Under Secretary and an explanation of the method for submitting evidence...

19 CFR 356.16 - Charging letter.

Code of Federal Regulations, 2011 CFR

2011-04-01

... ARTICLE 1904 OF THE NORTH AMERICAN FREE TRADE AGREEMENT Violation of a Protective Order or a Disclosure... documentary evidence to the Deputy Under Secretary and an explanation of the method for submitting evidence...

19 CFR 356.16 - Charging letter.

Code of Federal Regulations, 2012 CFR

2012-04-01

... ARTICLE 1904 OF THE NORTH AMERICAN FREE TRADE AGREEMENT Violation of a Protective Order or a Disclosure... documentary evidence to the Deputy Under Secretary and an explanation of the method for submitting evidence...

19 CFR 356.16 - Charging letter.

Code of Federal Regulations, 2010 CFR

2010-04-01

... ARTICLE 1904 OF THE NORTH AMERICAN FREE TRADE AGREEMENT Violation of a Protective Order or a Disclosure... documentary evidence to the Deputy Under Secretary and an explanation of the method for submitting evidence...

19 CFR 356.16 - Charging letter.

Code of Federal Regulations, 2013 CFR

2013-04-01

... ARTICLE 1904 OF THE NORTH AMERICAN FREE TRADE AGREEMENT Violation of a Protective Order or a Disclosure... documentary evidence to the Deputy Under Secretary and an explanation of the method for submitting evidence...

Collaborative Group Learning Approaches for Teaching Comparative Planetology

NASA Astrophysics Data System (ADS)

Slater, S. J.; Slater, T. F.

2013-12-01

Modern science education reform documents propose that the teaching of contemporary students should focus on doing science, rather than simply memorizing science. Duschl, Schweingruber, and Shouse (2007) eloquently argue for four science proficiencies for students. Students should: (i) Know, use, and interpret scientific explanations of the natural world; (ii) Generate and evaluate scientific evidence and explanations; (iii) Understand the nature and development of scientific knowledge; and (iv) Participate productively in scientific practices and discourse. In response, scholars with the CAPER Center for Astronomy & Physics Education Research are creating and field-tested two separate instructional approaches. The first of these is a series of computer-mediated, inquiry learning experiences for non-science majoring undergraduates based upon an inquiry-oriented teaching approach framed by the notions of backwards faded-scaffolding as an overarching theme for instruction. Backwards faded-scaffolding is a strategy where the conventional and rigidly linear scientific method is turned on its head and students are first taught how to create conclusions based on evidence, then how experimental design creates evidence, and only at the end introduces students to the most challenging part of inquiry - inventing scientifically appropriate questions. Planetary science databases and virtual environments used by students to conduct scientific investigations include the NASA and JPL Solar System Simulator and Eyes on the Solar System as well as the USGS Moon and Mars Global GIS Viewers. The second of these is known widely as a Lecture-Tutorial approach. Lecture-Tutorials are self-contained, collaborative group activities. The materials are designed specifically to be easily integrated into the lecture course and directly address the needs of busy and heavily-loaded teaching faculty for effective, student-centered, classroom-ready materials that do not require a drastic course revision for implementation. Students are asked to reason about difficult concepts, while working in pairs, and to discuss their ideas openly. Extensive evaluation results consistently suggest that both the backwards faded-scaffolding and the Lecture-Tutorials approaches are successful at engaging students in self-directed scientific discourse as measured by the Views on Scientific Inquiry (VOSI) as well as increasing their knowledge of science as measured by the Test Of Atronomy STandards (TOAST).

Preferences for Explanation Generality Develop Early in Biology But Not Physics.

PubMed

Johnston, Angie M; Sheskin, Mark; Johnson, Samuel G B; Keil, Frank C

2017-04-11

One of the core functions of explanation is to support prediction and generalization. However, some explanations license a broader range of predictions than others. For instance, an explanation about biology could be presented as applying to a specific case (e.g., "this bear") or more generally across "all animals." The current study investigated how 5- to 7-year-olds (N = 36), 11- to 13-year-olds (N = 34), and adults (N = 79) evaluate explanations at varying levels of generality in biology and physics. Findings revealed that even the youngest children preferred general explanations in biology. However, only older children and adults preferred explanation generality in physics. Findings are discussed in light of differences in our intuitions about biological and physical principles. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

"Everything happens for a reason": children's beliefs about purpose in life events.

PubMed

Banerjee, Konika; Bloom, Paul

2015-01-01

Do children believe that "everything happens for a reason?" That is, do children endorse purpose-based, teleological explanations for significant life events, as they do for social behavior, artifacts, biological properties, and natural kinds? Across three experiments, 5- to 7-year-olds (N = 80), 8- to 10-year-olds (N = 72), and adults (N = 91) chose between teleological and nonteleological accounts of significant life events and judged how helpful those accounts were for understanding an event's cause. Five- to 7-year-olds favored teleological explanations, but this preference diminished with age. Five- to 7-year-olds and 8- to 10-year-olds also found teleological explanations more helpful than did adults. Perceiving purpose in life events may therefore have roots in childhood, potentially reflecting a more general sensitivity to purpose in the social and natural worlds. © 2014 The Authors. Child Development © 2014 Society for Research in Child Development, Inc.

National policy development for cotrimoxazole prophylaxis in Malawi, Uganda and Zambia: the relationship between Context, Evidence and Links

PubMed Central

2011-01-01

Background Several frameworks have been constructed to analyse the factors which influence and shape the uptake of evidence into policy processes in resource poor settings, yet empirical analyses of health policy making in these settings are relatively rare. National policy making for cotrimoxazole (trimethoprim-sulfamethoxazole) preventive therapy in developing countries offers a pertinent case for the application of a policy analysis lens. The provision of cotrimoxazole as a prophylaxis is an inexpensive and highly efficacious preventative intervention in HIV infected individuals, reducing both morbidity and mortality among adults and children with HIV/AIDS, yet evidence suggests that it has not been quickly or evenly scaled-up in resource poor settings. Methods Comparative analysis was conducted in Malawi, Uganda and Zambia, using the case study approach. We applied the ‘RAPID’ framework developed by the Overseas Development Institute (ODI), and conducted a total of 47 in-depth interviews across the three countries to examine the influence of context (including the influence of donor agencies), evidence (both local and international), and the links between researcher, policy makers and those seeking to influence the policy process. Results Each area of analysis was found to have an influence on the creation of national policy on cotrimoxazole preventive therapy (CPT) in all three countries. In relation to context, the following were found to be influential: government structures and their focus, donor interest and involvement, healthcare infrastructure and other uses of cotrimoxazole and related drugs in the country. In terms of the nature of the evidence, we found that how policy makers perceived the strength of evidence behind international recommendations was crucial (if evidence was considered weak then the recommendations were rejected). Further, local operational research results seem to have been taken up more quickly, while randomised controlled trials (the gold standard of clinical research) was not necessarily translated into policy so swiftly. Finally the links between different research and policy actors were of critical importance, with overlaps between researcher and policy maker networks crucial to facilitate knowledge transfer. Within these networks, in each country the policy development process relied on a powerful policy entrepreneur who helped get cotrimoxazole preventive therapy onto the policy agenda. Conclusions This analysis underscores the importance of considering national level variables in the explanation of the uptake of evidence into national policy settings, and recognising how local policy makers interpret international evidence. Local priorities, the ways in which evidence was interpreted, and the nature of the links between policy makers and researchers could either drive or stall the policy process. Developing the understanding of these processes enables the explanation of the use (or non-use) of evidence in policy making, and potentially may help to shape future strategies to bridge the research-policy gaps and ultimately improve the uptake of evidence in decision making. PMID:21679387

How Does Expansive Framing Promote Transfer? Several Proposed Explanations and a Research Agenda for Investigating Them

ERIC Educational Resources Information Center

Engle, Randi A.; Lam, Diane P.; Meyer, Xenia S.; Nix, Sarah E.

2012-01-01

When contexts are framed expansively, students are positioned as actively contributing to larger conversations that extend across time, places, and people. A set of recent studies provides empirical evidence that the expansive framing of contexts can foster transfer. In this article, we present five potentially complementary explanations for how…

Bullying among Girls in Japan and Hong Kong: An Examination of the Frustration-Aggression Model

ERIC Educational Resources Information Center

Tam, Frank Wai-ming; Taki, Mitsuru

2007-01-01

One widely accepted explanation of bullying, known as the aggressive-motive thesis, assumes that bullying is a form of aggressive behaviour triggered by external stress. However, recent evidences have suggested a different explanation, known as the frustration-aggression thesis, which asserts that bullying is a psychological defense triggered by…

Beyond the Laboratory: Evaluating the Survey Evidence for the Disidentification Explanation of Black-White Differences in Achievement.

ERIC Educational Resources Information Center

Morgan, Stephen L.; Mehta, Jal D.

2004-01-01

The black-white gap in achievement, as measured by performance on standardized tests, has received considerable attention from researchers in the past five years. Claude Steele's stereotype threat and disidentification mechanism is perhaps the most heralded of the new explanations for residual racial differences that persist after adjustments for…

The blunt-edged sword: genetic explanations of misbehavior neither mitigate nor aggravate punishment

PubMed Central

Scurich, Nicholas; Appelbaum, Paul

2015-01-01

Links between genetic variants and negatively valenced behaviors have stimulated intense commentary about the implications for responsibility and punishment. Previous research has suggested that behavioral genetic evidence of a predisposition to negative behaviors has modest to no impact on mitigation of punishment, at least for serious crimes. Data are presented on the effect of such evidence in a representative sample of the general population (n = 640) asked to consider three vignettes describing lesser offenses, dealt with in less formal adjudicatory settings and in everyday life. Genetic explanations of behavior had no effect on the severity of the punishment selected in any case, in contrast to the egregiousness of the behavior and respondents’ beliefs in free-will. Public views of genetic influences on behavior may be less deterministic and more nuanced than is often thought, or genetic explanations may simply not have the salience for decision makers that is frequently attributed to them. PMID:27239327

The theoretical and political framing of the population factor in development

PubMed Central

Campbell, Martha; Bedford, Kathleen

2009-01-01

The silence about population growth in recent decades has hindered the ability of those concerned with ecological change, resource scarcity, health and educational systems, national security, and other global challenges to look with maximum objectivity at the problems they confront. Two central questions about population—(i) is population growth a problem? and (2) what causes fertility decline?—are often intertwined; if people think the second question implies possible coercion, or fear of upsetting cultures, they can be reluctant to talk about the first. The classic and economic theories explaining the demographic transition assume that couples want many children and they make decisions to have a smaller family when some socio-economic change occurs. However, there are numerous anomalies to this explanation. This paper suggests that the societal changes are neither necessary nor sufficient for family size to fall. Many barriers of non-evidence-based restrictive medical rules, cost, misinformation and social traditions exist between women and the fertility regulation methods and correct information they need to manage their family size. When these barriers are reduced, birth rates tend to decline. Many of the barriers reflect a patriarchal desire to control women, which can be largely explained by evolutionary biology. The theoretical explanations of fertility should (i) attach more weight to the many barriers to voluntary fertility regulation, (ii) recognize that a latent desire to control fertility may be far more prevalent among women than previously understood, and (iii) appreciate that women implicitly and rationally make benefit–cost analyses based on the information they have, wanting modern family planning only after they understand it is a safe option. Once it is understood that fertility can be lowered by purely voluntary means, comfort with talking about the population factor in development will rise. PMID:19770159

Large-scale Assessment Yields Evidence of Minimal Use of Reasoning Skills in Traditionally Taught Classes

NASA Astrophysics Data System (ADS)

Thacker, Beth

2017-01-01

Large-scale assessment data from Texas Tech University yielded evidence that most students taught traditionally in large lecture classes with online homework and predominantly multiple choice question exams, when asked to answer free-response (FR) questions, did not support their answers with logical arguments grounded in physics concepts. In addition to a lack of conceptual understanding, incorrect and partially correct answers lacked evidence of the ability to apply even lower level reasoning skills in order to solve a problem. Correct answers, however, did show evidence of at least lower level thinking skills as coded using a rubric based on Bloom's taxonomy. With the introduction of evidence-based instruction into the labs and recitations of the large courses and in a small, completely laboratory-based, hands-on course, the percentage of correct answers with correct explanations increased. The FR format, unlike other assessment formats, allowed assessment of both conceptual understanding and the application of thinking skills, clearly pointing out weaknesses not revealed by other assessment instruments, and providing data on skills beyond conceptual understanding for course and program assessment. Supported by National Institutes of Health (NIH) Challenge grant #1RC1GM090897-01.

Seeking the General Explanation: A Test of Inductive Activities for Learning and Transfer

ERIC Educational Resources Information Center

Shemwell, Jonathan T.; Chase, Catherine C.; Schwartz, Daniel L.

2015-01-01

Evaluating the relation between evidence and theory should be a central activity for science learners. Evaluation comprises both hypothetico-deductive analysis, where theory precedes evidence, and inductive synthesis, where theory emerges from evidence. There is mounting evidence that induction is an especially good way to help learners grasp the…

Nature of Technology: Implications for Design, Development, and Enactment of Technological Tools in School Science Classrooms

ERIC Educational Resources Information Center

Waight, Noemi; Abd-El-Khalick, Fouad

2012-01-01

This position paper provides a theory-based explanation informed by philosophy of technology (PoT) of the recurrent documented patterns often associated with attempts to enact technology-supported, inquiry-based approaches in precollege science classrooms. Understandings derived from the history of technological development in other domains (e.g.…

The Martian Paleoenvironment and the Evolution of Macroorganisms

NASA Astrophysics Data System (ADS)

Trego, Kent D.

1983-04-01

The Viking biology experiments have revealed the possibility that life in the form of microorganisms may exist on Mars (Levin and Straat, 1981). However, the Viking landers did not provide evidence of the presence of macroorganisms. There are many speculative reasons why macroorganisms are not present while microorganisms might exist. Recent developments in the research of Martian geology, however, might offer an explanation why the evolution of macroorganisms would not take place on Mars.

Setting up psychiatric services: cross-cultural issues in planning and delivery.

PubMed

Bhugra, D

1997-01-01

There is convincing evidence that in the UK, various ethnic minorities are over-represented in psychiatric hospitals, prisons and special hospitals. Various explanations have been put forward for this picture. The expanding emphasis on community care means that models for looking after ethnic communities should be innovative and work from a bottom-up approach. Psychiatric emphasis on clinical diagnoses means that services are developed according to the diagnoses rather than needs.

'It can do no harm': Body maintenance and modification in alternative medicine acknowledged as a non risk health regimen.

PubMed

Pedersen, Inge Kryger

2013-08-01

This article proposes the notion of a non-risk health regimen as a mode of recognising more dynamic aspects of risk-awareness in health care, in this case alternative medicine in Denmark. Danish users of alternative medicine are in an ambivalent position. They are responsible citizens who care about their own health. On the other hand, they are doing this by paying out of their own pockets for attending non-authorised treatments with very limited scientific evidence for their effects. This article draws on 138 qualitative in-depth interviews conducted in 2006-07 with 46 Danish users of different forms of session-based alternative medicine. A recurring theme throughout users' accounts is found to be that the treatments 'at least can do no harm'. Many of the users regard pharmaceuticals or surgery as an artificial impediment and a threat to overall health, whereas the energy-stimulating processes initiated by the alternative practitioner are not considered risky. The no harm discourse constitutes a sophisticated lay-explanation that brings together a wide range of explanations within which three themes are identified: responsibility; optimization; desperation. By informing these findings with the concept of reflexive body techniques, it is shown that use of alternative medicine is a process of working on the self and body in a spectrum between transition (i.e., pain relief or self-development) and continuity (i.e. well-being or prevention of illness) and not only a quest for cure. In this process 'non-risk' emerges as a lay explanation in the efforts of users to construct coherent self-narratives as agents in a risk-aware environment. The development of the notion of a non-risk health regimen invites and facilitates further studies on various lay motives within health care in general and contributes to explaining the popularity of alternative medicine in particular. Copyright © 2013 Elsevier Ltd. All rights reserved.

Zika Virus Infection as a Cause of Congenital Brain Abnormalities and Guillain-Barré Syndrome: Systematic Review.

PubMed

Krauer, Fabienne; Riesen, Maurane; Reveiz, Ludovic; Oladapo, Olufemi T; Martínez-Vega, Ruth; Porgo, Teegwendé V; Haefliger, Anina; Broutet, Nathalie J; Low, Nicola

2017-01-01

The World Health Organization (WHO) stated in March 2016 that there was scientific consensus that the mosquito-borne Zika virus was a cause of the neurological disorder Guillain-Barré syndrome (GBS) and of microcephaly and other congenital brain abnormalities based on rapid evidence assessments. Decisions about causality require systematic assessment to guide public health actions. The objectives of this study were to update and reassess the evidence for causality through a rapid and systematic review about links between Zika virus infection and (a) congenital brain abnormalities, including microcephaly, in the foetuses and offspring of pregnant women and (b) GBS in any population, and to describe the process and outcomes of an expert assessment of the evidence about causality. The study had three linked components. First, in February 2016, we developed a causality framework that defined questions about the relationship between Zika virus infection and each of the two clinical outcomes in ten dimensions: temporality, biological plausibility, strength of association, alternative explanations, cessation, dose-response relationship, animal experiments, analogy, specificity, and consistency. Second, we did a systematic review (protocol number CRD42016036693). We searched multiple online sources up to May 30, 2016 to find studies that directly addressed either outcome and any causality dimension, used methods to expedite study selection, data extraction, and quality assessment, and summarised evidence descriptively. Third, WHO convened a multidisciplinary panel of experts who assessed the review findings and reached consensus statements to update the WHO position on causality. We found 1,091 unique items up to May 30, 2016. For congenital brain abnormalities, including microcephaly, we included 72 items; for eight of ten causality dimensions (all except dose-response relationship and specificity), we found that more than half the relevant studies supported a causal association with Zika virus infection. For GBS, we included 36 items, of which more than half the relevant studies supported a causal association in seven of ten dimensions (all except dose-response relationship, specificity, and animal experimental evidence). Articles identified nonsystematically from May 30 to July 29, 2016 strengthened the review findings. The expert panel concluded that (a) the most likely explanation of available evidence from outbreaks of Zika virus infection and clusters of microcephaly is that Zika virus infection during pregnancy is a cause of congenital brain abnormalities including microcephaly, and (b) the most likely explanation of available evidence from outbreaks of Zika virus infection and GBS is that Zika virus infection is a trigger of GBS. The expert panel recognised that Zika virus alone may not be sufficient to cause either congenital brain abnormalities or GBS but agreed that the evidence was sufficient to recommend increased public health measures. Weaknesses are the limited assessment of the role of dengue virus and other possible cofactors, the small number of comparative epidemiological studies, and the difficulty in keeping the review up to date with the pace of publication of new research. Rapid and systematic reviews with frequent updating and open dissemination are now needed both for appraisal of the evidence about Zika virus infection and for the next public health threats that will emerge. This systematic review found sufficient evidence to say that Zika virus is a cause of congenital abnormalities and is a trigger of GBS.

Zika Virus Infection as a Cause of Congenital Brain Abnormalities and Guillain–Barré Syndrome: Systematic Review

PubMed Central

Reveiz, Ludovic; Oladapo, Olufemi T.; Martínez-Vega, Ruth; Haefliger, Anina

2017-01-01

Background The World Health Organization (WHO) stated in March 2016 that there was scientific consensus that the mosquito-borne Zika virus was a cause of the neurological disorder Guillain–Barré syndrome (GBS) and of microcephaly and other congenital brain abnormalities based on rapid evidence assessments. Decisions about causality require systematic assessment to guide public health actions. The objectives of this study were to update and reassess the evidence for causality through a rapid and systematic review about links between Zika virus infection and (a) congenital brain abnormalities, including microcephaly, in the foetuses and offspring of pregnant women and (b) GBS in any population, and to describe the process and outcomes of an expert assessment of the evidence about causality. Methods and Findings The study had three linked components. First, in February 2016, we developed a causality framework that defined questions about the relationship between Zika virus infection and each of the two clinical outcomes in ten dimensions: temporality, biological plausibility, strength of association, alternative explanations, cessation, dose–response relationship, animal experiments, analogy, specificity, and consistency. Second, we did a systematic review (protocol number CRD42016036693). We searched multiple online sources up to May 30, 2016 to find studies that directly addressed either outcome and any causality dimension, used methods to expedite study selection, data extraction, and quality assessment, and summarised evidence descriptively. Third, WHO convened a multidisciplinary panel of experts who assessed the review findings and reached consensus statements to update the WHO position on causality. We found 1,091 unique items up to May 30, 2016. For congenital brain abnormalities, including microcephaly, we included 72 items; for eight of ten causality dimensions (all except dose–response relationship and specificity), we found that more than half the relevant studies supported a causal association with Zika virus infection. For GBS, we included 36 items, of which more than half the relevant studies supported a causal association in seven of ten dimensions (all except dose–response relationship, specificity, and animal experimental evidence). Articles identified nonsystematically from May 30 to July 29, 2016 strengthened the review findings. The expert panel concluded that (a) the most likely explanation of available evidence from outbreaks of Zika virus infection and clusters of microcephaly is that Zika virus infection during pregnancy is a cause of congenital brain abnormalities including microcephaly, and (b) the most likely explanation of available evidence from outbreaks of Zika virus infection and GBS is that Zika virus infection is a trigger of GBS. The expert panel recognised that Zika virus alone may not be sufficient to cause either congenital brain abnormalities or GBS but agreed that the evidence was sufficient to recommend increased public health measures. Weaknesses are the limited assessment of the role of dengue virus and other possible cofactors, the small number of comparative epidemiological studies, and the difficulty in keeping the review up to date with the pace of publication of new research. Conclusions Rapid and systematic reviews with frequent updating and open dissemination are now needed both for appraisal of the evidence about Zika virus infection and for the next public health threats that will emerge. This systematic review found sufficient evidence to say that Zika virus is a cause of congenital abnormalities and is a trigger of GBS. PMID:28045901

Kindergarten students' explanations during science learning

NASA Astrophysics Data System (ADS)

Harris, Karleah

The study examines kindergarten students' explanations during science learning. The data on children's explanations are drawn from videotaped and transcribed discourse collected from four public kindergarten science classrooms engaged in a life science inquiry unit on the life cycle of the monarch butterfly. The inquiry unit was implemented as part of a larger intervention conducted as part of the Scientific Literacy Project or SLP (Mantzicopoulos, Patrick & Samarapungavan, 2005). The children's explanation data were coded and analyzed using quantitative content analysis procedures. The coding procedures involved initial "top down" explanation categories derived from the existing theoretical and empirical literature on scientific explanation and the nature of students' explanations, followed by an inductive or "bottom up" analysis, that evaluated and refined the categorization scheme as needed. The analyses provide important descriptive data on the nature and frequency of children's explanations generated in classroom discourse during the inquiry unit. The study also examines how teacher discourse strategies during classroom science discourse are related to children's explanations. Teacher discourse strategies were coded and analyzed following the same procedures as the children's explanations as noted above. The results suggest that, a) kindergarten students have the capability of generating a variety of explanations during inquiry-based science learning; b) teachers use a variety of classroom discourse strategies to support children's explanations during inquiry-based science learning; and c) The conceptual discourse (e.g., asking for or modeling explanations, asking for clarifications) to non-conceptual discourse (e.g., classroom management discourse) is related to the ratio of explanatory to non-explanatory discourse produced by children during inquiry-based science learning.

The psychiatric epidemic in the American workplace.

PubMed

Brodsky, C M

1988-01-01

Several characteristics help distinguish MPI in the workplace from illness outbreaks due to physical causes: no laboratory or physical findings confirming an specific organic cause evidence of specific physical or psychological stressors victims are mostly women and those of lower socioeconomic status in the workplace hyperventilation-type symptoms are prominent apparent transmission by audiovisual cues rapid spread of the illness followed by rapid remission of symptoms, unless symptoms are fixed by physicians and litigation benign morbidity If a physical or chemical cause of the illness is not obvious and if episodes recur, the illness remains a mystery and the workplace becomes a breeding ground for anxiety, confusion, fear, and rumor. Economic pressures to resume normal operations are counteracted by fears that an environmental contaminant still exists. Once all physical explanations have been ruled out, investigators may turn to psychological explanations and focus on mass hysteria, but that explanation is primarily based on the absence of physical evidence rather than the presence of agreed-upon psychosocial conditions. Some reports suggest that the diagnosis of MPI is really an excuse for not conducting an adequate evaluation of low-level environmental contaminants. The disability in some workers is prolonged and points to non-work-related factors that may be contributing. Were it not for the unverifiable physical complaints and the workers' insistence that the symptoms are the result of physical disease and their concern about the complaints and their reactions to dismissal of their complaints, we would not consider these patients to have a mental disorder. These individuals are reinforced in their beliefs by some physicians and attorneys, and resultant litigation tends to fix their symptoms. In fact, a "conspiracy theory" evolves when there are enough convinced people--and enough people trying to dissuade them. Group phenomena reinforce their beliefs and make renouncement tantamount to betrayal. The mass psychogenic illness or psychiatric epidemic that occurs in the workplace offers an opportunity not only to study the elements of a biopsychosocial system, but also offers opportunities for medical anthropological studies that relate the causes and courses of specific episodes of MPI to the cultures of the individuals who develop symptoms and the cultures of the area in which the epidemic occurs.

Self-Explanation and Explanatory Feedback in Games: Individual Differences, Gameplay, and Learning

ERIC Educational Resources Information Center

Killingsworth, Stephen S.; Clark, Douglas B.; Adams, Deanne M.

2015-01-01

Previous research has demonstrated the efficacy of two explanation-based approaches for increasing learning in educational games. The first involves asking students to explain their answers (self-explanation) and the second involves providing correct explanations (explanatory feedback). This study (1) compared self-explanation and explanatory…

US-UK Collaboration on Fossil Energy Advanced Materials: Task 1—Steam Oxidation

DOE Office of Scientific and Technical Information (OSTI.GOV)

Holcomb, Gordon R.; Tylczak, Joseph; Carney, Casey

This presentation goes over the following from the US-UK collaboration on Fossil Energy Advanced Materials: Task 1, Steam Oxidation: US-led or co-led deliverables, Phase II products (US), 2011-present, Phase III products, Phase III Plan, an explanation of sCO 2 compared with sH 2O, an explanation of Ni-base Alloys, an explanation of 300 Series (18Cr-8Ni)/E-Brite, an explanation of the typical Microchannel HX Fabrication process, and an explanation of diffusion bonded Ni-base superalloys.

EMCDDA Best Practice Promotion in Europe: an internet based dissemination tool.

PubMed

Ferri, Marica; Bo, Alessandra

2013-01-01

Best practice is the best application of available evidence to current activities in the drugs field. The European Monitoring Centre for Drugs and Drug Addiction (EMCDDA) created a web-based tool aimed at bridging together scientific evidence and current practices in the drug addiction field. Beyond dissemination of evidence, the scope is to share best practice among the European countries. The synthesis of the evidence is based on the methods of the Cochrane collaboration (the Drugs and Alcohol Group) and the Grade working group. As of February 2013 the portal encompasses four modules on the effectiveness of demand reduction interventions, a collection of European projects on prevention, treatment, harm reduction and social reintegration and an inventory of European Guidelines and Standards including a bank of instruments to evaluate interventions (http://www.emcdda.europa.eu/bestpractice). The summaries of evidence are presented in a plain language format and include brief explanation of the measures of effect supporting the evidence, but do not provide specific recommendations. The main future challenge of EMCDDA's best practice promotion is to become a service for those willing to implement best practice. The Best Practice Portal should become a platform where to find all is needed for successful implementation (handbooks, training materials, guidelines for evaluation and contacts for mentoring).

A Test of Leading Explanations for the College Racial-Ethnic Achievement Gap: Evidence from a Longitudinal Case Study

ERIC Educational Resources Information Center

Martin, Nathan D.; Spenner, Kenneth I; Mustillo, Sarah A.

2017-01-01

In this study, we examined racial/ethnic differences in grade point average (GPA) among students at a highly selective, private university who were surveyed before matriculation and during the first, second and fourth college years, and assessed prominent explanations for the Black-White and Latino-White college achievement gap. We found that…

Reflections on the Study of Infant Perception and Cognition: What Does Morgan's Canon Really Tell Us To Do?

ERIC Educational Resources Information Center

Yonas, Albert

2001-01-01

Comments on Needham's research of infant perception by focusing on the types of evidence needed to make inferences concerning infant cognition. Considers the history of scientific explanations of animal cognition as nearer to infant cognition, and the high level of creativity required in proposing and testing alternative explanations of infant…

Preliminary Evolutionary Explanations: A Basic Framework for Conceptual Change and Explanatory Coherence in Evolution

NASA Astrophysics Data System (ADS)

Kampourakis, Kostas; Zogza, Vasso

2009-10-01

This study aimed to explore secondary students’ explanations of evolutionary processes, and to determine how consistent these were, after a specific evolution instruction. In a previous study it was found that before instruction students provided different explanations for similar processes to tasks with different content. Hence, it seemed that the structure and the content of the task may have had an effect on students’ explanations. The tasks given to students demanded evolutionary explanations, in particular explanations for the origin of homologies and adaptations. Based on the conclusions from the previous study, we developed a teaching sequence in order to overcome students’ preconceptions, as well as to achieve conceptual change and explanatory coherence. Students were taught about fundamental biological concepts and the several levels of biological organization, as well as about the mechanisms of heredity and of the origin of genetic variation. Then, all these concepts were used to teach about evolution, by relating micro-concepts (e.g. genotypes) to macro-concepts (e.g. phenotypes). Moreover, during instruction students were brought to a conceptual conflict situation, where their intuitive explanations were challenged as emphasis was put on two concepts entirely opposed to their preconceptions: chance and unpredictability. From the explanations that students provided in the post-test it is concluded that conceptual change and explanatory coherence in evolution can be achieved to a certain degree by lower secondary school students through the suggested teaching sequence and the explanatory framework, which may form a basis for teaching further about evolution.

Persistent post-traumatic headache, postconcussion syndrome, and whiplash injuries: the evidence for a non-traumatic basis with an historical review.

PubMed

Evans, Randolph W

2010-04-01

There has been intense controversy about postconcussion syndrome since Erichsen's publication in 1866 on railway brain and railway spine. The fascinating history of this debate will be reviewed and then the non-organic explanations for postconcussion syndrome, headaches after head injury, and chronic whiplash injuries and headaches will be explored including the following: psychogenic, psychosocial, sociocultural, base rate misattribution, chronic pain, compensation and litigation, and malingering.

Adolescence, attention allocation, and driving safety.

PubMed

Romer, Daniel; Lee, Yi-Ching; McDonald, Catherine C; Winston, Flaura K

2014-05-01

Motor vehicle crashes are the leading source of morbidity and mortality in adolescents in the United States and the developed world. Inadequate allocation of attention to the driving task and to driving hazards are important sources of adolescent crashes. We review major explanations for these attention failures with particular focus on the roles that brain immaturity and lack of driving experience play in causing attention problems. The review suggests that the potential for overcoming inexperience and immaturity with training to improve attention to both the driving task and hazards is substantial. Nevertheless, there are large individual differences in both attentional abilities and risky driving tendencies that pose challenges to novice driver policies. Research that can provide evidence-based direction for such policies is urgently needed. Copyright © 2014 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Bullying Borrelia: When the Culture of Science is Under Attack

PubMed Central

Auwaerter, Paul G.; Melia, Michael T.

2012-01-01

Although Lyme disease responds to short courses of antibiotics, tick-borne Borrelia burgdorferi has been advanced by some as a frequent explanation for medically unexplained symptoms such as continual fatigue, musculoskeletal pains, and subjective neurocognitive dysfunction. Often called “chronic Lyme disease” by adherents of this philosophy, it is loosely defined, and practitioners liberally prescribe nostrums, including prolonged antimicrobial therapies, in a belief that this eradicates suspected infection. Perhaps due to the lack of supportive data, proponents of this theory have developed their own meetings, literature, activist groups, and substantial internet activities to advance their views. Forces motivating this movement are explored, as are tactics used to advance non-scientific ideas that have included legal action and garnering legislative endorsement. While neither logical nor evidence-based, “chronic Lyme disease” harnesses corrosive energies that taint modern medicine and society. PMID:23303970

Learning to Explain Astronomy Across Moving Frames of Reference: Exploring the role of classroom and planetarium-based instructional contexts

NASA Astrophysics Data System (ADS)

Plummer, Julia Diane; Kocareli, Alicia; Slagle, Cynthia

2014-05-01

Learning astronomy involves significant spatial reasoning, such as learning to describe Earth-based phenomena and understanding space-based explanations for those phenomena as well as using the relevant size and scale information to interpret these frames of reference. This study examines daily celestial motion (DCM) as one case of how children learn to move between frames of reference in astronomy wherein one explains Earth-based descriptions of the Sun's, Moon's, and stars' apparent motion using the Earth's daily rotation. We analysed interviews with 8-9-year-old students (N = 99) who participated in one of four instructional conditions emphasizing: the space-based perspective; the Earth-based perspective in the planetarium; constructing explanations for the Earth-based observations; and a combination of the planetarium plus constructing explanations in the classroom. We used an embodied cognition framework to analyse outcomes while also considering challenges learners face due to the high cognitive demands of spatial reasoning. Results support the hypothesis that instruction should engage students in learning both the Earth-based observations and space-based explanations, as focusing on a single frame of reference resulted in less sophisticated explanations; however, few students were able to construct a fully scientific explanation after instruction.

Treatment Seeking and Self-Constructed Explanations of Pain and Pain Management Strategies Among Adolescents with Temporomandibular Disorder Pain.

PubMed

Nilsson, Ing-Marie; Willman, Ania

2016-01-01

To explore adolescents' explanations of their temporomandibular disorder (TMD) pain, their pain management strategies for TMD pain, and their treatment-seeking behavior. One-on-one interviews were conducted with 21 adolescents aged 15 to 19 years who had TMD pain and followed a semistructured interview guide. Subjects were strategically selected from patients referred to an orofacial pain clinic. All participants had been examined and received a pain diagnosis based on the Research Diagnostic Criteria for TMD. The interviews focused on the adolescents' experiences of TMD pain, their strategies for handling pain, and how they seek care. The interviews were recorded, transcribed verbatim, and analyzed using qualitative manifest content analysis. Qualitative manifest content analysis revealed two categories: (1) self-constructed explanations, with three subcategories (situation-based explanatory model, physical/biologic model, and psychological explanatory model); and (2) pain management strategies, with four subcategories (social support, treatment, relaxation/rest, and psychological strategies). Adolescents used physical activities and psychological and pharmacologic treatment to manage pain. Reasons for seeking treatment were to be cured, to obtain an explanation for their pain, and because their symptoms bother others. Adolescents living with TMD pain develop self-constructed explanations and pain management strategies. With access to these descriptions, dentists can be better prepared to have a dialogue with their adolescent patients about their own explanations of pain, the nature of pain, and in which situations the pain appears. Dentists can also explore adolescent patients' pain management strategies and perhaps also suggest new treatment strategies at an earlier stage.

Show Me the Evidence: How a Unit Challenge Can Support Middle School Teachers and Students in Investigating Climate Change Using Real-World Data and Science Practices

NASA Astrophysics Data System (ADS)

Gochis, E. E.; Tubman, S.; Grazul, K.; Bluth, G.; Huntoon, J. E.

2017-12-01

Michigan Science Teaching and Assessment Reform (Mi-STAR) is developing an NGSS-aligned integrated science middle school curriculum and associated teacher professional learning program that addresses all performance expectations for the 6-8 grade-band. The Mi-STAR instructional model is a unit- and lesson-level model that scaffolds students in using science practices to investigate scientific phenomena and apply engineering principles to address a real-world challenge. Mi-STAR has developed an 8th grade unit on climate change based on the Mi-STAR instructional model and NGSS performance expectations. The unit was developed in collaboration with Michigan teachers, climate scientists, and curriculum developers. The unit puts students in the role of advisers to local officials who need an evidence-based explanation of climate change and recommendations about community-based actions to address it. Students discover puzzling signs of global climate change, ask questions about these signs, and engage in a series of investigations using simulations and real data to develop scientific models for the mechanisms of climate change. Students use their models as the basis for evidence-based arguments about the causes and impacts of climate change and employ engineering practices to propose local actions in their community to address climate change. Dedicated professional learning supports teachers before and during implementation of the unit. Before implementing the unit, all teachers complete an online self-paced "unit primer" during which they assume the role of their students as they are introduced to the unit challenge. During this experience, teachers experience science as a practice by using real data and simulations to develop a model of the causes of climate change, just as their students will later do. During unit implementation, teachers are part of a professional learning community led by a teacher facilitator in their local area or school. This professional learning community serves as a resource both for implementing student-directed pedagogy and for the development of content knowledge. Eight teachers pilot tested the unit with more than 500 students in spring 2017, and teachers who participated in the first professional learning cohort are currently implementing the unit around Michigan.

Explanation-aware computing of the prognosis for breast cancer supported by IK-DCBRC: Technical innovation.

PubMed

Khelassi, Abdeldjalil

2014-01-01

Active research is being conducted to determine the prognosis for breast cancer. However, the uncertainty is a major obstacle in this domain of medical research. In that context, explanation-aware computing has the potential for providing meaningful interactions between complex medical applications and users, which would ensure a significant reduction of uncertainty and risks. This paper presents an explanation-aware agent, supported by Intensive Knowledge-Distributed Case-Based Reasoning Classifier (IK-DCBRC), to reduce the uncertainty and risks associated with the diagnosis of breast cancer. A meaningful explanation is generated by inferring from a rule-based system according to the level of abstraction and the reasoning traces. The computer-aided detection is conducted by IK-DCBRC, which is a multi-agent system that applies the case-based reasoning paradigm and a fuzzy similarity function for the automatic prognosis by the class of breast tumors, i.e. malignant or benign, from a pattern of cytological images. A meaningful interaction between the physician and the computer-aided diagnosis system, IK-DCBRC, is achieved via an intelligent agent. The physician can observe the trace of reasoning, terms, justifications, and the strategy to be used to decrease the risks and doubts associated with the automatic diagnosis. The capability of the system we have developed was proven by an example in which conflicts were clarified and transparency was ensured. The explanation agent ensures the transparency of the automatic diagnosis of breast cancer supported by IK-DCBRC, which decreases uncertainty and risks and detects some conflicts.

Treatment staff turnover in organizations implementing evidence-based practices: Turnover rates and their association with client outcomes

PubMed Central

Garner, Bryan R.; Hunter, Brooke D.; Modisette, Kathryn C.; Ihnes, Pamela C.; Godley, Susan H.

2011-01-01

High staff turnover has been described as a problem for the substance use disorder treatment field. This assertion is based primarily on the assumption that staff turnover adversely impacts treatment delivery and effectiveness. This assumption, however, has not been empirically tested. In this study, we computed annualized rates of turnover for treatment staff (n=249) participating in an evidence-based practice implementation initiative and examined the association between organizational-level rates of staff turnover and client-level outcomes. Annualized rates of staff turnover were 31% for clinicians and 19% for clinical supervisors. Additionally, multilevel analyses did not reveal the expected relationship between staff turnover and poorer client-level outcomes. Rather, organizational-level rates of staff turnover were found to have a significant positive association with two measures of treatment effectiveness: less involvement in illegal activity and lower social risk. Possible explanations for these findings are discussed. PMID:22154040

Spectroscopy of 1,6-diphenyl-1,3,5-hexatriene (DPH) dissolved in three hexane structural isomers, and its consequences on the photophysical model of polyenes.

PubMed

Catalán, Javier

2017-04-19

Spectroscopic evidence of the DPH molecules presented in this work allows us to show that the excitation spectrum in n-hexane, obtained by direct immersion in liquid nitrogen, exhibits a peak of origin at 395 nm, with an unexpected intensity, that together with the corresponding peak of origin at 398 nm because of its emission eliminate the abnormal Stokes displacement shown by this compound at room temperature. To the above mentioned explanation we add that the corresponding spectra of DPH dissolved in two structural isomers of n-hexane, 2-methylpentane and 3-methylpentane, do not present these 0-0 transitions (at 395 nm) of DPH. A structural explanation for the peak of origin detected at 395 nm in n-hexane is clear-cut, that is, the experimental evidence totally discards the need to explain the photophysics of the DPH molecules based on the existence of an underlying phantom state (1Ag) as proposed by Hudson and Kohler. This conclusion is strongly supported by monitoring the behavior shown by the DPH spectra obtained by slowly lowering down the temperature of the corresponding solution from 293 to 77 K.

Evidence supporting radiation hormesis in atomic bomb survivor cancer mortality data.

PubMed

Doss, Mohan

2012-12-01

A recent update on the atomic bomb survivor cancer mortality data has concluded that excess relative risk (ERR) for solid cancers increases linearly with dose and that zero dose is the best estimate for the threshold, apparently validating the present use of the linear no threshold (LNT) model for estimating the cancer risk from low dose radiation. A major flaw in the standard ERR formalism for estimating cancer risk from radiation (and other carcinogens) is that it ignores the potential for a large systematic bias in the measured baseline cancer mortality rate, which can have a major effect on the ERR values. Cancer rates are highly variable from year to year and between adjacent regions and so the likelihood of such a bias is high. Calculations show that a correction for such a bias can lower the ERRs in the atomic bomb survivor data to negative values for intermediate doses. This is consistent with the phenomenon of radiation hormesis, providing a rational explanation for the decreased risk of cancer observed at intermediate doses for which there is no explanation based on the LNT model. The recent atomic bomb survivor data provides additional evidence for radiation hormesis in humans.

Characterizing High School Students' Written Explanations in Biology Laboratories

NASA Astrophysics Data System (ADS)

Peker, Deniz; Wallace, Carolyn S.

2011-03-01

The purpose of this qualitative interpretive research study was to examine high school students' written scientific explanations during biology laboratory investigations. Specifically, we characterized the types of epistemologies and forms of reasoning involved in students' scientific explanations and students' perceptions of scientific explanations. Sixteen students from a rural high school in the Southeastern United States were the participants of this research study. The data consisted of students' laboratory reports and individual interviews. The results indicated that students' explanations were primarily based on first-hand knowledge gained in the science laboratories and mostly representing procedural recounts. Most students did not give explanations based on a theory or a principle and did not use deductive reasoning in their explanations. The students had difficulties explaining phenomena that involved intricate cause-effect relationships. Students perceived scientific explanation as the final step of a scientific inquiry and as an account of what happened in the inquiry process, and held a constructivist-empiricist view of scientific explanations. Our results imply the need for more explicit guidance to help students construct better scientific explanations and explicit teaching of the explanatory genre with particular focus on theoretical and causal explanations.

Network meta-analysis: a technique to gather evidence from direct and indirect comparisons

PubMed Central

2017-01-01

Systematic reviews and pairwise meta-analyses of randomized controlled trials, at the intersection of clinical medicine, epidemiology and statistics, are positioned at the top of evidence-based practice hierarchy. These are important tools to base drugs approval, clinical protocols and guidelines formulation and for decision-making. However, this traditional technique only partially yield information that clinicians, patients and policy-makers need to make informed decisions, since it usually compares only two interventions at the time. In the market, regardless the clinical condition under evaluation, usually many interventions are available and few of them have been studied in head-to-head studies. This scenario precludes conclusions to be drawn from comparisons of all interventions profile (e.g. efficacy and safety). The recent development and introduction of a new technique – usually referred as network meta-analysis, indirect meta-analysis, multiple or mixed treatment comparisons – has allowed the estimation of metrics for all possible comparisons in the same model, simultaneously gathering direct and indirect evidence. Over the last years this statistical tool has matured as technique with models available for all types of raw data, producing different pooled effect measures, using both Frequentist and Bayesian frameworks, with different software packages. However, the conduction, report and interpretation of network meta-analysis still poses multiple challenges that should be carefully considered, especially because this technique inherits all assumptions from pairwise meta-analysis but with increased complexity. Thus, we aim to provide a basic explanation of network meta-analysis conduction, highlighting its risks and benefits for evidence-based practice, including information on statistical methods evolution, assumptions and steps for performing the analysis. PMID:28503228

Application of simplified Complexity Theory concepts for healthcare social systems to explain the implementation of evidence into practice.

PubMed

Chandler, Jacqueline; Rycroft-Malone, Jo; Hawkes, Claire; Noyes, Jane

2016-02-01

To examine the application of core concepts from Complexity Theory to explain the findings from a process evaluation undertaken in a trial evaluating implementation strategies for recommendations about reducing surgical fasting times. The proliferation of evidence-based guidance requires a greater focus on its implementation. Theory is required to explain the complex processes across the multiple healthcare organizational levels. This social healthcare context involves the interaction between professionals, patients and the organizational systems in care delivery. Complexity Theory may provide an explanatory framework to explain the complexities inherent in implementation in social healthcare contexts. A secondary thematic analysis of qualitative process evaluation data informed by Complexity Theory. Seminal texts applying Complexity Theory to the social context were annotated, key concepts extracted and core Complexity Theory concepts identified. These core concepts were applied as a theoretical lens to provide an explanation of themes from a process evaluation of a trial evaluating the implementation of strategies to reduce surgical fasting times. Sampled substantive texts provided a representative spread of theoretical development and application of Complexity Theory from late 1990's-2013 in social science, healthcare, management and philosophy. Five Complexity Theory core concepts extracted were 'self-organization', 'interaction', 'emergence', 'system history' and 'temporality'. Application of these concepts suggests routine surgical fasting practice is habituated in the social healthcare system and therefore it cannot easily be reversed. A reduction to fasting times requires an incentivised new approach to emerge in the surgical system's priority of completing the operating list. The application of Complexity Theory provides a useful explanation for resistance to change fasting practice. Its utility in implementation research warrants further attention and evaluation. © 2015 John Wiley & Sons Ltd.

Participatory approach to the development of a knowledge base for problem-solving in diabetes self-management.

PubMed

Cole-Lewis, Heather J; Smaldone, Arlene M; Davidson, Patricia R; Kukafka, Rita; Tobin, Jonathan N; Cassells, Andrea; Mynatt, Elizabeth D; Hripcsak, George; Mamykina, Lena

2016-01-01

To develop an expandable knowledge base of reusable knowledge related to self-management of diabetes that can be used as a foundation for patient-centric decision support tools. The structure and components of the knowledge base were created in participatory design with academic diabetes educators using knowledge acquisition methods. The knowledge base was validated using scenario-based approach with practicing diabetes educators and individuals with diabetes recruited from Community Health Centers (CHCs) serving economically disadvantaged communities and ethnic minorities in New York. The knowledge base includes eight glycemic control problems, over 150 behaviors known to contribute to these problems coupled with contextual explanations, and over 200 specific action-oriented self-management goals for correcting problematic behaviors, with corresponding motivational messages. The validation of the knowledge base suggested high level of completeness and accuracy, and identified improvements in cultural appropriateness. These were addressed in new iterations of the knowledge base. The resulting knowledge base is theoretically grounded, incorporates practical and evidence-based knowledge used by diabetes educators in practice settings, and allows for personally meaningful choices by individuals with diabetes. Participatory design approach helped researchers to capture implicit knowledge of practicing diabetes educators and make it explicit and reusable. The knowledge base proposed here is an important step towards development of new generation patient-centric decision support tools for facilitating chronic disease self-management. While this knowledge base specifically targets diabetes, its overall structure and composition can be generalized to other chronic conditions. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Participatory approach to the development of a knowledge base for problem-solving in diabetes self-management

PubMed Central

Cole-Lewis, Heather J.; Smaldone, Arlene M.; Davidson, Patricia R.; Kukafka, Rita; Tobin, Jonathan N.; Cassells, Andrea; Mynatt, Elizabeth D.; Hripcsak, George; Mamykina, Lena

2015-01-01

Objective To develop an expandable knowledge base of reusable knowledge related to self-management of diabetes that can be used as a foundation for patient-centric decision support tools. Materials and methods The structure and components of the knowledge base were created in participatory design with academic diabetes educators using knowledge acquisition methods. The knowledge base was validated using scenario-based approach with practicing diabetes educators and individuals with diabetes recruited from Community Health Centers (CHCs) serving economically disadvantaged communities and ethnic minorities in New York. Results The knowledge base includes eight glycemic control problems, over 150 behaviors known to contribute to these problems coupled with contextual explanations, and over 200 specific action-oriented self-management goals for correcting problematic behaviors, with corresponding motivational messages. The validation of the knowledge base suggested high level of completeness and accuracy, and identified improvements in cultural appropriateness. These were addressed in new iterations of the knowledge base. Discussion The resulting knowledge base is theoretically grounded, incorporates practical and evidence-based knowledge used by diabetes educators in practice settings, and allows for personally meaningful choices by individuals with diabetes. Participatory design approach helped researchers to capture implicit knowledge of practicing diabetes educators and make it explicit and reusable. Conclusion The knowledge base proposed here is an important step towards development of new generation patient-centric decision support tools for facilitating chronic disease self-management. While this knowledge base specifically targets diabetes, its overall structure and composition can be generalized to other chronic conditions. PMID:26547253

Validity of peer grading using Calibrated Peer Review in a guided-inquiry, conceptual physics course

NASA Astrophysics Data System (ADS)

Price, Edward; Goldberg, Fred; Robinson, Steve; McKean, Michael

2016-12-01

Constructing and evaluating explanations are important science practices, but in large classes it can be difficult to effectively engage students in these practices and provide feedback. Peer review and grading are scalable instructional approaches that address these concerns, but which raise questions about the validity of the peer grading process. Calibrated Peer Review (CPR) is a web-based system that scaffolds peer evaluation through a "calibration" process where students evaluate sample responses and receive feedback on their evaluations before evaluating their peers. Guided by an activity theory framework, we developed, implemented, and evaluated CPR-based tasks in guided-inquiry, conceptual physics courses for future teachers and general education students. The tasks were developed through iterative testing and revision. Effective tasks had specific and directed prompts and evaluation instructions. Using these tasks, over 350 students at three universities constructed explanations or analyzed physical phenomena, and evaluated their peers' work. By independently assessing students' responses, we evaluated the CPR calibration process and compared students' peer reviews with expert evaluations. On the tasks analyzed, peer scores were equivalent to our independent evaluations. On a written explanation item included on the final exam, students in the courses using CPR outperformed students in similar courses using traditional writing assignments without a peer evaluation element. Our research demonstrates that CPR can be an effective way to explicitly include the science practices of constructing and evaluating explanations into large classes without placing a significant burden on the instructor.

Exploring prospective secondary science teachers' understandings of scientific inquiry and Mendelian genetics concepts using computer simulation

NASA Astrophysics Data System (ADS)

Cakir, Mustafa

The primary objective of this case study was to examine prospective secondary science teachers' developing understanding of scientific inquiry and Mendelian genetics. A computer simulation of basic Mendelian inheritance processes (Catlab) was used in combination with small-group discussions and other instructional scaffolds to enhance prospective science teachers' understandings. The theoretical background for this research is derived from a social constructivist perspective. Structuring scientific inquiry as investigation to develop explanations presents meaningful context for the enhancement of inquiry abilities and understanding of the science content. The context of the study was a teaching and learning course focused on inquiry and technology. Twelve prospective science teachers participated in this study. Multiple data sources included pre- and post-module questionnaires of participants' view of scientific inquiry, pre-posttests of understandings of Mendelian concepts, inquiry project reports, class presentations, process videotapes of participants interacting with the simulation, and semi-structured interviews. Seven selected prospective science teachers participated in in-depth interviews. Findings suggest that while studying important concepts in science, carefully designed inquiry experiences can help prospective science teachers to develop an understanding about the types of questions scientists in that field ask, the methodological and epistemological issues that constrain their pursuit of answers to those questions, and the ways in which they construct and share their explanations. Key findings included prospective teachers' initial limited abilities to create evidence-based arguments, their hesitancy to include inquiry in their future teaching, and the impact of collaboration on thinking. Prior to this experience the prospective teachers held uninformed views of scientific inquiry. After the module, participants demonstrated extended expertise in their understandings of following aspects of scientific inquiry: (a) the iterative nature of scientific inquiry; (b) the tentativeness of specific knowledge claims; (c) the degree to which scientists rely on empirical data, as well as broader conceptual and metaphysical commitments, to assess models and to direct future inquiries; (d) the need for conceptual consistency; (e) multiple methods of investigations and multiple interpretations of data; and (f) social and cultural aspects of scientific inquiry. This research provided evidence that hypothesis testing can support the integrated acquisition of conceptual and procedural knowledge in science. Participants' conceptual elaborations of Mendelian inheritance were enhanced. There were qualitative changes in the nature of the participants' explanations. Moreover, the average percentage of correct responses improved from 39% on the pretest to 67% on the posttest. Findings also suggest those prospective science teachers' experiences as learners of science in their methods course served as a powerful tool for thinking about the role of inquiry in teaching and learning science. They had mixed views about enacting inquiry in their teaching in the future. All of them stated some kind of general willingness to do so; yet, they also mentioned some reservations and practical considerations about inquiry-based teaching.

On a Formal Tool for Reasoning About Flight Software Cost Analysis

NASA Technical Reports Server (NTRS)

Spagnuolo, John N., Jr.; Stukes, Sherry A.

2013-01-01

A report focuses on the development of flight software (FSW) cost estimates for 16 Discovery-class missions at JPL. The techniques and procedures developed enabled streamlining of the FSW analysis process, and provided instantaneous confirmation that the data and processes used for these estimates were consistent across all missions. The research provides direction as to how to build a prototype rule-based system for FSW cost estimation that would provide (1) FSW cost estimates, (2) explanation of how the estimates were arrived at, (3) mapping of costs, (4) mathematical trend charts with explanations of why the trends are what they are, (5) tables with ancillary FSW data of interest to analysts, (6) a facility for expert modification/enhancement of the rules, and (7) a basis for conceptually convenient expansion into more complex, useful, and general rule-based systems.

The exclusion from welfare benefits: Resentment and survey attrition in a randomized controlled trial in Mexico.

PubMed

Stecklov, Guy; Weinreb, Alexander; Winters, Paul

2016-11-01

Public policy programs must often impose limits on who may be eligible for benefits. Despite research on the impact of exclusion in developed countries, there is little evidence on how people react to being excluded from benefits in developing societies. Utilizing repeated waves of data from an experimental evaluation of Mexico's foundational PROGRESA antipoverty program, we examine the impact of exclusion and distinguish two separate forms. "Statistical exclusion" occurs where determination of benefits is based on randomized assignment to a treatment and control group. "Needs-based exclusion" occurs when benefits programs are designed to be selective rather than universal, basing eligibility on characteristics, like relative poverty, that are difficult to measure simply and accurately. Focusing on temporal variation in survey non-response as our behavioral outcome, we show that needs-based exclusion has much greater negative effects on continued participation than statistical exclusion. We also show that these effects are concentrated among the wealthy, that is, those furthest from the eligibility cut-off line. These findings reinforce general concerns about the validity of evaluation studies when incentives are at work. We discuss both the behavioral explanations that might underlie these findings as well as some potential approaches to reduce threats to evaluation validity. Copyright © 2016 Elsevier Inc. All rights reserved.

Explaining Mendelian inheritance in genetic consultations: an IPR study of counselor and counselee experiences.

PubMed

Gale, Theodora; Pasalodos-Sanchez, Sara; Kerzin-Storrar, Lauren; Hall, Georgina; MacLeod, Rhona

2010-02-01

The explanation of Mendelian inheritance is a key component of most genetic counselling consultations, yet no evidence base exists for this area of practice. This qualitative study used Interpersonal Process Recall (IPR) to explore how information about X-linked inheritance is provided and received in genetic counseling. Twelve consultations involving two senior genetic counselors and 21 counselees were videotaped. Section(s) of videotape featuring the explanation were subsequently played back separately to both counselees and counselors and their responses and reflections recorded. All interviews were fully transcribed and analysed using the constant comparison method. A personalized diagram, drawn "live" by the counselor during the consultation was recalled by counselees as being central to their understanding of the "bottom line". This helped bridge the gap between scientific information and their family experience and did not appear to require a baseline understanding of genetic concepts such as genes or chromosomes. Counselors reflected on the diagram's positive impact on the way they sequenced, paced and tailored the explanation. A positive counselor-counselee relationship was vital even during this educative exchange: for counselees to feel at ease discussing complex genetic information and to help gauge counselee understanding.

A Framework for Addressing Skeptics' Claims Using Evidence-Based Argumentation: Lessons Learned from Educational Research

NASA Astrophysics Data System (ADS)

Lambert, J. L.; Bleicher, R. E.; Edwards, A.; Henderson, A.

2012-12-01

In science education, climate change is an issue that is especially useful for teaching concepts spanning several fields of science, as well the nature and practices of science. In response, we are developing a NASA-funded curriculum, titled Climate Science Investigations (CSI): South Florida, that teaches high school and first-year undergraduate level students how to analyze and use scientific data answer questions about climate change. To create an effective curriculum, we integrated lessons learned from our educational research conducted within our elementary science methods courses (Lambert, Lindgren, & Bleicher, 2012). For the past few years, we have been integrating climate science in our courses as a way to teach standards across several science disciplines and assessing our preservice teachers' gains in knowledge over the semesters. More recently, given the media attention and reports on the public's shift in opinion toward being more skeptical (Kellstedt, Zahran, & Vedlitz, 2008; Washington & Cook, 2011), we have assessed our students' perceptions about climate change and implemented strategies to help students use evidence-based scientific argumentation to address common claims of climate skeptics. In our elementary science methods courses, we framed climate change as a crosscutting theme, as well as a core idea, in the Next Generation Science Standards. We proposed that the issue and science of climate change would help preservice teachers not only become more interested in the topic, but also be more prepared to teach core science concepts spanning several disciplines (physical, life, and earth sciences). We also thought that highlighting the "practice of scientific inquiry" by teaching students to develop evidence-based arguments would help the preservice teachers become more analytical and able to differentiate scientific evidence from opinions, which could ultimately influence their perceptions on climate change. Lessons learned from our preservice teachers' conceptions and perceptions about climate change, as well as the difficulties in engaging in evidence-based argumentation, have informed and enhanced the framework for development of the CSI: South Florida curriculum. The modules are sequenced according to the proposed learning progression. First, students are introduced to the nature of science and Earth's energy balance. Students then investigate the temporal and spatial temperature data to answer the question of whether Earth is warming. Students also compare natural and anthropogenic causes of climate change, investigate the various observed and projected consequences of climate change in the fourth module, and examine ways to mitigate the effects of and adapt to climate change. Finally, students learn how to refute skeptics' claims by providing counter evidence and reasoning of why the skeptics' claim is not the appropriate explanation. This paper describes our conceptual framework for teaching students how to address the skeptics' claims using the content learned in the CSI: South Florida curriculum and evidence-based argumentation.

Accounting Training Module Development to Boost Agriculture Financial Literacy on Palm Farmers

ERIC Educational Resources Information Center

Hasibuan, Henny Triyana; Murwani, Danardana; Widjaja, Sri Umi Mientarti; Witjaksono, Mit

2017-01-01

This research aims to develop agriculture accounting training module in order to increase palm oil farmer financial literacy, in this case farmers in Donomulyo, Malang Regency, Indonesia. The method utilized in model development is Design Based Research using the following progression: problem identification, explanation of goals, design and…

Can the behavioral sciences self-correct? A social epistemic study.

PubMed

Romero, Felipe

2016-12-01

Advocates of the self-corrective thesis argue that scientific method will refute false theories and find closer approximations to the truth in the long run. I discuss a contemporary interpretation of this thesis in terms of frequentist statistics in the context of the behavioral sciences. First, I identify experimental replications and systematic aggregation of evidence (meta-analysis) as the self-corrective mechanism. Then, I present a computer simulation study of scientific communities that implement this mechanism to argue that frequentist statistics may converge upon a correct estimate or not depending on the social structure of the community that uses it. Based on this study, I argue that methodological explanations of the "replicability crisis" in psychology are limited and propose an alternative explanation in terms of biases. Finally, I conclude suggesting that scientific self-correction should be understood as an interaction effect between inference methods and social structures. Copyright © 2016 Elsevier Ltd. All rights reserved.

Focusing on the Processes of Science Using Inquiry-oriented Astronomy Labs for Learning Astronomy

NASA Astrophysics Data System (ADS)

Speck, Angela; Ruzhitskaya, L.; Whittington, A.; Witzig, S.

2010-01-01

The U.S. National Science Education Standards provide guidelines for teaching science through inquiry, where students actively develop their understanding of science by combining scientific knowledge with reasoning and thinking skills. Inquiry activities include reading scientific literature, generating hypotheses, designing and carrying out investigations, interpreting data, and formulating conclusions. Inquiry-based instruction emphasizes questions, evidence, and explanation, the essential features of inquiry. We present two projects designed to develop learning materials for laboratory experiences in an undergraduate astronomy course. First, we engage students in inquiry-based learning by using "mini-journal” articles that follow the format of a scientific journal article, including a title, authors, abstract, introduction, methods, results, discussion and citations to peer-reviewed literature. The mini-journal provides a scaffold and serves as a springboard for students to develop and carry out their own follow-up investigation. They then present their findings in the form of their own mini-journal. This mini-journal format more directly reflects and encourages scientific practice. We use this technique in both introductory and upper level courses. The second project develops 3D virtual reality environments to help students interact with scientific constructs, and the use of collaborative learning tools to motivate student activity, deepen understanding and support knowledge building.

An explanation of resisted discoveries based on construal-level theory.

PubMed

Fang, Hui

2015-02-01

New discoveries and theories are crucial for the development of science, but they are often initially resisted by the scientific community. This paper analyses resistance to scientific discoveries that supplement previous research results or conclusions with new phenomena, such as long chains in macromolecules, Alfvén waves, parity nonconservation in weak interactions and quasicrystals. Construal-level theory is used to explain that the probability of new discoveries may be underestimated because of psychological distance. Thus, the insufficiently examined scope of an accepted theory may lead to overstating the suitable scope and underestimating the probability of its undiscovered counter-examples. Therefore, psychological activity can result in people instinctively resisting new discoveries. Direct evidence can help people judge the validity of a hypothesis with rational thinking. The effects of authorities and textbooks on the resistance to discoveries are also discussed. From the results of our analysis, suggestions are provided to reduce resistance to real discoveries, which will benefit the development of science.

Middle school students' conceptual change in global climate change: Using argumentation to foster knowledge construction

NASA Astrophysics Data System (ADS)

Golden, Barry W.

This research examined middle school student conceptions about global climate change (GCC) and the change these conceptions undergo during an argument driven instructional unit. The theoretical framework invoked for this study is the framework theory of conceptual change (Vosniadou, 2007a). This theory posits that students do not simply correct incorrect ideas with correct ones, but instead weigh incoming ideas against already existing explanatory frameworks, which have likely served the learner well to this point. The research questions were as follows: (1) What are the patterns of students' conceptual change in GCC? (a) What conceptions are invoked in student learning in this arena? (b) What conceptions are most influential? (c) What are the extra-rational factors influencing conceptual change in GCC? This research took place in an urban public school in a medium sized city in the southeastern United States. A sixth grade science teacher at Central Middle school, Ms. Octane, taught a course titled "Research Methods I., which was an elective science course that students took as part of a science magnet program. A unit was designed for 6th grade instruction that incorporated an Argument-Driven Inquiry (ADI) approach, centered on the subject matter of Global Climate change and Global Warming. Students were immersed in three separate lessons within the unit, each of which featured an emphasis upon creating scientific explanations based upon evidence. Additionally, each of the lessons placed a premium on students working towards the development of such explanations as a part of a group, with an emphasis on peer review of the robustness of the explanations proposed. The students were involved in approximately a two week unit emphasizing global climate change. This unit was based on an argumentation model that provided data to students and asked them to develop explanations that accounted for the data. The students then underwent a peer-review process to determine if their explanations could be modified to better account for the data as pointed out by peers. As the students experienced the three lessons comprising the unit, data were taken of various modes, including pre-unit, mid-unit, post-unit, and delayed-post unit interviews, observer notes from the classroom, and artifacts created by the students as individuals and as members of a group. At the end of the unit, a written post-assessment was administered, and post-interviews were conducted with the selected students. These varied data sources were analyzed in order to develop themes corresponding to their frameworks of climate change. Negative cases were sought in order to test developing themes. Themes that emerged from the data were triangulated across the various data sources in order to ensure quality and rigor. These themes were then used to construct understandings of various students' frameworks of the content. Several findings emerged from this research. The first finding is that each student underwent some conceptual change regarding GCC, although of varying natures. The students' synthetic frameworks of GCC were more complex than their initial, or naive frameworks. Some characteristics of the naive frameworks included that the students tended to conflate climate change with a broader, generic category of environmental things. Examples of this conflation include the idea that climate change entails general pollution, litter, and needless killing of dolphins while fishing for tuna. This research suggests that students might benefit from explicit attention to this concept in terms of an ontological category, with the ideal synthetic view realizing that GCC is itself an example of an emergent process. Another characteristic of their naive frameworks includes some surprisingly accurate notions of GCC, including a general sense that temperatures and sea levels are rising. At the same time, none of the students were able to adequately invoke data to support their understandings of GCC. Instead, when data were invoked, students tended to include anecdotal information. Students' synthetic frameworks showed great improvements in these and other aspects. Each student without exception made great strides in reference to data invoked to explain his or her position. The data analyzed show evidence of epistemic scaffolding in that the students' poor ability to invoke evidence was improved through the experience in the argumentation unit. This research also suggests that each student's learning was greatly impacted by his or her own affective tendencies and understandings. Darko provided an example of this called belief identification (Cederblom, 1989), in that he stated that his anti-global warming beliefs are the same as those of his family. Other affective factors of note included self-efficacy and fascination with animals. While each student's understanding of GCC grew substantially, an explanation of their growth was offered with reference to four major categories: Ontological, Epistemological, Analytical, and Affective. In order to understand any one student's conceptual change, a thorough accounting of each of these factors needs to be examined. This research described the interaction of these factors for these students.

Phantom gravastar supported for the explanation of compact dark matter objects

NASA Astrophysics Data System (ADS)

Errehymy, Abdelghani; Daoud, Mohammed; Jammari, Mohammed Kamal

2017-11-01

The understanding of dark matter objects is one of the modern mysteries. Usually one interprets them as black holes, but there is no empirical evidence only a lack of alternatives. Proposing the idea of a phantom gravastar we will give an alternative explanation to these dark matter objects without supposing them to be black holes, in particular to the SgrA* and the MACHOs.

Gamma-rays and the case for baryon symmetric big-bang cosmology

NASA Technical Reports Server (NTRS)

Stecker, F. W.

1977-01-01

The baryon symmetric big-bang cosmologies offer an explanation of the present photon-baryon ratio in the universe, the best present explanation of the diffuse gamma-ray background spectrum in the 1-200 MeV range, and a mechanism for galaxy formation. In regard to He production, evidence is discussed that nucleosynthesis of He may have taken place after the galaxies were formed.

Job-Related Training and Benefits for Individuals: A Review of Evidence and Explanations. OECD Education Working Papers, No. 19

ERIC Educational Resources Information Center

Hansson, Bo

2008-01-01

This paper reviews the literature on job-related training and the effects of these investments for different groups of individuals. The paper also elaborates on the theories, empirical explanations, and policy implications that can be drawn from these findings. Employer-provided training is by far the most important source of further education and…

Relationship between stress and pain in work-related upper extremity disorders: the hidden role of chronic multisymptom illnesses.

PubMed

Clauw, Daniel J; Williams, David A

2002-05-01

Pain and fatigue are commonly associated with work-related upper extremity disorders. Occasionally these symptoms persist beyond a reasonable healing period. One potential explanation for prolonged symptom expression is the concurrent development of a stress-mediated illness or CMI (Chronic Multi-Symptom Illness). In such a scenario, the chronic regional pain and other symptoms that the individual is experiencing would be attributable to the CMI rather than to tissue damage or a biomechanical dysfunction of the upper-extremity. This article critically reviews the case definitions of the new class of CMI disorders and evaluates the existing evidence supporting centrally mediated physiological changes (e.g., sensory hypervigilance, dysautonomia) that manifest as symptoms of pain and fatigue in some individuals experiencing chronic stressors. While explanations for prolonged pain and fatigue have historically focused on mechanisms involving peripheral pathology or psychiatric explanations, ample evidences support the role of altered Central Nervous System function in accounting for symptom manifestation in CMI. A model is presented that unites seemingly disparate findings across numerous investigations and provides a framework for understanding how genetics, triggering events, stressors, and early life events can affect CNS activity. Resultant symptom expression (e.g., pain and fatigue) from central dysregulation would be expected to occur in a subset of individuals in the population, including a subset of individuals with work-related upper extremity disorders. Thus when symptoms such as pain and fatigue persist beyond a reasonable period, consideration of CMI and associated assessment and interventions focused on central mechanisms may be worthwhile.

Updating during reading comprehension: why causality matters.

PubMed

Kendeou, Panayiota; Smith, Emily R; O'Brien, Edward J

2013-05-01

The present set of 7 experiments systematically examined the effectiveness of adding causal explanations to simple refutations in reducing or eliminating the impact of outdated information on subsequent comprehension. The addition of a single causal-explanation sentence to a refutation was sufficient to eliminate any measurable disruption in comprehension caused by the outdated information (Experiment 1) but was not sufficient to eliminate its reactivation (Experiment 2). However, a 3 sentence causal-explanation addition to a refutation eliminated both any measurable disruption in comprehension (Experiment 3) and the reactivation of the outdated information (Experiment 4). A direct comparison between the 1 and 3 causal-explanation conditions provided converging evidence for these findings (Experiment 5). Furthermore, a comparison of the 3 sentence causal-explanation condition with a 3 sentence qualified-elaboration condition demonstrated that even though both conditions were sufficient to eliminate any measurable disruption in comprehension (Experiment 6), only the causal-explanation condition was sufficient to eliminate the reactivation of the outdated information (Experiment 7). These results establish a boundary condition under which outdated information will influence comprehension; they also have broader implications for both the updating process and knowledge revision in general.

Recommendations for the Use of Ultrasound and Magnetic Resonance in Patients With Spondyloarthritis, Including Psoriatic Arthritis, and Patients With Juvenile Idiopathic Arthritis.

PubMed

Uson, Jacqueline; Loza, Estibaliz; Möller, Ingrid; Acebes, Carlos; Andreu, Jose Luis; Batlle, Enrique; Bueno, Ángel; Collado, Paz; Fernández-Gallardo, Juan Manuel; González, Carlos; Jiménez Palop, Mercedes; Lisbona, María Pilar; Macarrón, Pilar; Maymó, Joan; Narváez, Jose Antonio; Navarro-Compán, Victoria; Sanz, Jesús; Rosario, M Piedad; Vicente, Esther; Naredo, Esperanza

To develop evidence-based recommendations on the use of ultrasound (US) and magnetic resonance imaging in patients with spondyloarthritis, including psoriatic arthritis, and juvenile idiopathic arthritis. Recommendations were generated following a nominal group technique. A panel of experts (15 rheumatologists and 3 radiologists) was established in the first panel meeting to define the scope and purpose of the consensus document, as well as chapters, potential recommendations and systematic literature reviews (we used and updated those from previous EULAR documents). A first draft of recommendations and text was generated. Then, an electronic Delphi process (2 rounds) was carried out. Recommendations were voted from 1 (total disagreement) to 10 (total agreement). We defined agreement if at least 70% of participants voted≥7. The level of evidence and grade or recommendation was assessed using the Oxford Centre for Evidence Based Medicine levels of evidence. The full text was circulated and reviewed by the panel. The consensus was coordinated by an expert methodologist. A total of 12 recommendations were proposed for each disease. They include, along with explanations of the validity of US and magnetic resonance imaging regarding inflammation and damage detection, diagnosis, prediction (structural damage progression, flare, treatment response, etc.), monitoring and the use of US guided injections/biopsies. These recommendations will help clinicians use US and magnetic resonance imaging in patients with spondyloarthritis and juvenile idiopathic arthritis. Copyright © 2016 Elsevier España, S.L.U. and Sociedad Española de Reumatología y Colegio Mexicano de Reumatología. All rights reserved.

A guide to understanding meta-analysis.

PubMed

Israel, Heidi; Richter, Randy R

2011-07-01

With the focus on evidence-based practice in healthcare, a well-conducted systematic review that includes a meta-analysis where indicated represents a high level of evidence for treatment effectiveness. The purpose of this commentary is to assist clinicians in understanding meta-analysis as a statistical tool using both published articles and explanations of components of the technique. We describe what meta-analysis is, what heterogeneity is, and how it affects meta-analysis, effect size, the modeling techniques of meta-analysis, and strengths and weaknesses of meta-analysis. Common components like forest plot interpretation, software that may be used, special cases for meta-analysis, such as subgroup analysis, individual patient data, and meta-regression, and a discussion of criticisms, are included.

Causal reasoning with mental models

PubMed Central

Khemlani, Sangeet S.; Barbey, Aron K.; Johnson-Laird, Philip N.

2014-01-01

This paper outlines the model-based theory of causal reasoning. It postulates that the core meanings of causal assertions are deterministic and refer to temporally-ordered sets of possibilities: A causes B to occur means that given A, B occurs, whereas A enables B to occur means that given A, it is possible for B to occur. The paper shows how mental models represent such assertions, and how these models underlie deductive, inductive, and abductive reasoning yielding explanations. It reviews evidence both to corroborate the theory and to account for phenomena sometimes taken to be incompatible with it. Finally, it reviews neuroscience evidence indicating that mental models for causal inference are implemented within lateral prefrontal cortex. PMID:25389398

Causal reasoning with mental models.

PubMed

Khemlani, Sangeet S; Barbey, Aron K; Johnson-Laird, Philip N

2014-01-01

This paper outlines the model-based theory of causal reasoning. It postulates that the core meanings of causal assertions are deterministic and refer to temporally-ordered sets of possibilities: A causes B to occur means that given A, B occurs, whereas A enables B to occur means that given A, it is possible for B to occur. The paper shows how mental models represent such assertions, and how these models underlie deductive, inductive, and abductive reasoning yielding explanations. It reviews evidence both to corroborate the theory and to account for phenomena sometimes taken to be incompatible with it. Finally, it reviews neuroscience evidence indicating that mental models for causal inference are implemented within lateral prefrontal cortex.

Sex ratio dynamics and fluctuating selection on personality.

PubMed

Del Giudice, Marco

2012-03-21

Fluctuating selection has often been proposed as an explanation for the maintenance of genetic variation in personality. Here I argue that the temporal dynamics of the sex ratio can be a powerful source of fluctuating selection on personality traits, and develop this hypothesis with respect to humans. First, I review evidence that sex ratios modulate a wide range of social processes related to mating and parenting. Since most personality traits affect mating and parenting behavior, changes in the sex ratio can be expected to result in variable selection on personality. I then show that the temporal dynamics of the sex ratio are intrinsically characterized by fluctuations at various timescales. Finally, I address a number of evolutionary genetic challenges to the hypothesis. I conclude that the sex ratio hypothesis is a plausible explanation of genetic variation in human personality, and may be fruitfully applied to other species as well. Copyright © 2011 Elsevier Ltd. All rights reserved.

Hill's Heuristics and Explanatory Coherentism in Epidemiology.

PubMed

Dammann, Olaf

2018-01-01

In this essay, I argue that Ted Poston's theory of explanatory coherentism is well-suited as a tool for causal explanation in the health sciences, particularly in epidemiology. Coherence has not only played a role in epidemiology for more than half a century as one of Hill's viewpoints, it can also provide background theory for the development of explanatory systems by integrating epidemiologic evidence with a diversity of other error-independent data. I propose that computational formalization of Hill's viewpoints in an explanatory coherentist framework would provide an excellent starting point for a formal epistemological (knowledge-theoretical) project designed to improve causal explanation in the health sciences. As an example, I briefly introduce Paul Thagard's ECHO system and offer my responses to possible objections to my proposal. © The Author(s) 2017. Published by Oxford University Press on behalf of the Johns Hopkins Bloomberg School of Public Health. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Object permanence and method of disappearance: looking measures further contradict reaching measures.

PubMed

Charles, Eric P; Rivera, Susan M

2009-11-01

Piaget proposed that understanding permanency, understanding occlusion events, and forming mental representations were synonymous; however, accumulating evidence indicates that those concepts are not unified in development. Infants reach for endarkened objects at younger ages than for occluded objects, and infants' looking patterns suggest that they expect occluded objects to reappear at younger ages than they reach for them. We reaffirm the latter finding in 5- to 6-month-olds and find similar responses to faded objects, but we fail to find that pattern in response to endarkened objects. This suggests that looking behavior and reaching behavior are both sensitive to method of disappearance, but with opposite effects. Current cognition-oriented (i.e. representation-oriented) explanations of looking behavior cannot easily accommodate these results; neither can perceptual-preference explanations, nor the traditional ecological reinterpretations of object permanence. A revised ecological hypothesis, invoking affordance learning, suggests how these differences could arise developmentally.

Spatial Congruity Effects Reveal Metaphorical Thinking, not Polarity Correspondence.

PubMed

Dolscheid, Sarah; Casasanto, Daniel

2015-01-01

Spatial congruity effects have often been interpreted as evidence for metaphorical thinking, but an alternative account based on polarity correspondence (a.k.a. markedness) has challenged this view. Here we compared metaphor- and polarity-correspondence-based explanations for spatial congruity effects, using musical pitch as a testbed. In one experiment, English speakers classified high- and low-frequency pitches as "high" and "low," or as "front" and "back," to determine whether space-pitch congruity effects could be elicited by any marked spatial continuum. Although both pairs of terms describe bipolar spatial continuums, we found congruity effects only for high/low judgments, indicating that markedness is not sufficient to produce space-pitch congruity effects. A second experiment confirmed that there were no space-pitch congruity effects for another pair of terms that have clear markedness (big/small), but which do not denote spatial height. By contrast, this experiment showed congruity effects for words that cued an appropriate vertical spatial schema (tall/short), even though these words are not used conventionally in English to describe pitches, ruling out explanations for the observed pattern of results based on verbal polysemy. Together, results suggest that space-pitch congruity effects reveal metaphorical uses of spatial schemas, not polarity correspondence effects.

Looking beyond the forest: Using harvest plots, gap analysis, and expert consultations to assess effectiveness, engage stakeholders, and inform policy.

PubMed

Burns, J; Polus, S; Brereton, L; Chilcott, J; Ward, S E; Pfadenhauer, L M; Rehfuess, E A

2018-03-01

We describe a combination of methods for assessing the effectiveness of complex interventions, especially where substantial heterogeneity with regard to the population, intervention, comparison, outcomes, and study design of interest is expected. We applied these methods in a recent systematic review of the effectiveness of reinforced home-based palliative care (rHBPC) interventions, which included home-based care with an additional and explicit component of lay caregiver support. We first summarized the identified evidence, deemed inappropriate for statistical pooling, graphically by creating harvest plots. Although very useful as a tool for summary and presentation of overall effectiveness, such graphical summary approaches may obscure relevant differences between studies. Thus, we then used a gap analysis and conducted expert consultations to look beyond the aggregate level at how the identified evidence of effectiveness may be explained. The goal of these supplemental methods was to step outside of the conventional systematic review and explore this heterogeneity from a broader perspective, based on the experience of palliative care researchers and practitioners. The gap analysis and expert consultations provided valuable input into possible underlying explanations in the evidence, which could be helpful in the further adaptation and testing of existing rHBPC interventions or the development and evaluation of new ones. We feel that such a combination of methods could prove accessible, understandable, and useful in informing decisions and could thus help increase the relevance of systematic reviews to the decision-making process. Copyright © 2017 John Wiley & Sons, Ltd.

An Intense Terminal Epoch of Widespread Fluvial Activity on Early Mars: 2. Increased Runoff and Paleolake Development

NASA Technical Reports Server (NTRS)

Rossman III, Irwin P.; Howard, Alan D.; Craddock, Robert A.; Moore, Jeffrey M.

2005-01-01

To explain the much higher denudation rates and valley network development on early Mars (more than approximately 3.6 Gyr ago), most investigators have invoked either steady state warm/wet (Earthlike) or cold/dry (modern Mars) end-member paleoclimates. Here we discuss evidence that highland gradation was prolonged, but generally slow and possibly ephemeral during the Noachian Period, and that the immature valley networks entrenched during a brief terminal epoch of more erosive fluvial activity in the late Noachian to early Hesperian. Observational support for this interpretation includes (1) late-stage breaching of some enclosed basins that had previously been extensively modified, but only by internal erosion and deposition; (2) deposition of pristine deltas and fans during a late stage of contributing valley entrenchment; (3) a brief, erosive response to base level decline (which was imparted as fretted terrain developed by a suite of processes unrelated to surface runoff) in fluvial valleys that crosscut the highland-lowland boundary scarp; and (4) width/contributing area relationships of interior channels within valley networks, which record significant late-stage runoff production with no evidence of recovery to lower-flow conditions. This erosion appears to have ended abruptly, as depositional landforms generally were not entrenched with declining base level in crater lakes. A possible planetwide synchronicity and common cause to the late-stage fluvial activity are possible but remain uncertain. This increased activity of valley networks is offered as a possible explanation for diverse features of highland drainage basins, which were previously cited to support competing warm, wet and cold, dry paleoclimate scenarios.

[Crime-related amnesia: real or feigned?].

PubMed

Giger, P; Merten, T; Merckelbach, H

2012-07-01

In the context of criminal forensic evaluations, experts are often confronted with the problem of offenders' claims of crime-related amnesia. Because of the far-reaching legal consequences of the expert opinion, the nature of the suspected memory disorder has to be investigated with special care and due consideration of differential diagnoses. While the diagnosis of organic amnesia is comparatively easy to make, the same is not true for dissociative amnesia. Despite existing theoretical explanations such as stress, peritraumatic dissociation or repression, to date there is no sound, scientifically based and empirically supported explanation for the occurrence of genuine, non-organic crime-related amnesia. In the criminal context of claimed amnesia, secondary gain is usually obvious; thus, possible malingering of memory loss has to be carefully investigated by the forensic expert. To test this hypothesis, the expert has to resort to methods based on a high methodological level. The diagnosis of dissociative amnesia cannot be made by mere exclusion of evidence for organic amnesia; instead, malingering has to be ruled out on an explicit basis. © Georg Thieme Verlag KG Stuttgart · New York.

Dietary and Lifestyle Factors Associated with Colorectal Cancer Risk and Interactions with Microbiota: Fiber, Red or Processed Meat and Alcoholic Drinks

PubMed Central

Tuan, Juan; Chen, Ying-Xuan

2016-01-01

Background Diets and lifestyles have been strongly associated with colorectal cancer (CRC). In the past several decades, emerging evidence has suggested that the gut microbiota may have a role in the development of CRC. Its interaction with diets and lifestyles could affect the carcinogenesis of CRC. Summary This review presents the most recent epidemiologic and experimental evidence of three factors that may convincingly have a role in CRC, including fiber, red or processed meat, and alcohol, focusing on potential mechanisms and their interactions with the gut microbiota. Key Message High consumption of fiber, low consumption of red or processed red meat as well as minimizing alcohol intake have been associated with a lower risk of CRC. Many microbial metabolites formed from those three substances may mediate the microbial diversity and the composition and abundance of the gut microbiota, which eventually affects the balance between health and disease, including CRC. Practical Implications Based on our synthetic review, clinicians may probably offer some recommendations and explanations to their patients who may want to modulate their diet and lifestyle to prevent CRC. As an easily modifiable environmental factor, it may be possible that applying dietary or lifestyle intervention could effectively protect against the development of CRC in the future. PMID:27722153

A number of factors explain why WHO guideline developers make strong recommendations inconsistent with GRADE guidance.

PubMed

Alexander, Paul E; Gionfriddo, Michael R; Li, Shelly-Anne; Bero, Lisa; Stoltzfus, Rebecca J; Neumann, Ignacio; Brito, Juan P; Djulbegovic, Benjamin; Montori, Victor M; Norris, Susan L; Schünemann, Holger J; Thabane, Lehana; Guyatt, Gordon H

2016-02-01

Many strong recommendations issued by the World Health Organization (WHO) are based on low- or very low-quality (low certainty) evidence (discordant recommendations). Many such discordant recommendations are inconsistent with the Grading of Recommendations Assessment, Development and Evaluation (GRADE) guidance. We sought to understand why WHO makes discordant recommendations inconsistent with GRADE guidance. We interviewed panel members involved in guidelines approved by WHO (2007-2012) that included discordant recommendations. Interviews, recorded and transcribed, focused on use of GRADE including the reasoning underlying, and factors contributing to, discordant recommendations. Four themes emerged: strengths of GRADE, challenges and barriers to GRADE, strategies to improve GRADE application, and explanations for discordant recommendations. Reasons for discordant recommendations included skepticism about the value of making conditional recommendations; political considerations; high certainty in benefits (sometimes warranted, sometimes not) despite assessing evidence as low certainty; and concerns that conditional recommendations will be ignored. WHO panelists make discordant recommendations inconsistent with GRADE guidance for reasons that include limitations in their understanding of GRADE. Ensuring optimal application of GRADE at WHO and elsewhere likely requires selecting panelists who have a commitment to GRADE principles, additional training of panelists, and formal processes to maximize adherence to GRADE principles. Copyright © 2016 Elsevier Inc. All rights reserved.

Dietary and Lifestyle Factors Associated with Colorectal Cancer Risk and Interactions with Microbiota: Fiber, Red or Processed Meat and Alcoholic Drinks.

PubMed

Tuan, Juan; Chen, Ying-Xuan

2016-09-01

Diets and lifestyles have been strongly associated with colorectal cancer (CRC). In the past several decades, emerging evidence has suggested that the gut microbiota may have a role in the development of CRC. Its interaction with diets and lifestyles could affect the carcinogenesis of CRC. This review presents the most recent epidemiologic and experimental evidence of three factors that may convincingly have a role in CRC, including fiber, red or processed meat, and alcohol, focusing on potential mechanisms and their interactions with the gut microbiota. High consumption of fiber, low consumption of red or processed red meat as well as minimizing alcohol intake have been associated with a lower risk of CRC. Many microbial metabolites formed from those three substances may mediate the microbial diversity and the composition and abundance of the gut microbiota, which eventually affects the balance between health and disease, including CRC. Based on our synthetic review, clinicians may probably offer some recommendations and explanations to their patients who may want to modulate their diet and lifestyle to prevent CRC. As an easily modifiable environmental factor, it may be possible that applying dietary or lifestyle intervention could effectively protect against the development of CRC in the future.

A Curriculum Guide for Energy Education - Vocational Home Economics Education. A Guide for Planning Performance-Based Energy Education in Home Economics Education Programs.

ERIC Educational Resources Information Center

South Carolina State Dept. of Education, Columbia. Home Economics Education Section.

This guide serves as a resource for performance-based learning experiences designed to assist secondary school home economics students in developing competencies essential for effective energy use and management. A rationale for performance-based vocational education; definitions/explanations of the terms…

Supporting Beginning Teacher Planning and Enactment of Investigation-based Science Discussions: The Design and Use of Tools within Practice-based Teacher Education

NASA Astrophysics Data System (ADS)

Kademian, Sylvie M.

Current reform efforts prioritize science instruction that provides opportunities for students to engage in productive talk about scientific phenomena. Given the challenges teachers face enacting instruction that integrates science practices and science content, beginning teachers need support to develop the knowledge and teaching practices required to teach reform-oriented science lessons. Practice-based teacher education shows potential for supporting beginning teachers while they are learning to teach in this way. However, little is known about how beginning elementary teachers draw upon the types of support and tools associated with practice-based teacher education to learn to successfully enact this type of instruction. This dissertation addresses this gap by investigating how a practice-based science methods course using a suite of teacher educator-provided tools can support beginning teachers' planning and enactment of investigation-based science lessons. Using qualitative case study methodologies, this study drew on video-records, lesson plans, class assignments, and surveys from one cohort of 22 pre-service teachers (called interns in this study) enrolled in a year-long elementary education master of the arts and teaching certification program. Six focal interns were also interviewed at multiple time-points during the methods course. Similarities existed across the types of tools and teaching practices interns used most frequently to plan and enact investigation-based discussions. For the focal interns, use of four synergistic teaching practices throughout the lesson enactments (including consideration of students' initial ideas; use of open-ended questions to elicit, extend, and challenge ideas; connecting across students' ideas and the disciplinary core ideas; and use of a representation to organize and highlight students' ideas) appeared to lead to increased opportunities for students to share their ideas and engage in data analysis, argumentation and explanation construction. Student opportunities to engage in practices that prioritize scientific discourse also occurred when interns were using dialogic voice and the tools designed to foster development of teacher knowledge for facilitating investigation-based science discussions. However, several intern characteristics likely moderated or mediated intern use of tools, dialogic voice, and productive teaching practices to capitalize on student contributions. These characteristics included intern knowledge of the science content and practices and initial beliefs about science teaching. Missed opportunities to use a combination of several teaching practices and tools designed to foster the development of knowledge for science teaching resulted in fewer opportunities for students to engage in data analysis, argumentation based on evidence, and construction of scientific explanations. These findings highlight the potential of teacher-educator provided tools for supporting beginning teachers in learning to facilitate investigation-based discussions that capitalize on student contributions. These findings also help the field conceptualize how beginning teachers use tools and teaching practices to plan and enact investigation-based science lessons, and how intern characteristics relate to tool use and planned and enacted lessons. By analyzing the investigation-based science lessons holistically, this study begins to unpack the complexities of facilitating investigation-based discussions including the interplay between intern characteristics and tool use, and the ways intern engagement in synergistic teaching practices provide opportunities for students to engage in data analysis, explanation construction, and argumentation. This study also describes methodological implications for this type of whole-lesson analysis and comments on the need for further research investigating beginning teachers' use of tools over time. Finally, I propose the need for iterative design of scaffolds to further support beginning teacher facilitation of investigation-based science lessons.

The impact of obesity on risk factors and prevalence and prognosis of coronary heart disease-the obesity paradox.

PubMed

De Schutter, Alban; Lavie, Carl J; Milani, Richard V

2014-01-01

Obesity is associated with a host of cardiovascular risk factors and its prevalence is rising rapidly. Despite strong evidence that obesity predisposes to the development and progression of coronary heart disease (CHD), numerous studies have shown an inverse relationship between various measures of obesity (most commonly body mass index) and outcomes in established CHD. In this article we review the evidence surrounding the ≪obesity paradox≫ in the secondary care of CHD patients and the CHD presentations where a paradox has been found. Finally we discuss the impact of cardiorespiratory fitness and a number of mechanisms which may offer potential explanations for this puzzling phenomenon. © 2014.

Explaining prompts children to privilege inductively rich properties.

PubMed

Walker, Caren M; Lombrozo, Tania; Legare, Cristine H; Gopnik, Alison

2014-11-01

Four experiments with preschool-aged children test the hypothesis that engaging in explanation promotes inductive reasoning on the basis of shared causal properties as opposed to salient (but superficial) perceptual properties. In Experiments 1a and 1b, 3- to 5-year-old children prompted to explain during a causal learning task were more likely to override a tendency to generalize according to perceptual similarity and instead extend an internal feature to an object that shared a causal property. Experiment 2 replicated this effect of explanation in a case of label extension (i.e., categorization). Experiment 3 demonstrated that explanation improves memory for clusters of causally relevant (non-perceptual) features, but impairs memory for superficial (perceptual) features, providing evidence that effects of explanation are selective in scope and apply to memory as well as inference. In sum, our data support the proposal that engaging in explanation influences children's reasoning by privileging inductively rich, causal properties. Copyright © 2014 Elsevier B.V. All rights reserved.

Acoustic Salience and Input Frequency in L2 Lexical Tone Learning: Evidence from a Zapotec Revitalization Program in San Pablo Macuiltianguis

ERIC Educational Resources Information Center

Riestenberg, Katherine J.

2017-01-01

Second language (L2) learners of tone languages do not perceive and produce the different tones of the target language with equal ease. The most common explanation for these asymmetries is that acoustically salient tones are the easiest to learn. An alternative explanation is that tones are easiest to learn when they are highly frequent in the…

An Empirical Test of Crisis, Social Selection, and Role Explanations of the Relationship between Marital Disruption and Psychological Distress: A Pooled Time-Series Analysis of Four-Wave Panel Data.

ERIC Educational Resources Information Center

Johnson, David R.; Wu, Jian

2002-01-01

Reviews three theoretical explanations (social role theory, crisis theory, social selection theory) for the reasons for psychological distress of divorced individuals. Evaluates the efficacy of these theories in a pooled analysis of married persons followed over 12 years. Results provide evidence that higher stress levels of the divorced primarily…

More than a feeling: incidental learning of array geometry by blindfolded adult humans revealed through touch.

PubMed

Sturz, Bradley R; Green, Marshall L; Gaskin, Katherine A; Evans, Alicia C; Graves, April A; Roberts, Jonathan E

2013-02-15

View-based matching theories of orientation suggest that mobile organisms encode a visual memory consisting of a visual panorama from a target location and maneuver to reduce discrepancy between current visual perception and this stored visual memory to return to a location. Recent success of such theories to explain the orientation behavior of insects and birds raises questions regarding the extent to which such an explanation generalizes to other species. In the present study, we attempted to determine the extent to which such view-based matching theories may explain the orientation behavior of a mammalian species (in this case adult humans). We modified a traditional enclosure orientation task so that it involved only the use of the haptic sense. The use of a haptic orientation task to investigate the extent to which view-based matching theories may explain the orientation behavior of adult humans appeared ideal because it provided an opportunity for us to explicitly prohibit the use of vision. Specifically, we trained disoriented and blindfolded human participants to search by touch for a target object hidden in one of four locations marked by distinctive textural cues located on top of four discrete landmarks arranged in a rectangular array. Following training, we removed the distinctive textural cues and probed the extent to which participants learned the geometry of the landmark array. In the absence of vision and the trained textural cues, participants showed evidence that they learned the geometry of the landmark array. Such evidence cannot be explained by an appeal to view-based matching strategies and is consistent with explanations of spatial orientation related to the incidental learning of environmental geometry.

What limits the yield of levoglucosan during fast pyrolysis of cellulose?

NASA Astrophysics Data System (ADS)

Proano-Aviles, Juan

The pyrolysis of cellulose to form levoglucosan is investigated in this study. Although the stoichiometric yield of levoglucosan from the pyrolysis of cellulose is expected to be 100%, only about 60 wt.% yields are reported in the literature. Several possible reasons for this limitation are investigated through experiments in micropyrolyzers and computational studies on the depolymerization of cellulose. Heat and mass transfer limitations in an experimental apparatus is one possible limitation on the yield of levoglucosan. Repolymerization of condensed phase reaction intermediates could prevent the formation and release of volatile levoglucosan. Thermohydrolysis of pyrolyzing cellulose to form non-volatile and thermally unstable glucose has also been proposed as a mechanism that reduces levoglucosan yields. Secondary reactions in the gas phase were also investigated to explain limitations on levoglucosan yields. Population balance models were developed to test ideas on how cellulose depolymerized to form levoglucosan at less than stoichiometric yields. These models were supported with chemical kinetic data obtained from transient pyrolysis experiments. Under carefully controlled experimental conditions, no evidence was found for heat and mass transfer effects limiting levoglucosan yields to 60 wt.% nor do secondary reactions in the condensed- or gas-phases appear to offer a satisfactory explanation. Based on modeling results, it appears levoglucosan-forming reaction rates that decrease as oligosaccharide chain length decreases is the most plausible explanation for limitations on levoglucosan yield from cellulose.

Mental health assessment: Inference, explanation, and coherence.

PubMed

Thagard, Paul; Larocque, Laurette

2018-06-01

Mental health professionals such as psychiatrists and psychotherapists assess their patients by identifying disorders that explain their symptoms. This assessment requires an inference to the best explanation that compares different disorders with respect to how well they explain the available evidence. Such comparisons are captured by the theory of explanatory coherence that states 7 principles for evaluating competing hypotheses in the light of evidence. The computational model ECHO shows how explanatory coherence can be efficiently computed. We show the applicability of explanatory coherence to mental health assessment by modelling a case of psychiatric interviewing and a case of psychotherapeutic evaluation. We argue that this approach is more plausible than Bayesian inference and hermeneutic interpretation. © 2018 John Wiley & Sons, Ltd.

Brain talk: power and negotiation in children’s discourse about self, brain and behaviour

PubMed Central

Singh, Ilina

2013-01-01

This article examines children’s discourse about self, brain and behaviour, focusing on the dynamics of power, knowledge and responsibility articulated by children. The empirical data discussed in this article are drawn from the study of Voices on Identity, Childhood, Ethics and Stimulants, which included interviews with 151 US and UK children, a subset of whom had a diagnosis of attention deficit/hyperactivity disorder. Despite their contact with psychiatric explanations and psychotropic drugs for their behaviour, children’s discursive engagements with the brain show significant evidence of agency and negotiated responsibility. These engagements suggest the limitations of current concepts that describe a collapse of the self into the brain in an age of neurocentrism. Empirical investigation is needed in order to develop agent-centred conceptual and theoretical frameworks that describe and evaluate the harms and benefits of treating children with psychotropic drugs and other brain-based technologies. PMID:23094965

Multispecies coexistence of trees in tropical forests: spatial signals of topographic niche differentiation increase with environmental heterogeneity.

PubMed

Brown, C; Burslem, D F R P; Illian, J B; Bao, L; Brockelman, W; Cao, M; Chang, L W; Dattaraja, H S; Davies, S; Gunatilleke, C V S; Gunatilleke, I A U N; Huang, J; Kassim, A R; Lafrankie, J V; Lian, J; Lin, L; Ma, K; Mi, X; Nathalang, A; Noor, S; Ong, P; Sukumar, R; Su, S H; Sun, I F; Suresh, H S; Tan, S; Thompson, J; Uriarte, M; Valencia, R; Yap, S L; Ye, W; Law, R

2013-08-07

Neutral and niche theories give contrasting explanations for the maintenance of tropical tree species diversity. Both have some empirical support, but methods to disentangle their effects have not yet been developed. We applied a statistical measure of spatial structure to data from 14 large tropical forest plots to test a prediction of niche theory that is incompatible with neutral theory: that species in heterogeneous environments should separate out in space according to their niche preferences. We chose plots across a range of topographic heterogeneity, and tested whether pairwise spatial associations among species were more variable in more heterogeneous sites. We found strong support for this prediction, based on a strong positive relationship between variance in the spatial structure of species pairs and topographic heterogeneity across sites. We interpret this pattern as evidence of pervasive niche differentiation, which increases in importance with increasing environmental heterogeneity.

Fetal programming of mental health by acetaminophen? Response to the SMFM statement: prenatal acetaminophen use and ADHD.

PubMed

Olsen, Jørn; Liew, Zeyan

2017-12-01

A number of studies indicate that acetaminophen taken during pregnancy may have a programming effect on the fetal brain development. The potential adverse consequences may only surface to clinical detection years later. Should we act on these findings now or do we wait for additional evidence? Areas covered: We argue for action inspired by these well analyzed studies that are based on five prospective cohorts data collected from different countries. Several analytical options have been employed especially to address confounding, and all analyses have consistently suggested that confounding alone is an unlikely explanation for this disturbing observation. Expert opinion: Acetaminophen is often used for minor symptom or discomfort where the treatment has no strong indication and carries little, if any risk for the pregnant women. The harm of doing nothing may well exceed the harm for taking precautionary actions considering the consequences at stake.

Time Within:. the Perceptual Rivalry Switch as a Neural Clock

NASA Astrophysics Data System (ADS)

Pettigrew, John D.; Tilden, Jan D.

2005-10-01

Attention is drawn to weaknesses in the case for an external, physical basis for time's perceptual phenomena, raising the possibility of a Darwinian evolutionary explanation for the apparent flow, structure and arrow of time. We develop the hypothesis that, of all arrows of time identified by physicists and philosophers, the most fundamental is the psychological arrow. Based on findings of an on-going program of empirical research, we suggest a neural basis for time phenomena in the rhythmicity and plasticity of one of the brainstem dopaminergic nuclei, the venetral tegmental area (VTA). We examine links between neural time-keeping and perceptual rivalry and discuss evidence that rivalry is mediated by the VTA which functions as an ultradian oscillator. Further research is suggested, which could challenge or support the hypothesis of the VTA as an important neural time-keeper and the subjective basis of the asymmetric phenomena of time.

Learning Natural Selection in 4th Grade with Multi-Agent-Based Computational Models

NASA Astrophysics Data System (ADS)

Dickes, Amanda Catherine; Sengupta, Pratim

2013-06-01

In this paper, we investigate how elementary school students develop multi-level explanations of population dynamics in a simple predator-prey ecosystem, through scaffolded interactions with a multi-agent-based computational model (MABM). The term "agent" in an MABM indicates individual computational objects or actors (e.g., cars), and these agents obey simple rules assigned or manipulated by the user (e.g., speeding up, slowing down, etc.). It is the interactions between these agents, based on the rules assigned by the user, that give rise to emergent, aggregate-level behavior (e.g., formation and movement of the traffic jam). Natural selection is such an emergent phenomenon, which has been shown to be challenging for novices (K16 students) to understand. Whereas prior research on learning evolutionary phenomena with MABMs has typically focused on high school students and beyond, we investigate how elementary students (4th graders) develop multi-level explanations of some introductory aspects of natural selection—species differentiation and population change—through scaffolded interactions with an MABM that simulates predator-prey dynamics in a simple birds-butterflies ecosystem. We conducted a semi-clinical interview based study with ten participants, in which we focused on the following: a) identifying the nature of learners' initial interpretations of salient events or elements of the represented phenomena, b) identifying the roles these interpretations play in the development of their multi-level explanations, and c) how attending to different levels of the relevant phenomena can make explicit different mechanisms to the learners. In addition, our analysis also shows that although there were differences between high- and low-performing students (in terms of being able to explain population-level behaviors) in the pre-test, these differences disappeared in the post-test.

Investigating the Development of Chinese Oral Explanation and Justification in Singapore Primary Students

ERIC Educational Resources Information Center

Yan, Jing

2016-01-01

Explanation and justification require cognitive ability which selects and organises relevant information in a logical way, and linguistic ability which enables speakers to encode the information with linguistic knowledge. This study aims to investigate the development of Chinese oral explanation and justification in Singapore primary students. The…

Harry Potter and the sorcerer's scope: latent scope biases in explanatory reasoning.

PubMed

Khemlani, Sangeet S; Sussman, Abigail B; Oppenheimer, Daniel M

2011-04-01

What makes a good explanation? We examine the function of latent scope, i.e., the number of unobserved phenomena that an explanation can account for. We show that individuals prefer narrow latent scope explanations-those that account for fewer unobserved effects-to broader explanations. In Experiments 1a-d, participants found narrow latent scope explanations to be both more satisfying and more likely. In Experiment 2 we directly manipulated base rate information and again found a preference for narrow latent scope explanations. Participants in Experiment 3 evaluated more natural explanations of unexpected observations, and again displayed a bias for narrow latent scope explanations. We conclude by considering what this novel bias tells us about how humans evaluate explanations and engage in causal reasoning.

Explanatory Preferences Shape Learning and Inference.

PubMed

Lombrozo, Tania

2016-10-01

Explanations play an important role in learning and inference. People often learn by seeking explanations, and they assess the viability of hypotheses by considering how well they explain the data. An emerging body of work reveals that both children and adults have strong and systematic intuitions about what constitutes a good explanation, and that these explanatory preferences have a systematic impact on explanation-based processes. In particular, people favor explanations that are simple and broad, with the consequence that engaging in explanation can shape learning and inference by leading people to seek patterns and favor hypotheses that support broad and simple explanations. Given the prevalence of explanation in everyday cognition, understanding explanation is therefore crucial to understanding learning and inference. Copyright © 2016 Elsevier Ltd. All rights reserved.

10 CFR 10.11 - Criteria.

Code of Federal Regulations, 2011 CFR

2011-01-01

... personnel security questionnaire, a personal qualifications statement, a personnel security interview, or... adequate evidence of rehabilitation. (12) Refused, without satisfactory explanation, to answer questions...

10 CFR 10.11 - Criteria.

Code of Federal Regulations, 2010 CFR

2010-01-01

... personnel security questionnaire, a personal qualifications statement, a personnel security interview, or... adequate evidence of rehabilitation. (12) Refused, without satisfactory explanation, to answer questions...

Expert System Shells for Rapid Clinical Decision Support Module Development: An ESTA Demonstration of a Simple Rule-Based System for the Diagnosis of Vaginal Discharge

PubMed Central

2012-01-01

Objectives This study demonstrates the feasibility of using expert system shells for rapid clinical decision support module development. Methods A readily available expert system shell was used to build a simple rule-based system for the crude diagnosis of vaginal discharge. Pictures and 'canned text explanations' are extensively used throughout the program to enhance its intuitiveness and educational dimension. All the steps involved in developing the system are documented. Results The system runs under Microsoft Windows and is available as a free download at http://healthcybermap.org/vagdisch.zip (the distribution archive includes both the program's executable and the commented knowledge base source as a text document). The limitations of the demonstration system, such as the lack of provisions for assessing uncertainty or various degrees of severity of a sign or symptom, are discussed in detail. Ways of improving the system, such as porting it to the Web and packaging it as an app for smartphones and tablets, are also presented. Conclusions An easy-to-use expert system shell enables clinicians to rapidly become their own 'knowledge engineers' and develop concise evidence-based decision support modules of simple to moderate complexity, targeting clinical practitioners, medical and nursing students, as well as patients, their lay carers and the general public (where appropriate). In the spirit of the social Web, it is hoped that an online repository can be created to peer review, share and re-use knowledge base modules covering various clinical problems and algorithms, as a service to the clinical community. PMID:23346475

Explanation in Biology: Reduction, Pluralism, and Explanatory Aims

ERIC Educational Resources Information Center

Brigandt, Ingo

2013-01-01

This essay analyzes and develops recent views about explanation in biology. Philosophers of biology have parted with the received deductive-nomological model of scientific explanation primarily by attempting to capture actual biological theorizing and practice. This includes an endorsement of different kinds of explanation (e.g., mathematical and…

Using Online Measures to Determine How Learners Process Instructional Explanations

ERIC Educational Resources Information Center

Sanchez, Emilio; Garcia-Rodicio, Hector

2013-01-01

The goal of the present study was to examine the mechanisms underlying a strategy that we developed to make instructional explanations effective. In two experiments participants learned about plate tectonics from a multimedia material, including adjunct explanations that revised common misunderstandings. These explanations were either marked…

Learning to Understand the Forms of Causality Implicit in Scientifically Accepted Explanations

ERIC Educational Resources Information Center

Grotzer, Tina A.

2003-01-01

Considerable research illuminates the development of causal understanding. However, the research base is hardly a coherent whole. Some is based in research on children's understanding of particular science concepts. Some grows out of social psychology and considers how one attributes intentions and behaviors. Some comes from the developmental…

Learning Natural Selection in 4th Grade with Multi-Agent-Based Computational Models

ERIC Educational Resources Information Center

Dickes, Amanda Catherine; Sengupta, Pratim

2013-01-01

In this paper, we investigate how elementary school students develop multi-level explanations of population dynamics in a simple predator-prey ecosystem, through scaffolded interactions with a multi-agent-based computational model (MABM). The term "agent" in an MABM indicates individual computational objects or actors (e.g., cars), and these…

Competency-Based Education Curriculum for Machine Shop. Teacher's Guide.

ERIC Educational Resources Information Center

Associated Educational Consultants, Inc., Pittsburgh, PA.

This teacher's guide is designed to accompany the machine shop competency-based education curriculum for secondary students in West Virginia. It has been developed to facilitate use of the curriculum by instructors of machine shop programs. The teacher's guide contains the following material: an explanation of the curriculum and suggested usage; a…

Mind the gap: genetic manipulation of basicranial growth within synchondroses modulates calvarial and facial shape in mice through epigenetic interactions.

PubMed

Parsons, Trish E; Downey, Charlene M; Jirik, Frank R; Hallgrimsson, Benedikt; Jamniczky, Heather A

2015-01-01

Phenotypic integration patterns in the mammalian skull have long been a focus of intense interest as a result of their suspected influence on the trajectory of hominid evolution. Here we test the hypothesis that perturbation of cartilage growth, which directly affects only the chondrocranium during development, will produce coordinated shape changes in the adult calvarium and face regardless of mechanism. Using two murine models of cartilage undergrowth that target two very different mechanisms, we show that strong reduction in cartilage growth produces a short, wide, and more flexed cranial base. This in turn produces a short, wide face in both models. Cranial base and face are already correlated early in ontogeny, and the relationship between these modules gains structure through postnatal growth and development. These results provide further evidence that there exist physical interactions between developing parts of the phenotype that produce variation at a distance from the actual locus upon which a particular selective pressure is acting. Phenotypic changes observed over the course of evolution may not all require adaptationist explanations; rather, it is likely that a substantial portion of observed phenotypic variation over the history of a clade is not directly adaptive but rather a secondary consequence of some local response to selection.

Communication-Based Classrooms.

ERIC Educational Resources Information Center

Kretschmer, Richard R., Jr.; Kretschmer, Laura W.

1995-01-01

Addresses three issues in developing the communication abilities of students with hearing impairments: (1) teaching the six primary discourse functions (narration, explanation, contrast-comparison, instruction giving, persuasion, and negotiation); (2) tensions between time needed for language learning and covering curriculum content; and (3)…

Supporting Teachers to Develop Substantive Discourse in Primary Science Classrooms

ERIC Educational Resources Information Center

Smith, Prudence M.; Hackling, Mark W.

2016-01-01

Students' thinking and learning in inquiry-based science is contingent on them being able to participate in substantive conversations so they explore their ideas and develop reasons and explanations for the outcomes of their investigations. While teachers understand the importance of talk for student learning, they are often unaware of the impact…

Understanding Cellular Respiration in Terms of Matter & Energy within Ecosystems

ERIC Educational Resources Information Center

White, Joshua S.; Maskiewicz, April C.

2014-01-01

Using a design-based research approach, we developed a data-rich problem (DRP) set to improve student understanding of cellular respiration at the ecosystem level. The problem tasks engage students in data analysis to develop biological explanations. Several of the tasks and their implementation are described. Quantitative results suggest that…

Project REACH: A Competency-Based Manual for Camp Director Training. Appendix T. Camp Director Training Series.

ERIC Educational Resources Information Center

Vinton, Dennis A., Ed.; Farley, Elizabeth M., Ed.

Resulting from a 3 year project to develop and test competency based programs for camp personnel serving the physically handicapped, the document contains a manual for training the camp director. An introductory section gives an explanation of competency based instruction, a description of a module, and an overview of the camp director training…

Negotiating explanations: doctor-patient communication with patients with medically unexplained symptoms-a qualitative analysis.

PubMed

den Boeft, Madelon; Huisman, Daniëlle; Morton, LaKrista; Lucassen, Peter; van der Wouden, Johannes C; Westerman, Marjan J; van der Horst, Henriëtte E; Burton, Christopher D

2017-02-01

Patients with medically unexplained physical symptoms (MUPS) seek explanations for their symptoms, but often find general practitioners (GPs) unable to deliver these. Different methods of explaining MUPS have been proposed. Little is known about how communication evolves around these explanations. To examine the dialogue between GPs and patients related to explanations in a community-based clinic for MUPS. We categorized dialogue types and dialogue outcomes. Patients were ≥18 years with inclusion criteria for moderate MUPS: ≥2 referrals to specialists, ≥1 functional syndrome/symptoms, ≥10 on the Patient Health Questionnaire-15 and GP's judgement that symptoms were unexplained. We analysed transcripts of 112 audio-recorded consultations (39 patients and 5 GPs) from two studies on the Symptoms Clinic Intervention, a consultation intervention for MUPS in primary care. We used constant comparative analysis to code and classify dialogue types and outcomes. We extracted 115 explanation sequences. We identified four dialogue types, differing in the extent to which the GP or patient controlled the dialogue. We categorized eight outcomes of the sequences, ranging from acceptance to rejection by the patient. The most common outcome was holding (conversation suspended in an unresolved state), followed by acceptance. Few explanations were rejected by the patient. Co-created explanations by patient and GP were most likely to be accepted. We developed a classification of dialogue types and outcomes in relation to explanations offered by GPs for MUPS patients. While it requires further validation, it provides a framework, which can be used for teaching, evaluation of practice and research. © The Author 2016. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

A time-responsive tool for informing policy making: rapid realist review.

PubMed

Saul, Jessie E; Willis, Cameron D; Bitz, Jennifer; Best, Allan

2013-09-05

A realist synthesis attempts to provide policy makers with a transferable theory that suggests a certain program is more or less likely to work in certain respects, for particular subjects, in specific kinds of situations. Yet realist reviews can require considerable and sustained investment over time, which does not always suit the time-sensitive demands of many policy decisions. 'Rapid Realist Review' methodology (RRR) has been developed as a tool for applying a realist approach to a knowledge synthesis process in order to produce a product that is useful to policy makers in responding to time-sensitive and/or emerging issues, while preserving the core elements of realist methodology. Using examples from completed RRRs, we describe key features of the RRR methodology, the resources required, and the strengths and limitations of the process. All aspects of an RRR are guided by both a local reference group, and a group of content experts. Involvement of knowledge users and external experts ensures both the usability of the review products, as well as their links to current practice. RRRs have proven useful in providing evidence for and making explicit what is known on a given topic, as well as articulating where knowledge gaps may exist. From the RRRs completed to date, findings broadly adhere to four (often overlapping) classifications: guiding rules for policy-making; knowledge quantification (i.e., the amount of literature available that identifies context, mechanisms, and outcomes for a given topic); understanding tensions/paradoxes in the evidence base; and, reinforcing or refuting beliefs and decisions taken. 'Traditional' realist reviews and RRRs have some key differences, which allow policy makers to apply each type of methodology strategically to maximize its utility within a particular local constellation of history, goals, resources, politics and environment. In particular, the RRR methodology is explicitly designed to engage knowledge users and review stakeholders to define the research questions, and to streamline the review process. In addition, results are presented with a focus on context-specific explanations for what works within a particular set of parameters rather than producing explanations that are potentially transferrable across contexts and populations. For policy makers faced with making difficult decisions in short time frames for which there is sufficient (if limited) published/research and practice-based evidence available, RRR provides a practical, outcomes-focused knowledge synthesis method.

Improving Students' Understanding and Explanation Skills through the Use of a Knowledge Building Forum

ERIC Educational Resources Information Center

Hamel, Christine; Turcotte, Sandrine; Laferriere, Therese; Bisson, Nicolas

2015-01-01

Education research has shown the importance of helping students develop comprehension skills. Explanation-seeking rather than fact-seeking pedagogies have been shown to warrant deeper student understanding. This study investigates the use of Knowledge Forum (KF) in K-6 classrooms (n = 251) to develop students' explanation skills. To this end, we…

Why was Relativity Accepted?

NASA Astrophysics Data System (ADS)

Brush, S. G.

Historians of science have published many studies of the reception of Einstein's special and general theories of relativity. Based on a review of these studies, and my own research on the role of the light-bending prediction in the reception of general relativity, I discuss the role of three kinds of reasons for accepting relativity (1) empirical predictions and explanations; (2) social-psychological factors; and (3) aesthetic-mathematical factors. According to the historical studies, acceptance was a three-stage process. First, a few leading scientists adopted the special theory for aesthetic-mathematical reasons. In the second stage, their enthusiastic advocacy persuaded other scientists to work on the theory and apply it to problems currently of interest in atomic physics. The special theory was accepted by many German physicists by 1910 and had begun to attract some interest in other countries. In the third stage, the confirmation of Einstein's light-bending prediction attracted much public attention and forced all physicists to take the general theory of relativity seriously. In addition to light-bending, the explanation of the advance of Mercury's perihelion was considered strong evidence by theoretical physicists. The American astronomers who conducted successful tests of general relativity became defenders of the theory. There is little evidence that relativity was `socially constructed' but its initial acceptance was facilitated by the prestige and resources of its advocates.

A comparative perspective on longevity: the effect of body size dominates over ecology in moths.

PubMed

Holm, S; Davis, R B; Javoiš, J; Õunap, E; Kaasik, A; Molleman, F; Tammaru, T

2016-12-01

Both physiologically and ecologically based explanations have been proposed to account for among-species differences in lifespan, but they remain poorly tested. Phylogenetically explicit comparative analyses are still scarce and those that exist are biased towards homoeothermic vertebrates. Insect studies can significantly contribute as lifespan can feasibly be measured in a high number of species, and the selective forces that have shaped it may differ largely between species and from those acting on larger animals. We recorded adult lifespan in 98 species of geometrid moths. Phylogenetic comparative analyses were applied to study variation in species-specific values of lifespan and to reveal its ecological and life-history correlates. Among-species and between-gender differences in lifespan were found to be notably limited; there was also no evidence of phylogenetic signal in this trait. Larger moth species were found to live longer, with this result supporting a physiological rather than ecological explanation of this relationship. Species-specific lifespan values could not be explained by traits such as reproductive season and larval diet breadth, strengthening the evidence for the dominance of physiological determinants of longevity over ecological ones. © 2016 European Society For Evolutionary Biology. Journal of Evolutionary Biology © 2016 European Society For Evolutionary Biology.

An Analysis of Activities in Saudi Arabian Middle School Science Textbooks and Workbooks for the Inclusion of Essential Features of Inquiry

NASA Astrophysics Data System (ADS)

Aldahmash, Abdulwali H.; Mansour, Nasser S.; Alshamrani, Saeed M.; Almohi, Saeed

2016-12-01

This study examines Saudi Arabian middle school science textbooks' coverage of the essential features of scientific inquiry. All activities in the middle school science textbooks and workbooks were analyzed by using the scientific inquiry `essential features' rubric. The results indicated that the essential features are included in about 59 % of the analyzed science activities. However, feature 2, `making learner give priority to evidence in responding to questions' and feature 3, `allowing learner to formulate explanations from evidence' appeared more frequently than the other three features (feature 1: engaging learner in scientifically oriented questions, feature 4: helping learner connect explanations to scientific knowledge, and feature 5: helping learner communicate and justify explanations to others), whether in the activities as a whole, or in the activities included in each of the four science domains (physical science, Earth science, life science and chemistry). These features are represented in almost all activities. This means that almost all activities in the middle school science textbooks and the workbooks include features 2 and 3. Meanwhile, the mean level of inclusion of the five essential features of scientific inquiry found in the middle school science textbooks and workbooks as a whole is 2.55. However, results found for features 1, 4, 5 and for in-level inclusion of the inquiry features in each of the science domains indicate that the inclusion of the essential inquiry features is teacher-centred. As a result, neither science textbooks nor workbooks provide students with the opportunity or encouragement to develop their inquiry skills. Consequently, the results suggest important directions for educational administrators and policy-makers in the preparation and use of science educational content.

The equalisation hypothesis and changes in geographical inequalities of age based mortality in England, 2002-2004 to 2008-2010.

PubMed

Green, Mark A

2013-06-01

The equalisation hypothesis argues that during adolescence and early adulthood, inequality in mortality declines and begins to even out. However the evidence for this phenomenon is contested and mainly based on old data. This study proposes to examine how age-specific inequalities in mortality rates have changed over the past decade, during a time of widening health inequalities. To test this, mortality rates were calculated for deprivation quintiles in England, split by individual ages and sex for three time periods (2002-2004, 2005-2007 and 2008-2010). The results showed evidence for equalisation, with a clear decline in the ratio of mortality rates during late adolescence. However this decline was not accounted for by traditional explanations of the hypothesis. Overall, geographical inequalities were shown to be widening for the majority of ages, although there was some narrowing of patterns observed. Copyright © 2013 Elsevier Ltd. All rights reserved.

The late open infarct-related artery hypothesis: evidence-based medicine or not?

PubMed

Brueck, Martin; Bandorski, Dirk; Kramer, Wilfried; Vogt, Paul R; Heidt, Martin C

2007-11-01

Randomized clinical trials have clearly shown that early reperfusion of coronary arteries is the established treatment of myocardial infarction preserving left ventricular function and reducing mortality. However, late patency of the infarct-related artery is an independent predictor of survival leading to the late open-artery hypothesis. This concept implies restoration of antegrade blood flow of the infarct-related artery in patients with myocardial infarction to improve survival by mechanisms less time-dependent or even time-independent. Possible explanations for this benefit include improved left ventricular function and electrical stability by perfusion of hibernating myocardium, accelerated infarct healing and limitation of ventricular remodeling. This review focuses on the evidence of late recanalization of occluded infarct-related arteries in patients with coronary artery disease.

Comparative Analysis.

DTIC Science & Technology

1987-11-01

differential qualita- tive (DQ) analysis, which solves the task, providing explanations suitable for use by design systems, automated diagnosis, intelligent...solves the task, providing explanations suitable for use by design systems, automated diagnosis, intelligent tutoring systems, and explanation based...comparative analysis as an important component; the explanation is used in many different ways. * One way method of automated design is the principlvd

The development of visuo-spatial working memory.

PubMed

Pickering, S J

2001-01-01

Children's performance on tests of visuo-spatial working memory improves with age, although relatively little is known about why this happens. One explanation concerns the development of the ability to recode visually presented information into phonological form. This process appears to be used from around 8 years of age and is a major contributor to tasks in which stimuli can be verbally labelled. However, evidence suggests that phonological recoding cannot account for all of the age-related change in performance on visuo-spatial working memory tasks. In this review, four other mechanisms (knowledge, processing strategies, processing speed, and attentional capacity) are considered in terms of their contribution to children's visuo-spatial working memory development.

Parental Co-Construction of 5- to 13-Year-Olds' Global Self-Esteem Through Reminiscing About Past Events.

PubMed

Harris, Michelle A; Donnellan, M B; Guo, Jen; McAdams, Dan P; Garnier-Villarreal, Mauricio; Trzesniewski, Kali H

2017-11-01

The current study explored parental processes associated with children's global self-esteem development. Eighty 5- to 13-year-olds and one of their parents provided qualitative and quantitative data through questionnaires, open-ended questions, and a laboratory-based reminiscing task. Parents who included more explanations of emotions when writing about the lowest points in their lives were more likely to discuss explanations of emotions experienced in negative past events with their child, which was associated with child attachment security. Attachment was associated with concurrent self-esteem, which predicted relative increases in self-esteem 16 months later, on average. Finally, parent support also predicted residual increases in self-esteem. Findings extend prior research by including younger ages and uncovering a process by which two theoretically relevant parenting behaviors impact self-esteem development. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Bewitchment, biology, or both: the co-existence of natural and supernatural explanatory frameworks across development.

PubMed

Legare, Cristine H; Gelman, Susan A

2008-06-01

Three studies examined the co-existence of natural and supernatural explanations for illness and disease transmission, from a developmental perspective. The participants (5-, 7-, 11-, and 15-year-olds and adults; N = 366) were drawn from 2 Sesotho-speaking South African communities, where Western biomedical and traditional healing frameworks were both available. Results indicated that, although biological explanations for illness were endorsed at high levels, witchcraft was also often endorsed. More important, bewitchment explanations were neither the result of ignorance nor replaced by biological explanations. Instead, both natural and supernatural explanations were used to explain the same phenomena, and bewitchment explanations were highest among adults. Taken together, these data provide insight into how diverse, culturally constructed belief systems about illness co-exist across development. 2008 Cognitive Science Society, Inc.

General acid-base catalysis mediated by nucleobases in the hairpin ribozyme

PubMed Central

Kath-Schorr, Stephanie; Wilson, Timothy J.; Li, Nan-Sheng; Lu, Jun; Piccirilli, Joseph A.; Lilley, David M. J.

2012-01-01

The catalytic mechanism by which the hairpin ribozyme accelerates cleavage or ligation of the phosphodiester backbone of RNA has been incompletely understood. There is experimental evidence for an important role for an adenine (A38) and a guanine (G8), and it has been proposed that these act in general acid-base catalysis. In this work we show that a large reduction in cleavage rate on substitution of A38 by purine (A38P) can be reversed by replacement of the 5′-oxygen atom at the scissile phosphate by sulfur (5′-PS), which is a much better leaving group. This is consistent with A38 acting as the general acid in the unmodified ribozyme. The rate of cleavage of the 5′-PS substrate by the A38P ribozyme increases with pH log-linearly, indicative of a requirement for a deprotonated base with a relatively high pKa. On substitution of G8 by diaminopurine, the 5′-PS substrate cleavage rate at first increases with pH and then remains at a plateau, exhibiting an apparent pKa consistent with this nucleotide acting in general base catalysis. Alternative explanations for the pH dependence of hairpin ribozyme reactivity are discussed, from which we conclude that general acid-base catalysis by A38 and G8 is the simplest and most probable explanation consistent with all the experimental data. PMID:22958171

How perceptions of experience-based analysis influence explanations of work accidents.

PubMed

Mbaye, Safiétou; Kouabenan, Dongo Rémi

2013-12-01

This article looks into how perceptions of experience-based analysis (EBA) influence causal explanations of accidents given by managers and workers in the chemical industry (n=409) and in the nuclear industry (n=222). The approach is based on the model of naive explanations of accidents (Kouabenan, 1999, 2006, 2009), which recommends taking into account explanations of accidents spontaneously given by individuals, including laypersons, not only to better understand why accidents occur but also to design and implement the most appropriate prevention measures. The study reported here describes the impact of perceptions about EBA (perceived effectiveness, personal commitment, and the feeling of being involved in EBA practices) on managers' and workers' explanations of accidents likely to occur at the workplace. The results indicated that both managers and workers made more internal explanations than external ones when they perceived EBA positively. Moreover, the more the participants felt involved in EBA, were committed to it, and judged it effective, the more they explained accidents in terms of factors internal to the workers. Recommendations are proposed for reducing defensive reactions, increasing personal commitment to EBA, and improving EBA effectiveness. © 2013.

Reasoning in explanation-based decision making.

PubMed

Pennington, N; Hastie, R

1993-01-01

A general theory of explanation-based decision making is outlined and the multiple roles of inference processes in the theory are indicated. A typology of formal and informal inference forms, originally proposed by Collins (1978a, 1978b), is introduced as an appropriate framework to represent inferences that occur in the overarching explanation-based process. Results from the analysis of verbal reports of decision processes are presented to demonstrate the centrality and systematic character of reasoning in a representative legal decision-making task.

The Role of Explanations and Prescriptions in the Science of Design: The Case of Educational Research

ERIC Educational Resources Information Center

Penalva, Jose

2011-01-01

This article develops the idea that the sciences of the design perspective offer a more adequate solution for bridging the gap between explanations and prescriptions in educational research. This idea is developed over the following steps: first, the scope of the analysis and the problem of the relationship between explanations and prescription…

8 CFR 235.10 - U.S. Citizen Identification Card.

Code of Federal Regulations, 2010 CFR

2010-01-01

... Section 235.10 Aliens and Nationality DEPARTMENT OF HOMELAND SECURITY IMMIGRATION REGULATIONS INSPECTION... demands an opportunity to see and rebut the adverse evidence. Any rebuttal, explanation, or evidence... whom it was issued admits in a statement signed before an immigration officer that he or she is an...

The Association of Attention Deficit Hyperactivity Disorder with Socioeconomic Disadvantage: Alternative Explanations and Evidence

ERIC Educational Resources Information Center

Russell, Ginny; Ford, Tamsin; Rosenberg, Rachel; Kelly, Susan

2014-01-01

Background: Studies throughout Northern Europe, the United States and Australia have found an association between childhood attention deficit hyperactivity disorder (ADHD) and family socioeconomic disadvantage. We report further evidence for the association and review potential causal pathways that might explain the link. Methods: Secondary…

A sample theory-based logic model to improve program development, implementation, and sustainability of Farm to School programs.

PubMed

Ratcliffe, Michelle M

2012-08-01

Farm to School programs hold promise to address childhood obesity. These programs may increase students’ access to healthier foods, increase students’ knowledge of and desire to eat these foods, and increase their consumption of them. Implementing Farm to School programs requires the involvement of multiple people, including nutrition services, educators, and food producers. Because these groups have not traditionally worked together and each has different goals, it is important to demonstrate how Farm to School programs that are designed to decrease childhood obesity may also address others’ objectives, such as academic achievement and economic development. A logic model is an effective tool to help articulate a shared vision for how Farm to School programs may work to accomplish multiple goals. Furthermore, there is evidence that programs based on theory are more likely to be effective at changing individuals’ behaviors. Logic models based on theory may help to explain how a program works, aid in efficient and sustained implementation, and support the development of a coherent evaluation plan. This article presents a sample theory-based logic model for Farm to School programs. The presented logic model is informed by the polytheoretical model for food and garden-based education in school settings (PMFGBE). The logic model has been applied to multiple settings, including Farm to School program development and evaluation in urban and rural school districts. This article also includes a brief discussion on the development of the PMFGBE, a detailed explanation of how Farm to School programs may enhance the curricular, physical, and social learning environments of schools, and suggestions for the applicability of the logic model for practitioners, researchers, and policy makers.

Spectroscopic evidence for Davydov-like solitons in acetanilide

NASA Astrophysics Data System (ADS)

Careri, G.; Buontempo, U.; Galluzzi, F.; Scott, A. C.; Gratton, E.; Shyamsunder, E.

1984-10-01

Detailed measurements of infrared absorption and Raman scattering on crystalline acetanilide [(CH3CONHC6H5)x] at low temperature show a new band close to the conventional amide I band. Equilibrium properties and spectroscopic data rule out explanations based on a conventional assignment, crystal defects, Fermi resonance, and upon frozen kinetics between two different subsystems. Thus we cannot account for this band using the concepts of conventional molecular spectroscopy, but a soliton model, similar to that proposed by Davydov for α-helix in protein, is in satisfactory agreement with the experimental data.

Stakeholder analysis and mapping as targeted communication strategy.

PubMed

Shirey, Maria R

2012-09-01

This department highlights change management strategies that may be successful in strategically planning and executing organizational change initiatives. With the goal of presenting practical approaches helpful to nurse leaders advancing organizational change, content includes evidence-based projects, tools, and resources that mobilize and sustain organizational change initiatives. In this article, the author highlights the importance of stakeholder theory and discusses how to apply the theory to conduct a stakeholder analysis. This article also provides an explanation of how to use related stakeholder mapping techniques with targeted communication strategies.

Explaining Australian immigration.

PubMed

Betts, K

1996-11-01

"This article reviews the post-Second World War literature on explanations for Australia's immigration program. It discovers three main schools of thought based on net pull factors: the official explanation and two unofficial explanations which focus on migrants as workers and on migrants as consumers. However the growing importance of net push factors after 1974 means that some of this work is less relevant today. Explanations focusing on net push factors have yet to cohere into a distinct perspective (or perspectives) but some research has been done on chain migration and family-based migration strategies, asylum seekers, temporary movement, and migration and the law." excerpt

Incorporating Inquiry into Upper-Level Undergraduate Homework Assignments: The Mini-Journal

NASA Astrophysics Data System (ADS)

Whittington, Alan; Speck, Angela; Witzig, Stephen; Abell, Sandra

2010-05-01

The US National Science Education Standards (2000) state that science should be taught through inquiry. The five essential features of classroom inquiry are that the leaner (i) engages in scientifically oriented questions, (ii) gives priority to evidence in responding to questions, (iii) formulates explanations from evidence, (iv) connects explanations to scientific knowledge, and (v) communicates and justifies explanations. One difficulty in achieving this vision at the university level lies in the common perception that inquiry be fully open and unstructured, and that its implementation will be impractical due to time and material constraints. In an NSF-funded project, "CUES: Connecting Undergraduates to the Enterprise of Science," faculty developed new inquiry-based laboratory curriculum materials using a "mini-journal" approach, which is designed as an alternative to the cookbook laboratory and represents the way that scientists do science. Here we adapt this approach to a homework assignment in an upper-level Planetary Science class, and show that inquiry is achievable in this setting. Traditional homeworks in this class consisted of problem sets requiring algebraic manipulation, computation, and in most cases an appraisal of the result Longer questions are broken down into chunks worth 1 to 4 points. In contrast, the mini-journal is a short article that is modeled in the way that scientists do and report science. It includes a title, abstract, introduction (with clear statement of the problem to be tackled), a description of the methods, results (presented as both tables and graphs), a discussion (with suggestions for future work) and a list of cited work. Students devise their research questions and hypothesis from the paper based on a logical next step in the investigation. Guiding questions in the discussion can assist the students ("it would be interesting to evaluate the effect of ..."). Students submit their own minijournal, using the same journal-style format. A detailed grading rubric was supplied with the mini-journal, with credit given for formatting, accuracy of calculation, and quality of intepretation and discussion. In the examples we present, research is conducted via spreadsheet modeling, where the students develop their own spreadsheets. The key differences between the old and new formats include (i) the active participation of the students in defining the problem that they will pursue, (ii) the open-ended nature of the inquiry, such that students need to recognize when they have enough information to answer their question, (iii) presentation of results in graphical and tabular formats, and (iv) a written discussion of their findings. Based on detailed student and instructor feedback, our conclusions are: (i) Limited inquiry is achievable in upper-level science homework assignments, and is transferable to other topics and classes (ii) Students experience discomfort on being presented with an open-ended assignment, but like the freedom to define their own homework problem (iii) Students recognize that the reading, writing and critical thinking skills employed in the minijournal format increase their understanding (iv) Students suggest a combination of minijournal and traditional homework formats in this class, or replacing midterm exams with minijournals (v) Student written comments are far more useful than Likert scale responses in assessing instructional techniques and effectiveness

The Virtual Threat Effect: A Test of Competing Explanations for the Effects of Racial Stereotyping in Video Games on Players' Cognitions.

PubMed

Behm-Morawitz, Elizabeth; Hoffswell, Joseph; Chen, Szu-Wei

2016-05-01

Past research provides evidence that embodying a racially stereotyped African American video game character triggers stereotyped thinking among White players. However, the mechanisms through which virtual racial embodiment of a negatively stereotyped character in a video game impacts stereotyped thinking are still unknown. This study expands on past research and utilizes a between-subjects experimental design to test two possible theoretical explanations: the virtual threat effect and presence. On the one hand, embodying a negatively stereotyped African American character may elicit stereotyped thinking among White players due to the mere exposure to the threatening stereotype. According to this explanation, negative affective response to the threatening stimulus predicts stereotyping. On the other hand, the process of embodying, not just observing, the stereotyped African American character suggests that presence in the game may determine how impactful the game imagery is on White players' stereotyping of African Americans. In this case, level of presence would predict stereotyping. The findings of this study advance research by providing evidence of a psychological explanation for the negative effects of embodying a racially stereotyped video game character on players' race-related perceptions. We conceptualize the "virtual threat effect," which may be applied in additional contexts to understand how embodying stereotyped representations of outgroups in virtual environments may negatively affect individuals' perceptions and support of these groups.

Local Choices: Rationality and the Contextuality of Decision-Making

PubMed Central

Vlaev, Ivo

2018-01-01

Rational explanation is ubiquitous in psychology and social sciences, ranging from rational analysis, expectancy-value theories, ideal observer models, mental logic to probabilistic frameworks, rational choice theory, and informal “folk psychological” explanation. However, rational explanation appears to be challenged by apparently systematic irrationality observed in psychological experiments, especially in the field of judgement and decision-making (JDM). Here, it is proposed that the experimental results require not that rational explanation should be rejected, but that rational explanation is local, i.e., within a context. Thus, rational models need to be supplemented with a theory of contextual shifts. We review evidence in JDM that patterns of choices are often consistent within contexts, but unstable between contexts. We also demonstrate that for a limited, though reasonably broad, class of decision-making domains, recent theoretical models can be viewed as providing theories of contextual shifts. It is argued that one particular significant source of global inconsistency arises from a cognitive inability to represent absolute magnitudes, whether for perceptual variables, utilities, payoffs, or probabilities. This overall argument provides a fresh perspective on the scope and limits of human rationality. PMID:29301289

Local Choices: Rationality and the Contextuality of Decision-Making.

PubMed

Vlaev, Ivo

2018-01-02

Rational explanation is ubiquitous in psychology and social sciences, ranging from rational analysis, expectancy-value theories, ideal observer models, mental logic to probabilistic frameworks, rational choice theory, and informal "folk psychological" explanation. However, rational explanation appears to be challenged by apparently systematic irrationality observed in psychological experiments, especially in the field of judgement and decision-making (JDM). Here, it is proposed that the experimental results require not that rational explanation should be rejected, but that rational explanation is local , i.e., within a context. Thus, rational models need to be supplemented with a theory of contextual shifts. We review evidence in JDM that patterns of choices are often consistent within contexts, but unstable between contexts. We also demonstrate that for a limited, though reasonably broad, class of decision-making domains, recent theoretical models can be viewed as providing theories of contextual shifts. It is argued that one particular significant source of global inconsistency arises from a cognitive inability to represent absolute magnitudes, whether for perceptual variables, utilities, payoffs, or probabilities. This overall argument provides a fresh perspective on the scope and limits of human rationality.

Testing the predictions of coping styles theory in threespined sticklebacks

PubMed Central

Bensky, Miles K.; Paitz, Ryan; Pereira, Laura; Bell, Alison M.

2017-01-01

Coping styles theory provides a framework for understanding individual variation in how animals respond to environmental change, and predicts how individual differences in stress responsiveness and behavior might relate to cognitive differences. According to coping styles theory, proactive individuals are bolder, less reactive to stressors, and more routinized than their reactive counterparts. A key tenet of coping styles theory is that variation in coping styles is maintained by tradeoffs with behavioral flexibility: proactive individuals excel in stable environments while more flexible, reactive individuals perform better in variable environments. Here, we assess evidence for coping styles within a natural population of threespined sticklebacks (Gasterosteus aculeatus). We developed a criterion-based learning paradigm to evaluate individual variation in initial and reversal learning. We observed strong individual differences in boldness, cortisol production, and learning performance. Consistent with coping styles, fish that released more cortisol were more timid in response to a predator attack and slower to learn a color discrimination task. However, there was no evidence that reactive individuals performed better when the environment changed (when the rewarded color was reversed). The failure to detect trade-offs between behavioral routinization and flexibility prompts other explanations for the maintenance of differing coping styles. PMID:28017848

Development of a critical appraisal tool to assess the quality of cross-sectional studies (AXIS)

PubMed Central

Downes, Martin J; Brennan, Marnie L; Williams, Hywel C; Dean, Rachel S

2016-01-01

Objectives The aim of this study was to develop a critical appraisal (CA) tool that addressed study design and reporting quality as well as the risk of bias in cross-sectional studies (CSSs). In addition, the aim was to produce a help document to guide the non-expert user through the tool. Design An initial scoping review of the published literature and key epidemiological texts was undertaken prior to the formation of a Delphi panel to establish key components for a CA tool for CSSs. A consensus of 80% was required from the Delphi panel for any component to be included in the final tool. Results An initial list of 39 components was identified through examination of existing resources. An international Delphi panel of 18 medical and veterinary experts was established. After 3 rounds of the Delphi process, the Appraisal tool for Cross-Sectional Studies (AXIS tool) was developed by consensus and consisted of 20 components. A detailed explanatory document was also developed with the tool, giving expanded explanation of each question and providing simple interpretations and examples of the epidemiological concepts being examined in each question to aid non-expert users. Conclusions CA of the literature is a vital step in evidence synthesis and therefore evidence-based decision-making in a number of different disciplines. The AXIS tool is therefore unique and was developed in a way that it can be used across disciplines to aid the inclusion of CSSs in systematic reviews, guidelines and clinical decision-making. PMID:27932337

Development of Mechanistic Reasoning and Multilevel Explanations of Ecology in Third Grade Using Agent-Based Models

ERIC Educational Resources Information Center

Dickes, Amanda Catherine; Sengupta, Pratim; Farris, Amy Voss; Satabdi, Basu

2016-01-01

In this paper, we present a third-grade ecology learning environment that integrates two forms of modeling--embodied modeling and agent-based modeling (ABMs)--through the generation of mathematical representations that are common to both forms of modeling. The term "agent" in the context of ABMs indicates individual computational objects…

Steps for Creating a Specialized Corpus and Developing an Annotated Frequency-Based Vocabulary List

ERIC Educational Resources Information Center

Toriida, Marie-Claude

2016-01-01

This article provides introductory, step-by-step explanations of how to make a specialized corpus and an annotated frequency-based vocabulary list. One of my objectives is to help teachers, instructors, program administrators, and graduate students with little experience in this field be able to do so using free resources. Instructions are first…

Constructing Explanations of Flight: A Study of Instructional Discourse in Primary Science

ERIC Educational Resources Information Center

Rowell, Patricia M.; Ebbers, Margaretha

2004-01-01

In this paper, we examine the instructional discourse of science lessons in two primary classrooms for explanations of bird adaptations for flight. We draw on case study data to describe ways in which student construction of explanations is scaffolded by the teachers. We recognized three categories of explanations developed in the discourse:…

Testicular oocytes in smallmouth bass in northeastern Minnesota in relation to varying levels of human activity.

PubMed

Kadlec, Sarah M; Johnson, Rodney D; Mount, David R; Olker, Jennifer H; Borkholder, Brian D; Schoff, Patrick K

2017-12-01

Testicular oocytes (TOs) have been found in black bass (Micropterus spp.) from many locations in North America. The presence of TOs is often assumed to imply exposure to estrogenic endocrine disrupting compounds (EDCs); however, a definitive causal relationship has yet to be established, and TO prevalence is not consistently low in fish from areas lacking evident EDC sources. This might indicate any of a number of situations: 1) unknown or unidentified EDCs or EDC sources, 2) induction of TOs by other stressors, or 3) testicular oocytes occurring spontaneously during normal development. In the present study, we analyzed TO occurrence in smallmouth bass (Micropterus dolomieu) from 8 populations in northeastern Minnesota watersheds with differing degrees of human development and, hence, presumed likelihood of exposure to anthropogenic chemicals. Three watersheds were categorized as moderately developed, based on the presence of municipal wastewater discharges and higher human population density (4-81 per km 2 ), and 5 watersheds were minimally developed, with very low human population density (0-1 per km 2 ) and minimal built environment. Testicular tissues from mature fish were evaluated using a semiquantitative method that estimated TO density, normalized by cross-sectional area. Testicular oocyte prevalence and density among populations from moderately developed watersheds was higher than in populations from minimally developed watersheds. However, TO prevalence was unexpectedly high and variable (7-43%) in some populations from minimally developed watersheds, and only weak evidence was found for a relationship between TO density and watershed development, suggesting alternative or more complex explanations for TO presence in smallmouth bass from this region. Environ Toxicol Chem 2017;36:3424-3435. © 2017 SETAC. © 2017 SETAC.

Justification of automated decision-making: medical explanations as medical arguments.

PubMed Central

Shankar, R. D.; Musen, M. A.

1999-01-01

People use arguments to justify their claims. Computer systems use explanations to justify their conclusions. We are developing WOZ, an explanation framework that justifies the conclusions of a clinical decision-support system. WOZ's central component is the explanation strategy that decides what information justifies a claim. The strategy uses Toulmin's argument structure to define pieces of information and to orchestrate their presentation. WOZ uses explicit models that abstract the core aspects of the framework such as the explanation strategy. In this paper, we present the use of arguments, the modeling of explanations, and the explanation process used in WOZ. WOZ exploits the wealth of naturally occurring arguments, and thus can generate convincing medical explanations. Images Figure 5 PMID:10566388

The Use of "Harry Potter and the Sorcerer's Stone" to Discuss Identity Development With Gifted Adolescents

ERIC Educational Resources Information Center

Frank, Andrew J.; McBee, Matthew T.

2003-01-01

This article examines the process of identity development in gifted adolescents and provides a theoretical and research-based explanation of its importance for influencing achievement and quality of life in adulthood. Teachers, counselors, and parents can use "Harry Potter and the Sorcerer's Stone" (Rowling, 1997) as a springboard into discussion…

Zero absolute vorticity: insight from experiments in rotating laminar plane Couette flow.

PubMed

Suryadi, Alexandre; Segalini, Antonio; Alfredsson, P Henrik

2014-03-01

For pressure-driven turbulent channel flows undergoing spanwise system rotation, it has been observed that the absolute vorticity, i.e., the sum of the averaged spanwise flow vorticity and system rotation, tends to zero in the central region of the channel. This observation has so far eluded a convincing theoretical explanation, despite experimental and numerical evidence reported in the literature. Here we show experimentally that three-dimensional laminar structures in plane Couette flow, which appear under anticyclonic system rotation, give the same effect, namely, that the absolute vorticity tends to zero if the rotation rate is high enough. It is shown that this is equivalent to a local Richardson number of approximately zero, which would indicate a stable condition. We also offer an explanation based on Kelvin's circulation theorem to demonstrate that the absolute vorticity should remain constant and approximately equal to zero in the central region of the channel when going from the nonrotating fully turbulent state to any state with sufficiently high rotation.

Theory-based explanation as intervention.

PubMed

Weisman, Kara; Markman, Ellen M

2017-10-01

Cogent explanations are an indispensable means of providing new information and an essential component of effective education. Beyond this, we argue that there is tremendous untapped potential in using explanations to motivate behavior change. In this article we focus on health interventions. We review four case studies that used carefully tailored explanations to address gaps and misconceptions in people's intuitive theories, providing participants with a conceptual framework for understanding how and why some recommended behavior is an effective way of achieving a health goal. These case studies targeted a variety of health-promoting behaviors: (1) children washing their hands to prevent viral epidemics; (2) parents vaccinating their children to stem the resurgence of infectious diseases; (3) adults completing the full course of an antibiotic prescription to reduce antibiotic resistance; and (4) children eating a variety of healthy foods to improve unhealthy diets. Simply telling people to engage in these behaviors has been largely ineffective-if anything, concern about these issues is mounting. But in each case, teaching participants coherent explanatory frameworks for understanding health recommendations has shown great promise, with such theory-based explanations outperforming state-of-the-art interventions from national health authorities. We contrast theory-based explanations both with simply listing facts, information, and advice and with providing a full-blown educational curriculum, and argue for providing the minimum amount of information required to understand the causal link between a target behavior and a health outcome. We argue that such theory-based explanations lend people the motivation and confidence to act on their new understanding.

How the World Gains Understanding of a Planet: Analysis of Scientific Understanding in Earth Sciences and of the Communication of Earth-Scientific Explanation

NASA Astrophysics Data System (ADS)

Voute, S.; Kleinhans, M. G.; de Regt, H.

2010-12-01

A scientific explanation for a phenomenon is based on relevant theory and initial and background conditions. Scientific understanding, on the other hand, requires intelligibility, which means that a scientist can recognise qualitative characteristic consequences of the theory without doing the actual calculations, and apply it to develop further explanations and predictions. If explanation and understanding are indeed fundamentally different, then it may be possible to convey understanding of earth-scientific phenomena to laymen without the full theoretical background. The aim of this thesis is to analyze how scientists and laymen gain scientific understanding in Earth Sciences, based on the newest insights in the philosophy of science, pedagogy, and science communication. All three disciplines have something to say about how humans learn and understand, even if at very different levels of scientists, students, children or the general public. If different disciplines with different approaches identify and quantify the same theory in the same manner, then there is likely to be something “real” behind the theory. Comparing methodology and learning styles of the different disciplines within the Earth Sciences and by critically analyze earth-scientific exhibitions in different museums may provide insight in the different approaches for earth-scientific explanation and communication. In order to gain earth-scientific understanding, a broad suite of tools is used, such as maps and images, symbols and diagrams, cross-sections and sketches, categorization and classification, modelling, laboratory experiments, (computer) simulations and analogies, remote sensing, and fieldwork. All these tools have a dual nature, containing both theoretical and embodied components. Embodied knowledge is created by doing the actual modelling, intervening in experiments and doing fieldwork. Scientific practice includes discovery and exploration, data collection and analyses, verification or falsification and conclusions that must be well grounded and argued. The intelligibility of theories is improved by the combination of these two types of understanding. This is also attested by the fact that both theoretical and embodied skills are considered essential for the training of university students at all levels. However, from surprised and confounded reactions of the public to natural disasters it appears that just showing scientific results is not enough to convey the scientific understanding to the public. By using the tools used by earth scientists to develop explanations and achieve understanding, laymen could achieve understanding as well without rigorous theoretical training. We are presently investigating in science musea whether engaging the public in scientific activities based on embodied skills leads to understanding of earth-scientific phenomena by laymen.

Beyond Punnett Squares: Student Word Association and Explanations of Phenotypic Variation through an Integrative Quantitative Genetics Unit Investigating Anthocyanin Inheritance and Expression in Brassica rapa Fast Plants

PubMed Central

Smith, Amber R.; Williams, Paul H.; McGee, Seth A.; Dósa, Katalin; Pfammatter, Jesse

2014-01-01

Genetics instruction in introductory biology is often confined to Mendelian genetics and avoids the complexities of variation in quantitative traits. Given the driving question “What determines variation in phenotype (Pv)? (Pv=Genotypic variation Gv + environmental variation Ev),” we developed a 4-wk unit for an inquiry-based laboratory course focused on the inheritance and expression of a quantitative trait in varying environments. We utilized Brassica rapa Fast Plants as a model organism to study variation in the phenotype anthocyanin pigment intensity. As an initial curriculum assessment, we used free word association to examine students’ cognitive structures before and after the unit and explanations in students’ final research posters with particular focus on variation (Pv = Gv + Ev). Comparison of pre- and postunit word frequency revealed a shift in words and a pattern of co-occurring concepts indicative of change in cognitive structure, with particular focus on “variation” as a proposed threshold concept and primary goal for students’ explanations. Given review of 53 posters, we found ∼50% of students capable of intermediate to high-level explanations combining both Gv and Ev influence on expression of anthocyanin intensity (Pv). While far from “plug and play,” this conceptually rich, inquiry-based unit holds promise for effective integration of quantitative and Mendelian genetics. PMID:25185225

A diffusion decision model analysis of evidence variability in the lexical decision task.

PubMed

Tillman, Gabriel; Osth, Adam F; van Ravenzwaaij, Don; Heathcote, Andrew

2017-12-01

The lexical-decision task is among the most commonly used paradigms in psycholinguistics. In both the signal-detection theory and Diffusion Decision Model (DDM; Ratcliff, Gomez, & McKoon, Psychological Review, 111, 159-182, 2004) frameworks, lexical-decisions are based on a continuous source of word-likeness evidence for both words and non-words. The Retrieving Effectively from Memory model of Lexical-Decision (REM-LD; Wagenmakers et al., Cognitive Psychology, 48(3), 332-367, 2004) provides a comprehensive explanation of lexical-decision data and makes the prediction that word-likeness evidence is more variable for words than non-words and that higher frequency words are more variable than lower frequency words. To test these predictions, we analyzed five lexical-decision data sets with the DDM. For all data sets, drift-rate variability changed across word frequency and non-word conditions. For the most part, REM-LD's predictions about the ordering of evidence variability across stimuli in the lexical-decision task were confirmed.

Phonological short-term memory impairment and the word length effect in children with intellectual disabilities.

PubMed

Poloczek, Sebastian; Büttner, Gerhard; Hasselhorn, Marcus

2014-02-01

There is mounting evidence that children and adolescents with intellectual disabilities (ID) of nonspecific aetiology perform poorer on phonological short-term memory tasks than children matched for mental age indicating a structural deficit in a process contributing to short-term recall of verbal material. One explanation is that children with ID of nonspecific aetiology do not activate subvocal rehearsal to refresh degrading memory traces. However, existing research concerning this explanation is inconclusive since studies focussing on the word length effect (WLE) as indicator of rehearsal have revealed inconsistent results for samples with ID and because in several existing studies, it is unclear whether the WLE was caused by rehearsal or merely appeared during output of the responses. We assumed that in children with ID only output delays produce a small WLE while in typically developing 6- to 8-year-olds rehearsal and output contribute to the WLE. From this assumption we derived several predictions that were tested in an experiment including 34 children with mild or borderline ID and 34 typically developing children matched for mental age (MA). As predicted, results revealed a small but significant WLE for children with ID that was significantly smaller than the WLE in the control group. Additionally, for children with ID, a WLE was not found for the first word of each trial but the effect emerged only in later serial positions. The findings corroborate the notion that in children with ID subvocal rehearsal does not develop in line with their mental age and provide a potential explanation for the inconsistent results on the WLE in children with ID. Copyright © 2013 Elsevier Ltd. All rights reserved.

The effect of scaffolded strategies on content learning in a designed science cyberlearning environment

NASA Astrophysics Data System (ADS)

Kern, Cynthia Lee

Scientific inscriptions---graphs, diagrams, and data---and argumentation are integral to generating and communicating scientific understanding. Scientific inscriptions and argumentation are also important to learning science. However, previous research has indicated that learners struggle to understand and learn science content represented in inscriptions. Furthermore, when learners engage in argumentation, learning science content becomes secondary to the learning of argumentation skills. This design-based research study is nested within the larger effort to inform the design and development of the 5-Featured Dynamic Inquiry Enterprise design framework (5-DIE) for cyberlearning environments and to advance theory associated with the difficulties learners have with scientific inscriptions and the consequences related to using argumentation to learn science content. In an attempt to engage participants in the process of learning science content with scientific inscriptions and argumentation, two learning strategies were embedded in a 5-DIE lessons. The two learning strategies evaluated in this study were (1) self-explanation prompts paired with a scientific inscription and (2) faded worked examples for the evaluation and development of scientific knowledge claims. The participants consisted of ninth and tenth grade students (age: 13-16 years; N=245) enrolled in one of three state-mandated biology courses taught by four different teachers. A three factor mixed model analysis of variance (ANOVA) with two between factors (self-explanation prompts and faded worked examples) and one within factor (pre, post, delayed post-test) was used to evaluate the effects of the learning strategies on the acquisition and retention of domain-specific content knowledge. Both between factors had two levels (with & without) and are described by the following experimental conditions: (1) control condition (general prompts), (2) self-explanation condition, (3) faded worked examples condition, and (4) combined condition with both self-explanation and faded worked examples. Acquisition and retention of content knowledge was assessed with a 17-item multiple-choice, researcher-developed content knowledge test. Results indicated that self-explanation prompts and faded worked examples learning strategies did not influence acquisition and retention of science content in a positive (i.e., learning) way. Based on the finding of this study, it may be concluded that the use of general prompts is as effective as self-explanation prompts and faded worked examples for scaffolding learner engagement with scientific inscriptions and argumentation. Furthermore, the finding indicated additional research is warranted evaluating the generalizability of scaffolds from college to pre-college populations.

Bothered by abstractness or engaged by cohesion? Experts' explanations enhance novices' deep-learning.

PubMed

Lachner, Andreas; Nückles, Matthias

2015-03-01

Experts' explanations have been shown to better enhance novices' transfer as compared with advanced students' explanations. Based on research on expertise and text comprehension, we investigated whether the abstractness or the cohesion of experts' and intermediates' explanations accounted for novices' learning. In Study 1, we showed that the superior cohesion of experts' explanations accounted for most of novices' transfer, whereas the degree of abstractness did not impact novices' transfer performance. In Study 2, we investigated novices' processing while learning with experts' and intermediates' explanations. We found that novices studying experts' explanations actively self-regulated their processing of the explanations, as they showed mainly deep-processing activities, whereas novices learning with intermediates' explanations were mainly engaged in shallow-processing activities by paraphrasing the explanations. Thus, we concluded that subject-matter expertise is a crucial prerequisite for instructors. Despite the abstract character of experts' explanations, their subject-matter expertise enables them to generate highly cohesive explanations that serve as a valuable scaffold for students' construction of flexible knowledge by engaging them in deep-level processing. PsycINFO Database Record (c) 2015 APA, all rights reserved.

The MAPS Reporting Statement for Studies Mapping onto Generic Preference-Based Outcome Measures: Explanation and Elaboration.

PubMed

Petrou, Stavros; Rivero-Arias, Oliver; Dakin, Helen; Longworth, Louise; Oppe, Mark; Froud, Robert; Gray, Alastair

2015-10-01

The process of "mapping" is increasingly being used to predict health utilities, for application within health economic evaluations, using data on other indicators or measures of health. Guidance for the reporting of mapping studies is currently lacking. The overall objective of this research was to develop a checklist of essential items, which authors should consider when reporting mapping studies. The MAPS (MApping onto Preference-based measures reporting Standards) statement is a checklist, which aims to promote complete and transparent reporting by researchers. This paper provides a detailed explanation and elaboration of the items contained within the MAPS statement. In the absence of previously published reporting checklists or reporting guidance documents, a de novo list of reporting items and accompanying explanations was created. A two-round, modified Delphi survey, with representatives from academia, consultancy, health technology assessment agencies and the biomedical journal editorial community, was used to identify a list of essential reporting items from this larger list. From the initial de novo list of 29 candidate items, a set of 23 essential reporting items was developed. The items are presented numerically and categorised within six sections, namely, (i) title and abstract, (ii) introduction, (iii) methods, (iv) results, (v) discussion and (vi) other. For each item, we summarise the recommendation, illustrate it using an exemplar of good reporting practice identified from the published literature, and provide a detailed explanation to accompany the recommendation. It is anticipated that the MAPS statement will promote clarity, transparency and completeness of reporting of mapping studies. It is targeted at researchers developing mapping algorithms, peer reviewers and editors involved in the manuscript review process for mapping studies, and the funders of the research. The MAPS working group plans to assess the need for an update of the reporting checklist in 5 years' time.

Review article: the role of practice guidelines and evidence-based medicine in perioperative patient safety.

PubMed

Crosby, Edward

2013-02-01

The purpose of this narrative review is to discuss the impact of clinical practice guidelines on the outcomes of care and patient safety. The care provided to patients has a high degree of variability, including some care that is discordant with available evidence. This inconsistency has implications for patient safety as some patients receive care that is unlikely beneficial yet may be harmful, while others are denied care that would clearly be helpful. The medical literature is expanding at an alarming rate; its quality and reliability is often poor; study methodology is frequently suboptimal, and reversal is common, even among frequently cited articles. For decades, specialty societies and other agencies have been providing clinical practice guidelines to assist physicians with the integration of evidence into clinical decision-making. Implementation of guidelines has been variable, and their goals are often not achieved due to failed uptake and application. The reasons for this shortcoming are complex and some explanations are valid. Many guidelines have not been evidence-based and many have been methodologically unsound. Physician autonomy likely also plays an important role in guideline uptake; an updated concept of autonomy that embraces appropriate guidelines is long overdue. Under certain conditions, guidelines can add value to care and improve outcomes; they need to be evidence-based, methodologically sound, and appropriately applied to patients and clinical scenarios. Simply summarizing evidence in a guideline is an inadequate process. To achieve the benefit of guidelines, implementation strategies need to be robust.

Risky Decisions Despite Counter Evidence: Modeling a Culture of Safer Sexual Practices

PubMed Central

Patel, Vimla L.; Yoskowitz, Nicole A.; Kaufman, David R.; Gutnik, Lily A.; Shortliffe, Edward H.

2005-01-01

To create a culture of safe practices, we need to understand how and under what conditions the public makes risky decisions about their health. Because risky sexual behaviors are known to be common in young adults, we investigated their decision making regarding sexual activities that could incur a high risk of HIV infection. Sixty young urban adults maintained journals for two weeks and were interviewed regarding condom use and sexual history. We characterized four patterns of condom use behavior: consistent (35.0%), inconsistent (16.7%), consistent to inconsistent (35.0%), and inconsistent to consistent (13.3%). Directionality of reasoning was analyzed in the explanations provided for condom use decisions. The consistent and inconsistent patterns were associated with data-driven heuristic reasoning, where behavior becomes automated and is associated with a high level of confidence in one’s judgment. In the other two patterns, the shift in behavior was due to a significant event that influenced a change in directionality to explanation-based reasoning. We discuss these results within the framework of identifying potentially high-risk groups for whom customized intervention strategies (such as computer-based educational programs) can be used to reduce risk, thereby creating a culture of safer sexual practices. PMID:16779109

Risky decisions despite counter evidence: modeling a culture of safer sexual practices.

PubMed

Patel, Vimla L; Yoskowitz, Nicole A; Kaufman, David R; Gutnik, Lily A; Shortliffe, Edward H

2005-01-01

To create a culture of safe practices, we need to understand how and under what conditions the public makes risky decisions about their health. Because risky sexual behaviors are known to be common in young adults, we investigated their decision making regarding sexual activities that could incur a high risk of HIV infection. Sixty young urban adults maintained journals for two weeks and were interviewed regarding condom use and sexual history. We characterized four patterns of condom use behavior: consistent (35.0%), inconsistent (16.7%), consistent to inconsistent (35.0%), and inconsistent to consistent (13.3%). Directionality of reasoning was analyzed in the explanations provided for condom use decisions. The consistent and inconsistent patterns were associated with data-driven heuristic reasoning, where behavior becomes automated and is associated with a high level of confidence in one's judgment. In the other two patterns, the shift in behavior was due to a significant event that influenced a change in directionality to explanation-based reasoning. We discuss these results within the framework of identifying potentially high-risk groups for whom customized intervention strategies (such as computer-based educational programs) can be used to reduce risk, thereby creating a culture of safer sexual practices.

Physiotherapy for functional motor disorders: a consensus recommendation

PubMed Central

Nielsen, Glenn; Stone, Jon; Matthews, Audrey; Brown, Melanie; Sparkes, Chris; Farmer, Ross; Masterton, Lindsay; Duncan, Linsey; Winters, Alisa; Daniell, Laura; Lumsden, Carrie; Carson, Alan; David, Anthony S; Edwards, Mark

2015-01-01

Background Patients with functional motor disorder (FMD) including weakness and paralysis are commonly referred to physiotherapists. There is growing evidence that physiotherapy is an effective treatment, but the existing literature has limited explanations of what physiotherapy should consist of and there are insufficient data to produce evidence-based guidelines. We aim to address this issue by presenting recommendations for physiotherapy treatment. Methods A meeting was held between physiotherapists, neurologists and neuropsychiatrists, all with extensive experience in treating FMD. A set of consensus recommendations were produced based on existing evidence and experience. Results We recommend that physiotherapy treatment is based on a biopsychosocial aetiological framework. Treatment should address illness beliefs, self-directed attention and abnormal habitual movement patterns through a process of education, movement retraining and self-management strategies within a positive and non-judgemental context. We provide specific examples of these strategies for different symptoms. Conclusions Physiotherapy has a key role in the multidisciplinary management of patients with FMD. There appear to be specific physiotherapy techniques which are useful in FMD and which are amenable to and require prospective evaluation. The processes involved in referral, treatment and discharge from physiotherapy should be considered carefully as a part of a treatment package. PMID:25433033

Cultural group selection follows Darwin's classic syllogism for the operation of selection.

PubMed

Richerson, Peter; Baldini, Ryan; Bell, Adrian V; Demps, Kathryn; Frost, Karl; Hillis, Vicken; Mathew, Sarah; Newton, Emily K; Naar, Nicole; Newson, Lesley; Ross, Cody; Smaldino, Paul E; Waring, Timothy M; Zefferman, Matthew

2016-01-01

The main objective of our target article was to sketch the empirical case for the importance of selection at the level of groups on cultural variation. Such variation is massive in humans, but modest or absent in other species. Group selection processes acting on this variation is a framework for developing explanations of the unusual level of cooperation between non-relatives found in our species. Our case for cultural group selection (CGS) followed Darwin's classic syllogism regarding natural selection: If variation exists at the level of groups, if this variation is heritable, and if it plays a role in the success or failure of competing groups, then selection will operate at the level of groups. We outlined the relevant domains where such evidence can be sought and characterized the main conclusions of work in those domains. Most commentators agree that CGS plays some role in human evolution, although some were considerably more skeptical. Some contributed additional empirical cases. Some raised issues of the scope of CGS explanations versus competing ones.

Understanding Racial Differences in Exposure to Violent Areas: Integrating Survey, Smartphone, and Administrative Data Resources.

PubMed

Browning, Christopher R; Calder, Catherine A; Ford, Jodi L; Boettner, Bethany; Smith, Anna L; Haynie, Dana

2017-01-01

Emerging evidence indicates that exposure to violent areas may influence youth wellbeing. We employ smartphone GPS data on youth activity spaces to examine the extent of, and potential explanations for, racial disparities in these exposures. Multilevel models of data from the Adolescent Health and Development in Context study indicate that exposures to violent areas vary significantly across days of the week and between youth who reside in the same neighborhood. African American youth are exposed to areas with substantially higher levels of violence. Residing in a disadvantaged neighborhood is significantly associated with exposure to violent areas and explains a non-trivial proportion of the racial difference in this outcome. However, neighborhood factors are incomplete explanations of the racial disparity. Characteristics of the activity locations at which youth spend time explain the residual racial disparity in exposure to violent areas. These findings highlight the importance of youth activity spaces, above and beyond their neighborhood environments.

Understanding Racial Differences in Exposure to Violent Areas: Integrating Survey, Smartphone, and Administrative Data Resources

PubMed Central

Browning, Christopher R; Calder, Catherine A.; Ford, Jodi L.; Boettner, Bethany; Smith, Anna L.; Haynie, Dana

2017-01-01

Emerging evidence indicates that exposure to violent areas may influence youth wellbeing. We employ smartphone GPS data on youth activity spaces to examine the extent of, and potential explanations for, racial disparities in these exposures. Multilevel models of data from the Adolescent Health and Development in Context study indicate that exposures to violent areas vary significantly across days of the week and between youth who reside in the same neighborhood. African American youth are exposed to areas with substantially higher levels of violence. Residing in a disadvantaged neighborhood is significantly associated with exposure to violent areas and explains a non-trivial proportion of the racial difference in this outcome. However, neighborhood factors are incomplete explanations of the racial disparity. Characteristics of the activity locations at which youth spend time explain the residual racial disparity in exposure to violent areas. These findings highlight the importance of youth activity spaces, above and beyond their neighborhood environments. PMID:28845047

Nacherzeugung, Nachverstehen: A phenomenological perspective on how public understanding of science changes by engaging with online media.

PubMed

Roth, Wolff-Michael; Friesen, Norm

2014-10-01

It is widely acknowledged in science education that everyday understandings and evidence are generally inconsistent with the scientific view of the matter: "heartache" has little to do with matters cardiopulmonary, and a rising or setting sun actually reflects the movements of the earth. How then does a member of the general public, which in many areas of science is characterized as "illiterate" and "non-scientific," come to regard something scientifically? Moreover, how do traditional unscientific (e.g., Ptolemaic) views continue their lives, even many centuries after scientists have overthrown them in what are termed scientific (e.g., Copernican) revolutions? In this study, we develop a phenomenological perspective, using Edmund Husserl's categories of Nacherzeugung and Nachverstehen, which provide descriptive explanations for our observations. These observations are contextualized in a case study using online video and historical materials concerning the motions of the heart and blood to exemplify our explanations. © The Author(s) 2013.

Development of biological and nonbiological explanations for the Viking label release data. [hydrogen peroxide theory

NASA Technical Reports Server (NTRS)

1980-01-01

The plausibility that hydrogen peroxide, widely distributed within the Mars surface material, was responsible for the evocative response obtained by the Viking Labeled Release (LR) experiment on Mars was investigated. Although a mixture of gamma Fe2O3 and silica sand stimulated the LR nutrient reaction with hydrogen peroxide and reduced the rate of hydrogen decomposition under various storage conditions, the Mars analog soil prepared by the Viking Inorganic Analysis Team to match the Mars analytical data does not cause such effects. Nor is adequate resistance to UV irradiation shown. On the basis of the results and consideration presented while the hydrogen peroxide theory remains the most, if not only, attractive chemical explanation of the LR data, it remains unconvincing on critical points. Until problems concerning the formation and stabilization of hydrogen peroxide on the surface of Mars can be overcome, adhere to the scientific evidence requires serious consideration of the biological theory.

The semantics of verbs in the dissolution and development of language.

PubMed

Lahey, M; Feier, C D

1982-03-01

Evidence of the dissolution (DL) of verbs was examined in the written logs kept daily for 4 1/2 years by a woman (Mrs. W) who suffered from cerebral atrophy of unknown origin. Results were compared with similar analyses of written samples obtained from elementary school children (CWL), from normal adults (AWL) and from the literature on early oral language development (COL). The major finding of this study was that the sequence of the dissolution of verbs, in terms of the meanings expressed, mirrored the sequence of early acquisition. In the DL data reported here, Mrs. W continued to write about dynamic events after she ceased writing about stative events; in COL, children talk about dynamic events before stative events. Based on the AWL and CWL data, frequency of use is rejected as an explanation for the dominance and stability of dynamic relations in DL. Rather, it is suggested that the expression of dynamic relations may be less complex than the expression of stative relations due to possible differences in imagery and implication, but particularly due to the linguistic contexts in which each can be expressed.

Global environmental change: local perceptions, understandings, and explanations

PubMed Central

Pyhälä, Aili; Fernández-Llamazares, Álvaro; Lehvävirta, Hertta; Byg, Anja; Ruiz-Mallén, Isabel; Salpeteur, Matthieu; Thornton, Thomas F.

2016-01-01

Global environmental change (GEC) is an increasingly discussed phenomenon in the scientific literature as evidence of its presence and impacts continues to grow. Yet, while the documentation of GEC is becoming more readily available, local perceptions of GEC— particularly in small-scale societies—and preferences about how to deal with it, are still largely overlooked. Local knowledge and perceptions of GEC are important in that agents make decisions (including on natural resource management) based on individual perceptions. We carried out a systematic literature review that aims to provide an exhaustive state-of-the-art of the degree to and manner in which the study of local perceptions of change are being addressed in GEC research. We reviewed 126 articles found in peer-reviewed journals (between 1998 and 2014) that address local perceptions of GEC. We used three particular lenses of analysis that are known to influence local perceptions, namely (i) cognition, (ii) culture and knowledge, and (iii) possibilities for adaptation.We present our findings on the geographical distribution of the current research, the most common changes reported, perceived drivers and impacts of change, and local explanations and evaluations of change and impacts. Overall, we found the studies to be geographically biased, lacking methodological reporting, mostly theory based with little primary data, and lacking of indepth analysis of the psychological and ontological influences in perception and implications for adaptation. We provide recommendations for future GEC research and propose the development of a “meta-language” around adaptation, perception, and mediation to encourage a greater appreciation and understanding of the diversity around these phenomena across multiple scales, and improved codesign and facilitation of locally relevant adaptation and mitigation strategies. PMID:27695479

Hierarchy, causation and explanation: ubiquity, locality and pluralism

PubMed Central

Love, Alan C.

2012-01-01

The ubiquity of top-down causal explanations within and across the sciences is prima facie evidence for the existence of top-down causation. Much debate has been focused on whether top-down causation is coherent or in conflict with reductionism. Less attention has been given to the question of whether these representations of hierarchical relations pick out a single, common hierarchy. A negative answer to this question undermines a commonplace view that the world is divided into stratified ‘levels’ of organization and suggests that attributions of causal responsibility in different hierarchical representations may not have a meaningful basis for comparison. Representations used in top-down and bottom-up explanations are primarily ‘local’ and tied to distinct domains of science, illustrated here by protein structure and folding. This locality suggests that no single metaphysical account of hierarchy for causal relations to obtain within emerges from the epistemology of scientific explanation. Instead, a pluralist perspective is recommended—many different kinds of top-down causation (explanation) can exist alongside many different kinds of bottom-up causation (explanation). Pluralism makes plausible why different senses of top-down causation can be coherent and not in conflict with reductionism, thereby illustrating a productive interface between philosophical analysis and scientific inquiry. PMID:23386966

Prediabetes and the big baby.

PubMed

Hadden, D R

2008-01-01

The concept of prediabetes has come to the fore again with the worldwide epidemic of Type 2 diabetes. The careful observations of W. P. U. Jackson and his colleagues in Cape Town, South Africa 50 years ago still deserve attention. Maternal hyperglycaemia cannot be the only cause of fetal macrosomia, and the pathophysiological reason for the unexplained stillbirth in late diabetic pregnancy still eludes us. The biochemical concepts of 'facilitated anabolism' and 'accelerated starvation' were developed by Freinkel as explanations of the protective mechanisms for the baby during the stresses of pregnancy. Some of these nutritional stresses may also occur in the particular form of early childhood malnutrition known in Africa as kwashiorkor, where subcutaneous fat deposition, carbohydrate intolerance, islet hyperplasia and sudden death may follow a period of excess carbohydrate and deficient protein intake. Different feeding practices in different parts of the world make comparisons uncertain, but there is evidence for insulin resistance in both the macrosomic fetus of the hyperglycaemic mother and in the child with established kwashiorkor. These adaptive changes in early development may play both a physiological and a pathological role. Worldwide studies of hyperglycaemia in pregnancy are gradually establishing acceptable diagnostic criteria, appropriate screening procedures and an evidence base for treatment. Nevertheless the challenge of prediabetes and the big baby is still with us--in Jackson's words--'diabetes mellitus is a fascinating condition-the more we know about it the less we understand it'.

Emotional moments across time: a possible neural basis for time perception in the anterior insula

PubMed Central

Craig, A.D. (Bud)

2009-01-01

A model of awareness based on interoceptive salience is described, which has an endogenous time base that might provide a basis for the human capacity to perceive and estimate time intervals in the range of seconds to subseconds. The model posits that the neural substrate for awareness across time is located in the anterior insular cortex, which fits with recent functional imaging evidence relevant to awareness and time perception. The time base in this model is adaptive and emotional, and thus it offers an explanation for some aspects of the subjective nature of time perception. This model does not describe the mechanism of the time base, but it suggests a possible relationship with interoceptive afferent activity, such as heartbeat-related inputs. PMID:19487195

The Hare and the Tortoise: Emphasizing Speed Can Change the Evidence Used to Make Decisions

ERIC Educational Resources Information Center

Rae, Babette; Heathcote, Andrew; Donkin, Chris; Averell, Lee; Brown, Scott

2014-01-01

Decision-makers effortlessly balance the need for urgency against the need for caution. Theoretical and neurophysiological accounts have explained this tradeoff solely in terms of the "quantity" of evidence required to trigger a decision (the "threshold"). This explanation has also been used as a benchmark test for evaluating…

Do Challenging Behaviors Affect Staff Psychological Well-Being? Issues of Causality and Mechanism.

ERIC Educational Resources Information Center

Hastings, Richard P.

2002-01-01

A research review found reasonable evidence for an association between challenging behavior and staff stress, and some evidence for temporal precedence. However, few researchers had analyzed data enabling elimination of alternative explanations. It is proposed that staff negative emotional reactions mediate impact of challenging behaviors on staff…

Long Term Change in Personal Income Distribution: Theoretical Approaches, Evidence and Explanations.

ERIC Educational Resources Information Center

Schultz, T. Paul

The paper discusses various models and theories of personal income distribution inequality. The first section presents the logic for adopting one conceptual and statistical approach in measuring and analyzing income inequality and the second presents empirical evidence on income inequality from 1939 to 1970. A brief survey of the human capital…

Health complaints and wind turbines: The efficacy of explaining the nocebo response to reduce symptom reporting.

PubMed

Crichton, Fiona; Petrie, Keith J

2015-07-01

A number of people are reporting an environmental sensitivity to sub-audible windfarm sound (infrasound), characterised by the experience of recurrent non-specific symptoms. A causal link between exposure and symptoms is not indicated by empirical evidence. Research indicates symptoms may be explained by the nocebo response, whereby health concerns and negative expectations, created from social discourse and media reports, trigger symptom reporting. The experimental aim was to test whether providing a nocebo explanation for symptoms, to individuals reporting symptomatic experiences during infrasound exposure, would ameliorate symptoms during further exposure. Sixty-six volunteers were randomly assigned to nocebo explanation or biological explanation groups. Participants were concurrently exposed to infrasound and audible windfarm sound, while reporting on current symptoms and mood, during two exposure sessions. Preceding session one, participants watched a presentation integrating media warnings about purported health risks posed by windfarm infrasound. Before session two, nocebo explanation participants viewed material outlining how nocebo responding could explain symptom reporting. Instead biological explanation participants watched material presenting pathophysiological theories for symptoms. During session one, participants reported increased symptoms and mood deterioration from baseline assessment. During session two symptom reporting and mood deterioration was maintained by biological explanation participants, while mood and symptoms reported by nocebo explanation participants returned to baseline levels. Results indicate that providing an explanation of the nocebo response, followed by exposure to infrasound, has the potential to operate as an intervention to reduce symptomatic experiences in people reporting symptoms attributed to windfarm generated infrasound. Copyright © 2015 Elsevier Inc. All rights reserved.

Is homeopathy possible?

PubMed

Milgrom, Lionel R

2006-09-01

As a therapeutic intervention, homeopathy is the target of increased scepticism because in the main, its remedies are diluted and succussed (potentized) out of material existence. This puts homeopathy seemingly at odds with the paradigm of conventional science, in particular, that atoms and molecules are the fundamental building blocks of all matter. Accordingly, homeopathy cannot work, so that any reported beneficial effects must, at best, be due to the placebo effect. The purpose of this article is to challenge that conclusion and to suggest that there may well be conventional science-based explanations of how homeopathy could be possible. Homeopathy's key principles are first described. Then the double-blind randomized controlled trial (RCT), the chief means by which homeopathic remedies and prescribing are tested, is shown to be based on a linear reductionism that is too blunt an instrument with which to test the efficacy of complex interventions such as homeopathy The memory of water hypothesis, as a mechanism for how potentized remedies might work, is reviewed, along with some evidence for its existence. A possible rationale for the water memory effect is proposed in terms of a dynamic 'ordering' of water's constantly switching network of intermolecular hydrogen bonds, induced by the manufacturing process of homeopathic remedies. This could lead to a long-range molecular 'coherence' between trillions of mobile water molecules. However, the water memory effect is an essentially pharmacological explanation of homeopathy's putative efficacy. It is pointed out that healing also entails an interaction between consenting beings. From this point of view, an explanation of any therapeutic procedure should include an attempt to describe the nature of the patient-practitioner interaction. From this perspective, a quantum theoretical treatment of the therapeutic process, involving a form of macro-entanglement between patient, practitioner and remedy (PPR), is advanced as another possible explanation of the homeopathy's efficacy. This shows that the reason double-blind RCTs deliver at best only equivocal results on homeopathy's efficacy is because it effectively breaks the PPR entangled state. A comparison is made between the entanglement-breaking effect of double-blind RCTs and the wave-function 'collapsing' effect of observation in orthodox quantum theory. The article concludes by suggesting that the memory of water and PPR entanglement are not competing but most likely complementary hypotheses, and that both are probably required in order to provide a complete description of the homeopathic process. While awaiting experimental evidence of these hypotheses, it is suggested that observations of clinical outcomes would be superior to RCTs for further testing homeopathy's efficacy.

Automated Explanation for Educational Applications.

ERIC Educational Resources Information Center

Suthers, Daniel D.

1991-01-01

Artificial intelligence techniques available for generating explanations for teaching purposes are surveyed, and the way in which they are combined in a computer program that provides explanations is described. The program responds to questions in the physical sciences. Potential contributions of this technology to computer-based education are…

Pedagogical Content Knowledge Development and Pre-Service Physics Teacher Education: A Case Study

NASA Astrophysics Data System (ADS)

Sperandeo-Mineo, R. M.; Fazio, C.; Tarantino, G.

2006-09-01

This paper addresses the question of how to develop prospective teachers' pedagogical content knowledge (PCK) in science teacher education. The main focus is on the knowledge transformation process and on the cognitive strategies used to shift prospective teachers' explanations within the domain of modelling thermal physical phenomena. This study investigates the development of PCK within a group of 28 pre-service physics teachers during the first semester of their two-year post-graduate teacher education program. It focuses on the central issue of the relationships between observable phenomena, like macroscopic thermal properties of matter and their interpretation and/or explanation in terms of corpuscular characteristics and/or thermodynamics theory. The strategy is based on the consideration that knowledge transformation is not a one-way process from subject matter knowledge to pedagogical content knowledge, as literature suggests, but a bidirectional process involving deepening of subject matter knowledge and increasing awareness of pedagogical issues.

Communicating uncertainties about prescription drugs to the public: a national randomized trial.

PubMed

Schwartz, Lisa M; Woloshin, Steven

2011-09-12

Many new drugs are aggressively promoted. The public may not realize that even with US Food and Drug Administration (FDA) approval, important uncertainties about the benefits and harms of these drugs remain. We assessed the US public's understanding of the meaning of FDA drug approval and tested how brief explanations communicating drug uncertainties affect consumer choices. We conducted an Internet-based randomized controlled trial using a national sample of US adults from a research panel of approximately 30,000 households. A total of 2944 participants were randomized to receive 1 of 3 explanations about a pair of cholesterol drugs (1 approved based only on a surrogate outcome [lower cholesterol] and 1 based on a patient outcome [reduced myocardial infarctions]). Participants were randomized a second time to receive 1 of 3 explanations about a pair of heartburn drugs (1 newly approved and 1 approved 8 years earlier). Controls received no explanation; the nondirective group received explanations (for the cholesterol drugs, surrogates do not always translate into patient outcomes; for the heartburn drugs, it takes time to establish the safety of new drugs); the directive group received explanations plus advice to "Ask for a drug shown to reduce heart attacks or ask for one with a longer track record." The primary outcomes were choice: the cholesterol drug reducing myocardial infarctions, and the older heartburn drug. Thirty-nine percent mistakenly believed that the FDA approves only "extremely effective" drugs; 25% mistakenly believed that the FDA approves only drugs without serious side effects. Explanations affected choices: 71% of those in the directive group, 71% in the nondirective group, and 59% of controls chose the cholesterol drug that reduced myocardial infarctions (absolute difference, 12% [95% confidence interval, 7%-18%] for each explanation vs control). For the heartburn drugs, 53% of the directive group, 53% of the nondirective group, and 34% of controls chose the older drug (absolute difference, 19% [95% confidence interval, 13%-24%] for each explanation vs control). A substantial proportion of the public mistakenly believes that the FDA approves only extremely effective drugs and drugs lacking serious side effects. Brief explanations highlighting uncertainties about the benefit of drugs approved based on surrogate outcomes and the safety of new prescription drugs improved choices. Nondirective explanations worked as well as directive ones. clinicaltrials.gov Identifiers: NCT00950157, NCT00950131.

Community Perceptions of Mental Illness in Jharkhand, India.

PubMed

Sangeeta, S J; Mathew, K J

2017-09-01

Understanding and perceptions about mental illness vary among individuals based on their experience with the illness or their contact with the people affected by it. These may be further influenced by the individuals' sociocultural background. This study aimed to understand the differences in the beliefs about, understanding of, and explanations for mental illness between different population groups of Jharkhand, India. During July 2014 to February 2016, we recruited the following 3 groups of individuals aged between 18 and 60 years: individuals with mental illness (group 1, n = 240), relatives of individuals with mental illness (group 2, n = 240), and the general public (group 3, n = 240). Qualitative and quantitative findings were combined in this study, and participants were asked about their beliefs about, understanding of, and explanations about mental illness. Individuals with mental illness and their relatives shared similar beliefs whereas the general public held a different opinion in various domains. There were significant differences among all groups in their understanding of various aspects of mental illnesses including the definition, causes, signs and symptoms, treatment, and outcomes. Individuals' perception towards different aspects of mental illness varies, despite they are sharing the same sociocultural milieu. Differences in beliefs, understanding, and explanations may lead to conflicts in treatment goals and expectations, and hamper the intervention strategies that promote mental health and patient care. Focused strategies to develop uniformity in beliefs and explanations about various aspects of mental illness may help to develop collaboration with different community groups that may in turn help in developing effective interventions and treatment.

Giving what one should: explanations for the knowledge-behavior gap for altruistic giving.

PubMed

Blake, Peter R

2018-04-01

Several studies have shown that children struggle to give what they believe that they should: the so-called knowledge-behavior gap. Over a dozen recent Dictator Game studies find that, although young children believe that they should give half of a set of resources to a peer, they typically give less and often keep all of the resources for themselves. This article reviews recent evidence for five potential explanations for the gap and how children close it with age: self-regulation, social distance, theory of mind, moral knowledge and social learning. I conclude that self-regulation, social distance, and social learning show the most promising evidence for understanding the mechanisms that can close the gap. Copyright © 2017 Elsevier Ltd. All rights reserved.

Colour Polymorphism Protects Prey Individuals and Populations Against Predation.

PubMed

Karpestam, Einat; Merilaita, Sami; Forsman, Anders

2016-02-23

Colour pattern polymorphism in animals can influence and be influenced by interactions between predators and prey. However, few studies have examined whether polymorphism is adaptive, and there is no evidence that the co-occurrence of two or more natural prey colour variants can increase survival of populations. Here we show that visual predators that exploit polymorphic prey suffer from reduced performance, and further provide rare evidence in support of the hypothesis that prey colour polymorphism may afford protection against predators for both individuals and populations. This protective effect provides a probable explanation for the longstanding, evolutionary puzzle of the existence of colour polymorphisms. We also propose that this protective effect can provide an adaptive explanation for search image formation in predators rather than search image formation explaining polymorphism.

Colour Polymorphism Protects Prey Individuals and Populations Against Predation

PubMed Central

Karpestam, Einat; Merilaita, Sami; Forsman, Anders

2016-01-01

Colour pattern polymorphism in animals can influence and be influenced by interactions between predators and prey. However, few studies have examined whether polymorphism is adaptive, and there is no evidence that the co-occurrence of two or more natural prey colour variants can increase survival of populations. Here we show that visual predators that exploit polymorphic prey suffer from reduced performance, and further provide rare evidence in support of the hypothesis that prey colour polymorphism may afford protection against predators for both individuals and populations. This protective effect provides a probable explanation for the longstanding, evolutionary puzzle of the existence of colour polymorphisms. We also propose that this protective effect can provide an adaptive explanation for search image formation in predators rather than search image formation explaining polymorphism. PMID:26902799

A microgenetic study of learning about the molecular theory of matter and chemical reactions

NASA Astrophysics Data System (ADS)

Chinn, Clark Allen

This paper reports the results of an experimental microgenetic study of children learning complex knowledge from text and experiments. The study had two goals. The first was to investigate fine-grained, moment-to-moment changes in knowledge as middle-school students learned about molecules and chemical reactions over thirteen sessions. The second was to investigate the effects of two instructional treatments, one using implicit textbook explanations and one using explicit explanations developed according to a theory of how scientific knowledge is structured. In the study, 61 sixth- and seventh-graders worked one on one with undergraduate instructors in eleven sessions of about 50 to 80 minutes. The instructors guided the students in conducting experiments and thinking out loud about texts. Topics studied included molecules, states of matter, chemical reactions, and heat transfer. A dense array of questions provided a detailed picture of children's moment-to-moment and day-to-day changes in knowledge. Three results chapters address students' preinstructional knowledge, the effects of the experimental treatment at posttest, and five detailed case studies of students' step-by-step knowledge change over eleven sessions. The chapter on preinstructional knowledge discussed three aspects of global knowledge change: conceptual change, coherence, and entrenchment. Notably, this chapter provides systematic evidence that children's knowledge was fragmented and that consistency with general unifying principles did not guarantee a highly coherent body of knowledge. The experimental manipulation revealed a strong advantage for explicit explanations over implicit textbook explanations. Multiple explicit explanations (e.g., highly explicit explanations of three or four chemical reactions) appeared to be necessary for students to master key concepts. Microgenetic analyses of five cases addressed eight empirical issues that should be addressed by any theory of knowledge acquisition: (a) the nature of the overall knowledge change, (b) the progression of intermediate states during knowledge change, (c) initiators of knowledge change, (d) interactions of prior background knowledge and prior domain knowledge during knowledge changes, (e) the fate of old and new knowledge, (f) the relationship between belief and knowledge, (g) changes in meta-awareness, and (h) factors that influenced the course of knowledge change.

Form and meaning in early morphological processing: Comment on Feldman, O'Connor, and Moscoso del Prado Martin (2009).

PubMed

Davis, Matthew H; Rastle, Kathleen

2010-10-01

Feldman, O'Connor, and Moscoso del Prado Martín (2009) reported evidence for differential priming of semantically transparent (talker-talk) and semantically opaque (corner-corn) morphological pairs under masked presentation conditions. The present commentary argues that these data should not call into question the theory that morphologically structured words undergo a segmentation process based solely on form, because (1) these results do not contradict existing evidence for morpho-orthographic segmentation, (2) funnel plots suggest that the lack of priming observed for semantically opaque items in this study is inconsistent with findings in the existing literature, and (3) orthographic characteristics of the semantically opaque pairs in this study (rather than semantic factors) are the most likely explanation for these discrepant results.

Evidence for balancing selection at the DAB locus in the axolotl, Ambystoma mexicanum.

PubMed

Richman, A D; Herrera, G; Reynoso, V H; Méndez, G; Zambrano, L

2007-12-01

The axolotl (Ambystoma mexicanum) has been characterized as immunodeficient, and the absence of major histocompatibility complex (MHC) class II polymorphism has been cited as a possible explanation. Here we present evidence for considerable allelic polymorphism at the MHC class II DAB locus for a sample of wild-caught axolotls. Evidence that these sequences are the product of balancing selection for disease resistance is discussed.

The longevity of habitable planets and the development of intelligent life

NASA Astrophysics Data System (ADS)

Simpson, Fergus

2017-07-01

Why did the emergence of our species require a timescale similar to the entire habitable period of our planet? Our late appearance has previously been interpreted by Carter (2008) as evidence that observers typically require a very long development time, implying that intelligent life is a rare occurrence. Here we present an alternative explanation, which simply asserts that many planets possess brief periods of habitability. We also propose that the rate-limiting step for the formation of observers is the enlargement of species from an initially microbial state. In this scenario, the development of intelligent life is a slow but almost inevitable process, greatly enhancing the prospects of future search for extra-terrestrial intelligence (SETI) experiments such as the Breakthrough Listen project.

Understanding Wing Lift

ERIC Educational Resources Information Center

Silva, J.; Soares, A. A.

2010-01-01

The conventional explanation of aerodynamic lift based on Bernoulli's equation is one of the most common mistakes in presentations to school students and is found in children's science books. The fallacies in this explanation together with an alternative explanation for aerofoil lift have already been presented in an excellent article by Babinsky…

A Analysis of the Development of Weather Concepts

NASA Astrophysics Data System (ADS)

Mroz, Paul John

Weather information in all forms is poorly understood and often misinterpreted by the general public. Weather literacy is necessary for everyone if critical weather messages, designed to save lives and protect property, are to be effective. The purpose of this study was to seek content and causal evidence for a developmental concept of Weather Information Processing that was consistent with Piagetian Cognitive Stages of Development. Three ordinal Content Stages Of Weather Information Processing (phenomena, process and mechanism) and three ordinal Causal Explanation Stages Of Weather Information Processing (non-real, natural, and scientifically valid abstract ideas) were explored for their relationship with Piaget's Pre-Operational, Concrete and Formal Stages of Development. One hundred and fifty -five elementary and secondary school students from two school districts were administered a written Piagetian exam. Commonly available television weather programs were categorized, randomly assigned and viewed by 42 randomly selected students who were administered three Piagetian tasks. Students were clinically interviewed for the level of content information and causal explanations (reasoning). Results indicated that content information and causal reasoning of students to televised weather information is significantly related (p <.01) to age, and Piagetian Cognitive Stages of Development. Two Piagetian logic operations (seriation and correlation) were established as significantly different (p <.05) when related to age. These findings support a developmental concept of Weather Information Processing and have implications for teaching and presenting weather information to the public.

Mechanisms of eyewitness suggestibility: tests of the explanatory role hypothesis.

PubMed

Rindal, Eric J; Chrobak, Quin M; Zaragoza, Maria S; Weihing, Caitlin A

2017-10-01

In a recent paper, Chrobak and Zaragoza (Journal of Experimental Psychology: General, 142(3), 827-844, 2013) proposed the explanatory role hypothesis, which posits that the likelihood of developing false memories for post-event suggestions is a function of the explanatory function the suggestion serves. In support of this hypothesis, they provided evidence that participant-witnesses were especially likely to develop false memories for their forced fabrications when their fabrications helped to explain outcomes they had witnessed. In three experiments, we test the generality of the explanatory role hypothesis as a mechanism of eyewitness suggestibility by assessing whether this hypothesis can predict suggestibility errors in (a) situations where the post-event suggestions are provided by the experimenter (as opposed to fabricated by the participant), and (b) across a variety of memory measures and measures of recollective experience. In support of the explanatory role hypothesis, participants were more likely to subsequently freely report (E1) and recollect the suggestions as part of the witnessed event (E2, source test) when the post-event suggestion helped to provide a causal explanation for a witnessed outcome than when it did not serve this explanatory role. Participants were also less likely to recollect the suggestions as part of the witnessed event (on measures of subjective experience) when their explanatory strength had been reduced by the presence of an alternative explanation that could explain the same outcome (E3, source test + warning). Collectively, the results provide strong evidence that the search for explanatory coherence influences people's tendency to misremember witnessing events that were only suggested to them.

Physical activity and cognitive-health content in top-circulating magazines, 2006-2008.

PubMed

Price, Anna E; Corwin, Sara J; Friedman, Daniela B; Laditka, Sarah B; Colabianchi, Natalie; Montgomery, Kara M

2011-04-01

Physical activity may promote cognitive health in older adults. Popular media play an important role in preventive health communication. This study examined articles discussing associations between physical activity and cognitive health in top-circulating magazines targeting older adults. 42,753 pages of magazines published from 2006 to 2008 were reviewed; 26 articles met inclusion criteria. Explanations regarding the link between physical activity and cognitive health were provided in 57.7% of articles. These explanations were generally consistent with empirical evidence; however, few articles included empirical evidence. Physical activity recommendations were presented in 80.8% of articles; a wide range was recommended (90-300 min of physical activity per wk). Socioeconomic status and education level were not mentioned in the text. Results suggest an opportunity for greater coverage regarding the role of physical activity in promoting cognitive health in popular media. Magazine content would benefit from including more empirical evidence, culturally sensitive content, and physical activity recommendations that are consistent with U.S. guidelines.

United by Faith? Race/Ethnicity, Congregational Diversity, and Explanations of Racial Inequality

PubMed Central

Cobb, Ryon J.; Perry, Samuel L.; Dougherty, Kevin D.

2016-01-01

This study examines the extent to which the racial composition of a congregation moderates explanations for Black/White inequality among White, Black, and Hispanic congregants. Using nationally representative data from General Social Surveys and National Congregations Studies, we find that religiously affiliated Blacks and Hispanics tend to hold different racial attitudes than religiously affiliated Whites, but these differences largely disappear inside multiracial congregations. Importantly, we find that attending a multiracial congregation is unassociated with Whites’ explanations for racial inequality, and Blacks who attend multiracial congregations are actually less likely to affirm structural explanations for Black/White inequality than Blacks in nonmultiracial congregations or Whites in multiracial congregations. We find little evidence that multiracial congregations promote progressive racial views among attendees of any race or ethnicity. Rather, our findings suggest that multiracial congregations (1) leave dominant White racial frames unchallenged, potentially influencing minority attendees to embrace such frames and/or (2) attract racial minorities who are more likely to embrace those frames in the first place. PMID:27429542

Practitioner and client explanations for disparities in health care use between migrant and non-migrant groups in Sweden: a qualitative study.

PubMed

Akhavan, Sharareh; Karlsen, Saffron

2013-02-01

To investigate variations in explanations given for disparities in health care use between migrant and non-migrant groups, by clients and care providers in Sweden. Qualitative evidence collected during in-depth interviews with five 'migrant' health service clients and five physicians. The interview data generated three categories which were perceived by respondents to produce ethnic differences in health service use: "Communication issues", "Cultural differences in approaches to medical consultations" and "Effects of perceptions of inequalities in care quality and discrimination". Explanations for disparities in health care use in Sweden can be categorized into those reflecting social/structural conditions and the presence/absence of power and those using cultural/behavioural explanations. The negative perceptions of 'migrant' clients held by some Swedish physicians place the onus for addressing their poor health with the clients themselves and risks perpetuating their health disadvantage. The power disparity between doctors and 'migrant' patients encourages a sense of powerlessness and mistreatment among patients.

Perinatal Programming of Asthma: The Role of Gut Microbiota

PubMed Central

Azad, Meghan B.; Kozyrskyj, Anita L.

2012-01-01

Perinatal programming, a dominant theory for the origins of cardiovascular disease, proposes that environmental stimuli influence developmental pathways during critical periods of prenatal and postnatal development, inducing permanent changes in metabolism. In this paper, we present evidence for the perinatal programming of asthma via the intestinal microbiome. While epigenetic mechanisms continue to provide new explanations for the programming hypothesis of asthma development, it is increasingly apparent that the intestinal microbiota plays an independent and potentially interactive role. Commensal gut bacteria are essential to immune system development, and exposures disrupting the infant gut microbiota have been linked to asthma. This paper summarizes the recent findings that implicate caesarean delivery, breastfeeding, perinatal stress, probiotics, and antibiotics as modifiers of infant gut microbiota in the development of asthma. PMID:22110540

Choice-Supportive Misremembering: A New Taxonomy and Review

PubMed Central

Lind, Martina; Visentini, Mimì; Mäntylä, Timo; Del Missier, Fabio

2017-01-01

Although the literature on the influence of memory on decisions is well developed, research on the effects of decision making on memory is rather sparse and scattered. Choice-supportive misremembering (i.e., misremembering choice-related information that boosts the chosen option and/or demotes the foregone options) has been observed in several studies and has the potential to affect future choices. Nonetheless, no attempt has been made to review the relevant literature, categorize the different types of choice-supportive misremembering observed, and critically appraise the existing evidence and proposed explanations. Thus, starting from a new theoretically motivated and empirically grounded taxonomy, we review the current research. Our taxonomy classifies choice-supportive misremembering into four conceptually distinct types: misattribution is when information is attributed to the wrong source, fact distortion when the facts are remembered in a distorted manner, false memory when items that were not part of the original decision scenarios are remembered as presented and, finally, selective forgetting is when information is selectively forgotten. After assessing the impact of various potentially moderating factors, we evaluate the evidence for each type of misremembering and conclude that the support for the phenomenon is solid in relation to misattribution when recognition memory is assessed, but significantly weaker for the other three types, and when other memory tests are used to assess memory. Finally, we review the cognitive and emotional explanations proposed for choice-supportive misremembering in the light of the available evidence and identify the main gaps in the current knowledge and the more promising avenues for future research. PMID:29255436

Attempting to physically explain space-time correlation of extremes

NASA Astrophysics Data System (ADS)

Bernardara, Pietro; Gailhard, Joel

2010-05-01

Spatial and temporal clustering of hydro-meteorological extreme events is scientific evidence. Moreover, the statistical parameters characterizing their local frequencies of occurrence show clear spatial patterns. Thus, in order to robustly assess the hydro-meteorological hazard, statistical models need to be able to take into account spatial and temporal dependencies. Statistical models considering long term correlation for quantifying and qualifying temporal and spatial dependencies are available, such as multifractal approach. Furthermore, the development of regional frequency analysis techniques allows estimating the frequency of occurrence of extreme events taking into account spatial patterns on the extreme quantiles behaviour. However, in order to understand the origin of spatio-temporal clustering, an attempt to find physical explanation should be done. Here, some statistical evidences of spatio-temporal correlation and spatial patterns of extreme behaviour are given on a large database of more than 400 rainfall and discharge series in France. In particular, the spatial distribution of multifractal and Generalized Pareto distribution parameters shows evident correlation patterns in the behaviour of frequency of occurrence of extremes. It is then shown that the identification of atmospheric circulation pattern (weather types) can physically explain the temporal clustering of extreme rainfall events (seasonality) and the spatial pattern of the frequency of occurrence. Moreover, coupling this information with the hydrological modelization of a watershed (as in the Schadex approach) an explanation of spatio-temporal distribution of extreme discharge can also be provided. We finally show that a hydro-meteorological approach (as the Schadex approach) can explain and take into account space and time dependencies of hydro-meteorological extreme events.

Beyond Epistemological Deficits: Dynamic Explanations of Engineering Students' Difficulties with Mathematical Sense-Making

ERIC Educational Resources Information Center

Gupta, Ayush; Elby, Andrew

2011-01-01

Researchers have argued against deficit-based explanations of students' difficulties with mathematical sense-making, pointing instead to factors such as epistemology. Students' beliefs about knowledge and learning can hinder the activation and integration of productive knowledge they have. Such explanations, however, risk falling into a…

Computer Skill Acquisition and Retention: The Effects of Computer-Aided Self-Explanation

ERIC Educational Resources Information Center

Chi, Tai-Yin

2016-01-01

This research presents an experimental study to determine to what extent computer skill learners can benefit from generating self-explanation with the aid of different computer-based visualization technologies. Self-explanation was stimulated with dynamic visualization (Screencast), static visualization (Screenshot), or verbal instructions only,…

A template for broad consent in biobank research. Results and explanation of an evidence and consensus-based development process.

PubMed

Strech, D; Bein, S; Brumhard, M; Eisenmenger, W; Glinicke, C; Herbst, T; Jahns, R; von Kielmansegg, S; Schmidt, G; Taupitz, J; Tröger, H D

2016-06-01

Biobanks increasingly presume long-term storage of biomaterials and data that shall be used for future research projects which are today unspecified. Appropriate consent documents for sample donors must therefore explain the breadth of consent and other elements of the biobank governance framework. Recent reviews demonstrated high variability in what issues these documents mention or not and how the issues are explained. This might undermine the protection of sample donors, complicate networked biobank research, create research waste and impact on public trust. A systematic analysis of international research guidelines and existing broad consent templates was performed. Based on this information an interdisciplinary expert group from the AKMEK (Permanent Working Party of German RECs) developed a draft template and organized a comprehensive stakeholder consultation. After revision the final template was consented by all 53 German RECs. This paper briefly explores the spectrum of potentially relevant issues for broad consent forms. It then elaborates the template and how it was designed to be applicable in different types of biobanks. To further improve the validity and applicability of broad consent forms in biobank and other big data research, practice evaluations are needed. We hope that in this regard the presented template supports the development of new consent forms as well as the evaluation and revision of existing ones. Copyright © 2016 Elsevier Masson SAS. All rights reserved.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Sobottka, Marcelo, E-mail: sobottka@mtm.ufsc.br; Hart, Andrew G., E-mail: ahart@dim.uchile.cl

Highlights: {yields} We propose a simple stochastic model to construct primitive DNA sequences. {yields} The model provide an explanation for Chargaff's second parity rule in primitive DNA sequences. {yields} The model is also used to predict a novel type of strand symmetry in primitive DNA sequences. {yields} We extend the results for bacterial DNA sequences and compare distributional properties intrinsic to the model to statistical estimates from 1049 bacterial genomes. {yields} We find out statistical evidences that the novel type of strand symmetry holds for bacterial DNA sequences. -- Abstract: Chargaff's second parity rule for short oligonucleotides states that themore » frequency of any short nucleotide sequence on a strand is approximately equal to the frequency of its reverse complement on the same strand. Recent studies have shown that, with the exception of organellar DNA, this parity rule generally holds for double-stranded DNA genomes and fails to hold for single-stranded genomes. While Chargaff's first parity rule is fully explained by the Watson-Crick pairing in the DNA double helix, a definitive explanation for the second parity rule has not yet been determined. In this work, we propose a model based on a hidden Markov process for approximating the distributional structure of primitive DNA sequences. Then, we use the model to provide another possible theoretical explanation for Chargaff's second parity rule, and to predict novel distributional aspects of bacterial DNA sequences.« less

Did Jan van Eyck build the first photocopier in 1432?

NASA Astrophysics Data System (ADS)

Stork, David G.

2003-12-01

Recently it has been claimed that some early Renaissance painters used concave mirrors to project real inverted images onto their supports (paper, canvas, oak panel, ...) which they then traced or painted over, and that this was an important source of the increase in realism in European painting around 1420. Key exhibits adduced as evidence in support of this bold theory are a pair of portraits by Jan van Eyck of Cardinal Niccolo Albergati(&?) - a silverpoint study of 1431 and a larger oil of 1432. The contours in these two works bear striking resemblance in form (after being appropriately scaled) and at least one distinctive "relative shift" - evidence that has led proponents of the projection theory to claim that the oil was copied by means of an epidiascope or primitive opaque projector, the shift due to an accidental "bump" during the copying process. We find several difficulties with this optical explanation: there are at least two relative shifts (one horizontal and one vertical), the latter being somewhat unlikely given the putative projection equipment and setup; these shifts are in the ratio of distances of nearly 1:2, a ratio that has no natural role in the projection explanation; any accidental "bump" would surely have been noticed by van Eyck, and if so desired, corrected by him; recent analysis shows physical evidence (tiny pinpricks presumably from mechanical compass) consistent with mechanical transfer that has no role in the optical explanation; and several other points. The fidelity of the copy as well as the direction and relative magnitudes of these shifts are, however, consistent with the use of a familiar grid construction and with mechanical transfer using drawing compass and ruler or Reductionszirkel. Further, there are prominent vertical Bruchkanten (fold or fraction) lines on the grounded paper in the silverpoint study whose orientation and separation have no natural role in an optical theory, but have a plausible role in other explanations. Our rebuttal to the projection theory for these works is supposed by considertaion of hte lack of documentary evidence from both artists and scientists, of surviving optical devices, and of the artistic goals and established painting praxis in the early Renaissance.

Targeting obesity-related adipose tissue dysfunction to prevent cancer development and progression

PubMed Central

Gucalp, Ayca; Iyengar, Neil M.; Hudis, Clifford A.; Dannenberg, Andrew J.

2016-01-01

The incidence of obesity, a leading modifiable risk factor for common solid tumors, is increasing. Effective interventions are needed to minimize the public health implications of obesity. Although the mechanisms linking increased adiposity to malignancy are incompletely understood, growing evidence points to complex interactions among multiple systemic and tissue-specific pathways including inflamed white adipose tissue. The metabolic and inflammatory consequences of white adipose tissue dysfunction collectively provide a plausible explanation for the link between overweight/obesity and carcinogenesis. Gaining a better understanding of these underlying molecular pathways and developing risk assessment tools that identify at-risk populations will be critical in implementing effective and novel cancer prevention and management strategies. PMID:26970134

Individuals and the variation needed for high species diversity in forest trees

Treesearch

James S. Clark

2010-01-01

In the past, explanations for high species diversity have been sought at the species level. Theory shows that coexistence requires substantial differences between species, but species-level data rarely provide evidence for such differences. Using data from forests in the southeastern United States, I show here that variation evident at the individual level provides for...

Stroop interference in a delayed match-to-sample task: evidence for semantic competition

PubMed Central

Sturz, Bradley R.; Green, Marshall L.; Locker, Lawrence; Boyer, Ty W.

2013-01-01

Discussions of the source of the Stroop interference effect continue to pervade the literature. Semantic competition posits that interference results from competing semantic activation of word and color dimensions of the stimulus prior to response selection. Response competition posits that interference results from competing responses for articulating the word dimension vs. the color dimension at the time of response selection. We embedded Stroop stimuli into a delayed match-to-sample (DMTS) task in an attempt to test semantic and response competition accounts of the interference effect. Participants viewed a sample color word in black or colored fonts that were congruent or incongruent with respect to the color word itself. After a 5 s delay, participants were presented with two targets (i.e., a match and a foil) and were instructed to select the correct match. We probed each dimension independently during target presentations via color targets (i.e., two colors) or word targets (i.e., two words) and manipulated whether the semantic content of the foil was related to the semantic content of the irrelevant sample dimension (e.g., word sample “red” in blue font with the word “red” as the match and the word “blue” as the foil). We provide evidence for Stroop interference such that response times (RTs) increased for incongruent trials even in the presence of a response option with semantic content unrelated to the semantic content of the irrelevant sample dimension. Accuracy also deteriorated during the related foil trials. A follow-up experiment with a 10 s delay between sample and targets replicated the results. Results appear to provide converging evidence for Stroop interference in a DMTS task in a manner that is consistent with an explanation based upon semantic competition and inconsistent with an explanation based upon response competition. PMID:24298264

Moral vindications.

PubMed

Kumar, Victor

2017-10-01

Psychologists and neuroscientists have recently been unearthing the unconscious processes that give rise to moral intuitions and emotions. According to skeptics like Joshua Greene, what has been found casts doubt on many of our moral beliefs. However, a new approach in moral psychology develops a learning-theoretic framework that has been successfully applied in a number of other domains. This framework suggests that model-based learning shapes intuitions and emotions. Model-based learning explains how moral thought and feeling are attuned to local material and social conditions. Philosophers can draw on these explanations, in some cases, in order to vindicate episodes of moral change. Explanations can support justifications by showing that they are not mere rationalizations. In addition, philosophical justifications are a fertile source for empirical hypotheses about the rational learning mechanisms that shape moral intuitions and emotions. Copyright © 2017 Elsevier B.V. All rights reserved.

Observational clues to the energy release process in impulsive solar bursts

NASA Technical Reports Server (NTRS)

Batchelor, David

1990-01-01

The nature of the energy release process that produces impulsive bursts of hard X-rays and microwaves during solar flares is discussed, based on new evidence obtained using the method of Crannell et al. (1978). It is shown that the hard X-ray spectral index gamma is negatively correlated with the microwave peak frequency, suggesting a common source for the microwaves and X-rays. The thermal and nonthermal models are compared. It is found that the most straightforward explanations for burst time behavior are shock-wave particle acceleration in the nonthermal model and thermal conduction fronts in the thermal model.

Increased Content Knowledge of Students with Visual Impairments as a Result of Extended Descriptions

ERIC Educational Resources Information Center

Ely, Richard; Emerson, Robert Wall; Maggiore, Theresa; Rothberg, Madeleine; O'Connell, Trisha; Hudson, Laurel

2006-01-01

The National Center for Accessible Media has developed a technology and protocol for inserting extended, enhanced descriptions of visually based concepts into artificially paused digital video. These "eDescriptions" describe material not fully explained by a narrator and provide analogies and explanation specifically designed for…

The Graphical User Interface Crisis: Danger and Opportunity.

ERIC Educational Resources Information Center

Boyd, Lawrence H.; And Others

This paper examines graphic computing environments, identifies potential problems in providing access to blind people, and describes programs and strategies being developed to provide this access. The paper begins with an explanation of how graphic user interfaces differ from character-based systems in their use of pixels, visual metaphors such as…

Cueing Strategies and Basic Skills in Early Reading.

ERIC Educational Resources Information Center

Beebe, Mona J.; Bulcock, Jeffrey W.

The extent to which cuing strategies and basic skills explanations of early reading constitute complementary approaches was examined in a study involving 94 fourth grade students. Basic skills--a unidimensional component based on measures of vocabulary development, language skills, and work-study skills--proved to be a powerful variable mediating…

Exploring Third-Grade Student Model-Based Explanations about Plant Relationships within an Ecosystem

ERIC Educational Resources Information Center

Zangori, Laura; Forbes, Cory T.

2015-01-01

Elementary students should have opportunities to develop scientific models to reason and build understanding about how and why plants depend on relationships within an ecosystem for growth and survival. However, scientific modeling practices are rarely included within elementary science learning environments and disciplinary content is often…

Making Sense of Sound

ERIC Educational Resources Information Center

Menon, Deepika; Lankford, Deanna

2016-01-01

From the earliest days of their lives, children are exposed to all kinds of sound, from soft, comforting voices to the frightening rumble of thunder. Consequently, children develop their own naïve explanations largely based upon their experiences with phenomena encountered every day. When new information does not support existing conceptions,…

Exploring the Development of Fifth Graders' Practical Epistemologies and Explanation Skills in Inquiry-Based Learning Classrooms

ERIC Educational Resources Information Center

Wu, Hsin-Kai; Wu, Chia-Lien

2011-01-01

The purposes of this study are to explore fifth graders' epistemological views regarding their own experiences of constructing scientific knowledge through inquiry activities (i.e., practical epistemologies) and to investigate possible interactions between students' practical epistemologies and their inquiry skills to construct scientific…

Fungal microcolonies on indoor surfaces — an explanation for the base-level fungal spore counts in indoor air

NASA Astrophysics Data System (ADS)

Pasanen, A.-L.; Heinonen-Tanski, H.; Kalliokoski, P.; Jantunen, M. J.

In the subarctic winter, fungal spores are found in indoor air even when outdoor spore levels are very low. The results of this study support an explanation that some indoor airborne fungal spores are derived from unnoticeable fungal microcolonies, which may develop on temporarily wet surfaces. Laboratory experiments on Penicillium verrucosum indicated that the fungus germinated on new wallpaper very quickly (about half an hour) under moist conditions. Hyphal growth and sporulation of the fungus on moist wallpaper occured within one day of incubation. In gravity-settling tape samples from occasionally wet surfaces in a suburban home, large spore aggregates, hyphal fragments with some spores and spores in the germination stage were found, indicating fungal growth. These experiments showed that fungal microcolonies can develop within a week on occasionally wet indoor surfaces.

Concept Inventory Development Reveals Common Student Misconceptions about Microbiology †

PubMed Central

Briggs, Amy G.; Hughes, Lee E.; Brennan, Robert E.; Buchner, John; Horak, Rachel E. A.; Amburn, D. Sue Katz; McDonald, Ann H.; Primm, Todd P.; Smith, Ann C.; Stevens, Ann M.; Yung, Sunny B.; Paustian, Timothy D.

2017-01-01

Misconceptions, or alternative conceptions, are incorrect understandings that students have incorporated into their prior knowledge. The goal of this study was the identification of misconceptions in microbiology held by undergraduate students upon entry into an introductory, general microbiology course. This work was the first step in developing a microbiology concept inventory based on the American Society for Microbiology’s Recommended Curriculum Guidelines for Undergraduate Microbiology. Responses to true/false (T/F) questions accompanied by written explanations by undergraduate students at a diverse set of institutions were used to reveal misconceptions for fundamental microbiology concepts. These data were analyzed to identify the most difficult core concepts, misalignment between explanations and answer choices, and the most common misconceptions for each core concept. From across the core concepts, nineteen misconception themes found in at least 5% of the coded answers for a given question were identified. The top five misconceptions, with coded responses ranging from 19% to 43% of the explanations, are described, along with suggested classroom interventions. Identification of student misconceptions in microbiology provides a foundation upon which to understand students’ prior knowledge and to design appropriate tools for improving instruction in microbiology. PMID:29854046

Regional information guidance system based on hypermedia concept

NASA Astrophysics Data System (ADS)

Matoba, Hiroshi; Hara, Yoshinori; Kasahara, Yutako

1990-08-01

A regional information guidance system has been developed on an image workstation. Two main features of this system are hypermedia data structure and friendly visual interface realized by the full-color frame memory system. As the hypermedia data structure manages regional information such as maps, pictures and explanations of points of interest, users can retrieve those information one by one, next to next according to their interest change. For example, users can retrieve explanation of a picture through the link between pictures and text explanations. Users can also traverse from one document to another by using keywords as cross reference indices. The second feature is to utilize a full-color, high resolution and wide space frame memory for visual interface design. This frame memory system enables real-time operation of image data and natural scene representation. The system also provides half tone representing function which enables fade-in/out presentations. This fade-in/out functions used in displaying and erasing menu and image data, makes visual interface soft for human eyes. The system we have developed is a typical example of multimedia applications. We expect the image workstation will play an important role as a platform for multimedia applications.

Explaining stasis: microevolutionary studies in natural populations.

PubMed

Merilä, J; Sheldon, B C; Kruuk, L E

2001-01-01

Microevolution, defined as a change in the genetic constitution of a population over time, is considered to be of commonplace occurrence in nature. Its ubiquity can be inferred from the observation that quantitative genetic divergence among populations usually exceeds that to be expected due to genetic drift alone, and from numerous observations and experiments consistent with local adaptation. Experimental manipulations in natural populations have provided evidence that rapid evolutionary responses may occur in the wild. However, there are remarkably few cases where direct observations of natural populations have revealed microevolutionary changes occurring, despite the frequent demonstration of additive genetic variation and strong directional selection for particular traits. Those few cases where responses congruent with expectation have been demonstrated are restricted to changes over one generation. In this article we focus on possible explanations as to why heritable traits under apparently strong directional selection often fail to show the expected evolutionary response. To date, few of these explanations for apparent stasis have been amenable to empirical testing. We describe new methods, derived from procedures developed by animal breeding scientists, which can be used to address these explanations, and illustrate the approach with examples from long-term studies of collared flycatchers (Ficedula albicollis) and red deer (Cervus elaphus). Understanding why most intensively studied natural populations do not appear to be evolving is an important challenge for evolutionary biology.

A re-assessment of high elevation treeline positions and their explanation.

PubMed

Körner, Christian

1998-07-01

In this review I first compile data for the worldwide position of climate-driven alpine treelines. Causes for treeline formation are then discussed with a global perspective. Available evidence suggests a combination of a general thermal boundary for tree growth, with regionally variable "modulatory" forces, including the presence of certain taxa. Much of the explanatory evidence found in the literature relates to these modulatory aspects at regional scales, whereas no good explanations emerged for the more fundamental global pattern related to temperature per se, on which this review is focused. I hypothesize that the life form "tree" is limited at treeline altitudes by the potential investment, rather than production, of assimilates (growth as such, rather than photosynthesis or the carbon balance, being limited). In shoots coupled to a cold atmosphere, meristem activity is suggested to be limited for much of the time, especially at night. By reducing soil heat flux during the growing season the forest canopy negatively affects root zone temperature. The lower threshold temperature for tissue growth and development appears to be higher than 3°C and lower than 10°C, possibly in the 5.5-7.5°C range, most commonly associated with seasonal means of air temperature at treeline positions. The physiological and developmental mechanisms responsible have yet to be analyzed. Root zone temperature, though largely unknown, is likely to be most critical.

Transforming Biology Assessment with Machine Learning: Automated Scoring of Written Evolutionary Explanations

ERIC Educational Resources Information Center

Nehm, Ross H.; Ha, Minsu; Mayfield, Elijah

2012-01-01

This study explored the use of machine learning to automatically evaluate the accuracy of students' written explanations of evolutionary change. Performance of the Summarization Integrated Development Environment (SIDE) program was compared to human expert scoring using a corpus of 2,260 evolutionary explanations written by 565 undergraduate…

Brain talk: power and negotiation in children's discourse about self, brain and behaviour.

PubMed

Singh, Ilina

2013-07-01

This article examines children's discourse about self, brain and behaviour, focusing on the dynamics of power, knowledge and responsibility articulated by children. The empirical data discussed in this article are drawn from the study of Voices on Identity, Childhood, Ethics and Stimulants, which included interviews with 151 US and UK children, a subset of whom had a diagnosis of attention deficit/hyperactivity disorder. Despite their contact with psychiatric explanations and psychotropic drugs for their behaviour, children's discursive engagements with the brain show significant evidence of agency and negotiated responsibility. These engagements suggest the limitations of current concepts that describe a collapse of the self into the brain in an age of neurocentrism. Empirical investigation is needed in order to develop agent-centred conceptual and theoretical frameworks that describe and evaluate the harms and benefits of treating children with psychotropic drugs and other brain-based technologies. © 2012 The Author. Sociology of Health & Illness © 2012 Foundation for the Sociology of Health & Illness/John Wiley & Sons Ltd.

Productivity, Rank, and Returns in Polygamy.

PubMed

Matz, Julia Anna

2016-10-01

This study sheds light on the development of family structures in a polygamous context with a particular emphasis on wife order, and offers an explanation for the association between outcomes of children and the status of their mothers among wives based on observable maternal characteristics. In a simple framework, I propose that selection into rank among wives with respect to female productivity takes place: highly productive women are more strongly demanded in the marriage market than less productive women, giving them a higher chance of becoming first wives. Furthermore, productivity is positively associated with a wife's bargained share of family income to be spent on consumption and investment for herself and her offspring because of greater contributions to family income and larger outside options. The findings are empirically supported by a positive relationship between indicators of female productivity and women's levels of seniority among wives, and by a concise replication of existing evidence relating wife order to children's educational outcomes in household survey data from rural Ethiopia.

Fractal dimension and universality in avascular tumor growth

NASA Astrophysics Data System (ADS)

Ribeiro, Fabiano L.; dos Santos, Renato Vieira; Mata, Angélica S.

2017-04-01

For years, the comprehension of the tumor growth process has been intriguing scientists. New research has been constantly required to better understand the complexity of this phenomenon. In this paper, we propose a mathematical model that describes the properties, already known empirically, of avascular tumor growth. We present, from an individual-level (microscopic) framework, an explanation of some phenomenological (macroscopic) aspects of tumors, such as their spatial form and the way they develop. Our approach is based on competitive interaction between the cells. This simple rule makes the model able to reproduce evidence observed in real tumors, such as exponential growth in their early stage followed by power-law growth. The model also reproduces (i) the fractal-space distribution of tumor cells and (ii) the universal growth behavior observed in both animals and tumors. Our analyses suggest that the universal similarity between tumor and animal growth comes from the fact that both can be described by the same dynamic equation—the Bertalanffy-Richards model—even if they do not necessarily share the same biological properties.

Using a Diagnosis-Based Approach to Individualize Instructional Explanations in Computer-Mediated Communication

ERIC Educational Resources Information Center

Wittwer, Jorg; Nuckles, Matthias; Renkl, Alexander

2010-01-01

To maximize the effectiveness of instructional explanations, they should be tailored to an individual learner. However, instructors are often not able to collect diagnostically relevant information about a learner to individualize their explanations. This is particularly true in computer-mediated settings where it is more difficult to thoroughly…

Enhancing Student Explanations of Evolution: Comparing Elaborating and Competing Theory Prompts

ERIC Educational Resources Information Center

Donnelly, Dermot F.; Namdar, Bahadir; Vitale, Jonathan M.; Lai, Kevin; Linn, Marcia C.

2016-01-01

In this study, we explore how two different prompt types within an online computer-based inquiry learning environment enhance 392 7th grade students' explanations of evolution with three teachers. In the "elaborating" prompt condition, students are prompted to write explanations that support the accepted theory of evolution. In the…

Boys Will Be Boys; Cows Will Be Cows: Children's Essentialist Reasoning about Gender Categories and Animal Species

ERIC Educational Resources Information Center

Taylor, Marianne G.; Rhodes, Marjorie; Gelman, Susan A.

2009-01-01

Two studies (N = 456) compared the development of concepts of animal species and human gender, using a switched-at-birth reasoning task. Younger children (5- and 6-year-olds) treated animal species and human gender as equivalent; they made similar levels of category-based inferences and endorsed similar explanations for development in these 2…

Biology, ideology, and epistemology: how do we know political attitudes are inherited and why should we care?

PubMed

Smith, Kevin; Alford, John R; Hatemi, Peter K; Eaves, Lindon J; Funk, Carolyn; Hibbing, John R

2012-01-01

Evidence that political attitudes and behavior are in part biologically and even genetically instantiated is much discussed in political science of late. Yet the classic twin design, a primary source of evidence on this matter, has been criticized for being biased toward finding genetic influence. In this article, we employ a new data source to test empirically the alternative, exclusively environmental, explanations for ideological similarities between twins. We find little support for these explanations and argue that even if we treat them as wholly correct, they provide reasons for political science to pay more rather than less attention to the biological basis of attitudes and behaviors. Our analysis suggests that the mainstream socialization paradigm for explaining attitudes and behaviors is not necessarily incorrect but is substantively incomplete.

Harmful situations, impure people: an attribution asymmetry across moral domains.

PubMed

Chakroff, Alek; Young, Liane

2015-03-01

People make inferences about the actions of others, assessing whether an act is best explained by person-based versus situation-based accounts. Here we examine people's explanations for norm violations in different domains: harmful acts (e.g., assault) and impure acts (e.g., incest). Across four studies, we find evidence for an attribution asymmetry: people endorse more person-based attributions for impure versus harmful acts. This attribution asymmetry is partly explained by the abnormality of impure versus harmful acts, but not by differences in the moral wrongness or the statistical frequency of these acts. Finally, this asymmetry persists even when the situational factors that lead an agent to act impurely are stipulated. These results suggest that, relative to harmful acts, impure acts are linked to person-based attributions. Copyright © 2014 Elsevier B.V. All rights reserved.

Contrasting Models of Posttraumatic Stress Disorder: Reply to Monroe and Mineka (2008)

PubMed Central

Berntsen, Dorthe; Rubin, David C.; Johansen, Malene Klindt

2009-01-01

We address the four main points in Monroe and Mineka (2008)’s Comment. First, we first show that the DSM PTSD diagnosis includes an etiology and that it is based on a theoretical model with a distinguished history in psychology and psychiatry. Two tenets of this theoretical model are that voluntary (strategic) recollections of the trauma are fragmented and incomplete while involuntary (spontaneous) recollections are vivid and persistent and yield privileged access to traumatic material. Second, we describe differences between our model and other cognitive models of PTSD. We argue that these other models share the same two tenets as the diagnosis and we show that these two tenets are largely unsupported by empirical evidence. Third, we counter arguments about the strength of the evidence favoring the mnemonic model, and fourth, we show that concerns about the causal role of memory in PTSD are based on views of causality that are generally inappropriate for the explanation of PTSD in the social and biological sciences. PMID:20808720

Evidence for social learning in wild lemurs (Lemur catta).

PubMed

Kendal, Rachel L; Custance, Deborah M; Kendal, Jeremy R; Vale, Gillian; Stoinski, Tara S; Rakotomalala, Nirina Lalaina; Rasamimanana, Hantanirina

2010-08-01

Interest in social learning has been fueled by claims of culture in wild animals. These remain controversial because alternative explanations to social learning, such as asocial learning or ecological differences, remain difficult to refute. Compared with laboratory-based research, the study of social learning in natural contexts is in its infancy. Here, for the first time, we apply two new statistical methods, option-bias analysis and network-based diffusion analysis, to data from the wild, complemented by standard inferential statistics. Contrary to common thought regarding the cognitive abilities of prosimian primates, our evidence is consistent with social learning within subgroups in the ring-tailed lemur (Lemur catta), supporting the theory of directed social learning (Coussi-Korbel & Fragaszy, 1995). We also caution that, as the toolbox for capturing social learning in natural contexts grows, care is required in ensuring that the methods employed are appropriate-in particular, regarding social dynamics among study subjects. Supplemental materials for this article may be downloaded from http://lb.psychonomic-journals.org/content/supplemental.

The paradox of non-evidence based, publicly funded complementary alternative medicine in the English National Health Service: An explanation.

PubMed

Sheppard, Maria K

2015-10-01

Despite the unproven effectiveness of many practices that are under the umbrella term 'complementary alternative medicine' (CAM), there is provision of CAM within the English National Health Service (NHS). Moreover, although the National Institute for Health and Care Excellence was established to promote scientifically validated medicine in the NHS, the paradox of publicly funded, non-evidence based CAM can be explained as linked with government policy of patient choice and specifically patient treatment choice. Patient choice is useful in the political and policy discourse as it is open to different interpretations and can be justified by policy-makers who rely on the traditional NHS values of equity and universality. Treatment choice finds expression in the policy of personalised healthcare linked with patient responsibilisation which finds resonance in the emphasis CAM places on self-care and self-management. More importantly, however, policy-makers also use patient choice and treatment choice as a policy initiative with the objective of encouraging destabilisation of the entrenched healthcare institutions and practices considered resistant to change. This political strategy of system reform has the unintended, paradoxical consequence of allowing for the emergence of non-evidence based, publicly funded CAM in the NHS. The political and policy discourse of patient choice thus trumps evidence based medicine, with patients that demand access to CAM becoming the unwitting beneficiaries. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

An integrative review of the enjoyment of sadness associated with music.

PubMed

Eerola, Tuomas; Vuoskoski, Jonna K; Peltola, Henna-Riikka; Putkinen, Vesa; Schäfer, Katharina

2017-11-23

The recent surge of interest towards the paradoxical pleasure produced by sad music has generated a handful of theories and an array of empirical explorations on the topic. However, none of these have attempted to weigh the existing evidence in a systematic fashion. The present work puts forward an integrative framework laid out over three levels of explanation - biological, psycho-social, and cultural - to compare and integrate the existing findings in a meaningful way. First, we review the evidence pertinent to experiences of pleasure associated with sad music from the fields of neuroscience, psychophysiology, and endocrinology. Then, the psychological and interpersonal mechanisms underlying the recognition and induction of sadness in the context of music are combined with putative explanations ranging from social surrogacy and nostalgia to feelings of being moved. Finally, we address the cultural aspects of the paradox - the extent to which it is embedded in the Western notion of music as an aesthetic, contemplative object - by synthesising findings from history, ethnography, and empirical studies. Furthermore, we complement these explanations by considering the particularly significant meanings that sadness portrayed in art can evoke in some perceivers. Our central claim is that one cannot attribute the enjoyment of sadness fully to any one of these levels, but to a chain of functionalities afforded by each level. Each explanatory level has several putative explanations and its own shift towards positive valence, but none of them deliver the full transformation from a highly negative experience to a fully enjoyable experience alone. The current evidence within this framework ranges from weak to non-existent at the biological level, moderate at the psychological level, and suggestive at the cultural level. We propose a series of focussed topics for future investigation that would allow to deconstruct the drivers and constraints of the processes leading to pleasurable music-related sadness. Copyright © 2017 Elsevier B.V. All rights reserved.

Explanation-based generalization of partially ordered plans

NASA Technical Reports Server (NTRS)

Kambhampati, Subbarao; Kedar, Smadar

1991-01-01

Most previous work in analytic generalization of plans dealt with totally ordered plans. These methods cannot be directly applied to generalizing partially ordered plans, since they do not capture all interactions among plan operators for all total orders of such plans. We introduce a new method for generalizing partially ordered plans. This method is based on providing explanation-based generalization (EBG) with explanations which systematically capture the interactions among plan operators for all the total orders of a partially-ordered plan. The explanations are based on the Modal Truth Criterion which states the necessary and sufficient conditions for ensuring the truth of a proposition at any point in a plan, for a class of partially ordered plans. The generalizations obtained by this method guarantee successful and interaction-free execution of any total order of the generalized plan. In addition, the systematic derivation of the generalization algorithms from the Modal Truth Criterion obviates the need for carrying out a separate formal proof of correctness of the EBG algorithms.

Dissecting Molecular Mechanisms in Bile Acid Diarrhea.

PubMed

Camilleri, Michael

2016-03-01

It was previously demonstrated that patients with bile acid (BA) diarrhea have low fasting serum levels of the ileal hormone--fibroblast growth factor-19 (FGF-19). In this paper, the authors demonstrate a positive correlation between ileal transcripts of FGF-19 and (75)SeHCAT retention, providing further evidence of FGF-19 deficiency as an explanation for BA diarrhea. Variants in KLB and FGFR4 genes (that determine the functional re-uptake of BA in the portal circulation by hepatocytes) are also demonstrated to be associated with (75)SeHCAT retention, confirming a second potential mechanism for the development of BA diarrhea.

A review of experimental evidences that could warn of possible dangers of alcohol consumption by pregnant mothers.

PubMed

Chaudhuri, J D

2000-12-01

Most of the features of fetal alcohol syndrome (FAS) have been replicated in experimental models. They provide an insight into the effects of alcohol on the developing embryo, however, satisfactory explanations for these effects are still not available. Certain maternal characteristics of children with FAS have been identified. However, it is not absolute as at times the most unlikely women are susceptible to problems of maternal alcoholism. The levels of awareness of FAS among the general public and health workers are inadequate. Measures need to be taken to remedy this condition.

Effective equations and the inverse cascade theory for Kolmogorov flows

NASA Technical Reports Server (NTRS)

Weinan, E.; Shu, Chi-Wang

1992-01-01

We study the two dimensional Kolmogorov flows in the limit as the forcing frequency goes to infinity. Direct numerical simulation indicates that the low frequency energy spectrum evolves to a universal kappa (exp -4) decay law. We derive effective equations governing the behavior of the large scale flow quantities. We then present numerical evidence that with smooth initial data, the solution to the effective equation develops a kappa (exp -4) type singularity at a finite time. This gives a convenient explanation for the kappa (exp -4) decay law exhibited by the original Kolmogorov flows.

Simulating forensic casework scenarios in experimental studies: The generation of footwear marks in blood.

PubMed

McElhone, Rachel L; Meakin, Georgina E; French, James C; Alexander, Tracy; Morgan, Ruth M

2016-07-01

A study was designed to investigate the effects of external variables, including blood type, flooring surface, footwear tread depth and blood dryness, on the appearance of blood-based footwear marks, with particular reference to simulating a specific casework scenario. Results showed that footwear marks left in human blood tended to be of greater quality than those in equine blood, highlighting a potential issue in applying data generated with equine blood to human bloodstains in casework. Footwear tread effects were also dependent on blood type, but the type of flooring surface did not affect the appearance of the mark. Under some conditions, as the blood dried, the amount of detail retained from footwear contact decreased. These results provide the beginnings of an empirical evidence base to allow a more accurate interpretation of blood-based footwear marks in forensic casework. When applied to a disputed bloodstain in a specific case, these results also demonstrate the importance of such experiments in narrowing the range of explanations possible in the interpretation of forensic evidence. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Child fosterage in the United States: signs of an African heritage.

PubMed

Miller, A T

1998-01-01

"The presence of significant numbers of family and household structures among African Americans...[differs] from traditional Euro-American models.... The recently developed U.S. Census public use samples and measures oriented to the practices of informal child fosterage are used to examine and compare these different bases of family life. Data from the turn of the century provide some historical distance from previous explanations of difference centered on slavery, or explanations that focus on contemporary social issues such as urban problems or the welfare state. Comparisons with studies of the contemporary U.S., Africa, the Caribbean, and historical materials give broader scope to fosterage analysis and to the consideration of cultural family differences." excerpt

Senescence in natural populations of animals: Widespread evidence and its implications for bio-gerontology

PubMed Central

Nussey, Daniel H.; Froy, Hannah; Lemaitre, Jean-François; Gaillard, Jean-Michel; Austad, Steve N.

2014-01-01

That senescence is rarely, if ever, observed in natural populations is an oft-quoted fallacy within bio-gerontology. We identify the roots of this fallacy in the otherwise seminal works of Medawar and Comfort, and explain that under antagonistic pleiotropy or disposable soma explanations for the evolution of senescence there is no reason why senescence cannot evolve to be manifest within the life expectancies of wild organisms. The recent emergence of long-term field studies presents irrefutable evidence that senescence is commonly detected in nature. We found such evidence in 175 different animal species from 340 separate studies. Although the bulk of this evidence comes from birds and mammals, we also found evidence for senescence in other vertebrates and insects. We describe how high-quality longitudinal field data allow us to test evolutionary explanations for differences in senescence between the sexes and among traits and individuals. Recent studies indicate that genes, prior environment and investment in growth and reproduction influence aging rates in the wild. We argue that – with the fallacy that wild animals do not senesce finally dead and buried – collaborations between bio-gerontologists and field biologists can begin to test the ecological generality of purportedly ‘public’ mechanisms regulating aging in laboratory models. PMID:22884974

Is behavioural flexibility evidence of cognitive complexity? How evolution can inform comparative cognition

PubMed Central

Mikhalevich, Irina

2017-01-01

Behavioural flexibility is often treated as the gold standard of evidence for more sophisticated or complex forms of animal cognition, such as planning, metacognition and mindreading. However, the evidential link between behavioural flexibility and complex cognition has not been explicitly or systematically defended. Such a defence is particularly pressing because observed flexible behaviours can frequently be explained by putatively simpler cognitive mechanisms. This leaves complex cognition hypotheses open to ‘deflationary’ challenges that are accorded greater evidential weight precisely because they offer putatively simpler explanations of equal explanatory power. This paper challenges the blanket preference for simpler explanations, and shows that once this preference is dispensed with, and the full spectrum of evidence—including evolutionary, ecological and phylogenetic data—is accorded its proper weight, an argument in support of the prevailing assumption that behavioural flexibility can serve as evidence for complex cognitive mechanisms may begin to take shape. An adaptive model of cognitive-behavioural evolution is proposed, according to which the existence of convergent trait–environment clusters in phylogenetically disparate lineages may serve as evidence for the same trait–environment clusters in other lineages. This, in turn, could permit inferences of cognitive complexity in cases of experimental underdetermination, thereby placing the common view that behavioural flexibility can serve as evidence for complex cognition on firmer grounds. PMID:28479981

Rule-Based Reasoning Is Fast and Belief-Based Reasoning Can Be Slow: Challenging Current Explanations of Belief-Bias and Base-Rate Neglect

ERIC Educational Resources Information Center

Newman, Ian R.; Gibb, Maia; Thompson, Valerie A.

2017-01-01

It is commonly assumed that belief-based reasoning is fast and automatic, whereas rule-based reasoning is slower and more effortful. Dual-Process theories of reasoning rely on this speed-asymmetry explanation to account for a number of reasoning phenomena, such as base-rate neglect and belief-bias. The goal of the current study was to test this…

Knowing 'something is not right' is beyond intuition: development of a clinical algorithm to enhance surveillance and assist nurses to organise and communicate clinical findings.

PubMed

Brier, Jessica; Carolyn, Moalem; Haverly, Marsha; Januario, Mary Ellen; Padula, Cynthia; Tal, Ahuva; Triosh, Henia

2015-03-01

To develop a clinical algorithm to guide nurses' critical thinking through systematic surveillance, assessment, actions required and communication strategies. To achieve this, an international, multiphase project was initiated. Patients receive hospital care postoperatively because they require the skilled surveillance of nurses. Effective assessment of postoperative patients is essential for early detection of clinical deterioration and optimal care management. Despite the significant amount of time devoted to surveillance activities, there is lack of evidence that nurses use a consistent, systematic approach in surveillance, management and communication, potentially leading to less optimal outcomes. Several explanations for the lack of consistency have been suggested in the literature. Mixed methods approach. Retrospective chart review; semi-structured interviews conducted with expert nurses (n = 10); algorithm development. Themes developed from the semi-structured interviews, including (1) complete, systematic assessment, (2) something is not right (3) validating with others, (4) influencing factors and (5) frustration with lack of response when communicating findings were used as the basis for development of the Surveillance Algorithm for Post-Surgical Patients. The algorithm proved beneficial based on limited use in clinical settings. Further work is needed to fully test it in education and practice. The Surveillance Algorithm for Post-Surgical Patients represents the approach of expert nurses, and serves to guide less expert nurses' observations, critical thinking, actions and communication. Based on this approach, the algorithm assists nurses to develop skills promoting early detection, intervention and communication in cases of patient deterioration. © 2014 John Wiley & Sons Ltd.

The control of ventilation during exercise: a lesson in critical thinking.

PubMed

Bruce, Richard M

2017-12-01

Learning the basic competencies of critical thinking are very important in the education of any young scientist, and teachers must be prepared to help students develop a valuable set of analytic tools. In my experience, this is best achieved by encouraging students to study areas with little scientific consensus, such as the control mechanisms of the exercise ventilatory response, as it can allow greater objectivity when evaluating evidence, while also giving students the freedom to think independently and problem solve. In this article, I discuss teaching strategies by which physiology, biomedical science, and sport science students can simultaneously develop their understanding of respiratory control mechanisms and learn to critically analyze evidence thoroughly. This can be best achieved by utilizing both teacher-led and student-led learning environments, the latter of which encourages the development of learner autonomy and independent problem solving. In this article, I also aim to demonstrate a systematic approach of critical assessment that students can be taught, adapt, and apply independently. Among other things, this strategy involves: 1 ) defining the precise phenomenon in question; 2 ) understanding what investigations must demonstrate to explain the phenomenon and its underlying mechanisms; 3 ) evaluating the explanations/mechanisms of the phenomenon and the evidence for them; and 4 ) forming strategies to produce strong evidence, if none exists. Copyright © 2017 the American Physiological Society.

Learning about the Quality of Work That Teachers Expect: Students' Perceptions of Exemplar Marking versus Teacher Explanation

ERIC Educational Resources Information Center

Hendry, Graham D.; Jukic, Katherine

2014-01-01

Assessment is an important element of university curricula for both teachers and students. It provides evidence that students have learned what their teachers expected them to learn. There is good evidence that teachers' use of exemplars in a dedicated marking class held before an assessment task helps students understand what is expected of them…

The fighting hypothesis in combat: how well does the fighting hypothesis explain human left-handed minorities?

PubMed

Groothuis, Ton G G; McManus, I C; Schaafsma, Sara M; Geuze, Reint H

2013-06-01

The strong population bias in hand preference in favor of right-handedness seems to be a typical human trait. An elegant evolutionary hypothesis explaining this trait is the so-called fighting hypothesis that postulates that left-handedness is under frequency-dependent selection. The fighting hypothesis assumes that left-handers, being in the minority because of health issues, are still maintained in the population since they would have a greater chance of winning in fights than right-handers due to a surprise effect. This review critically evaluates the assumptions and evidence for this hypothesis and concludes that some evidence, although consistent with the fighting hypothesis, does not directly support it and may also be interpreted differently. Other supportive data are ambiguous or open for both statistical and theoretical criticism. We conclude that, presently, evidence for the fighting hypothesis is not particularly strong, but that there is little evidence to reject it either. The hypothesis thus remains an intuitively plausible explanation for the persistent left-hand preference in the population. We suggest alternative explanations and several ways forward for obtaining more crucial data for testing this frequently cited hypothesis. © 2013 New York Academy of Sciences.

Impact of behavioral genetic evidence on the adjudication of criminal behavior.

PubMed

Appelbaum, Paul S; Scurich, Nicholas

2014-01-01

Recent advances in behavioral genetics suggest a modest relationship among certain gene variants, early childhood experiences, and criminal behavior. Although scientific research examining this link is still at an early stage, genetic data are already being introduced in criminal trials. However, the extent to which such evidence is likely to affect jurors' decisions has not been explored. In the present study, a representative sample of the U.S. population (n = 250) received a vignette describing an apparently impulsive homicide, accompanied by one of four explanations of the defendant's impulsivity: childhood abuse, genetic predisposition, childhood abuse and genetic predisposition, or simple impulsive behavior. The participants were asked to identify the crime that the defendant had committed and to select an appropriate sentence range. Evidence of genetic predisposition did not affect the crime of which the defendant was convicted or the sentence. However, participants who received the abuse or genetic + abuse explanation imposed longer prison sentences. Paradoxically, the genetic and genetic + abuse conditions engendered the greatest fear of the defendant. These findings should allay concerns that genetic evidence in criminal adjudications will be overly persuasive to jurors, but should raise questions about the impact of genetic attributions on perceptions of dangerousness.

Impact of Behavioral Genetic Evidence on the Adjudication of Criminal Behavior

PubMed Central

Appelbaum, Paul S.; Scurich, Nicholas

2013-01-01

Recent advances in behavioral genetics suggest a modest relationship among certain gene variants, early childhood experiences, and criminal behavior. Although scientific research examining this link is still at an early stage, genetic data are already being introduced in criminal trials. However, the extent to which such evidence is likely to affect jurors’ decisions has not previously been explored. In the present study, a representative sample of the U.S. population (n=250) received a vignette describing an apparently impulsive homicide, accompanied by one of four explanations of the defendant’s impulsivity: childhood abuse; genetic predisposition; childhood abuse and genetic predisposition; or simple impulsive behavior. Participants were asked to identify the crime that the defendant had committed and to select an appropriate sentence range. Evidence of genetic predisposition did not affect the crime of which the defendant was convicted or the sentence. However, participants who received the abuse or genetic + abuse explanation imposed longer prison sentences. Paradoxically, the genetic and genetic + abuse conditions engendered the greatest fear of the defendant. These findings should allay concerns that genetic evidence in criminal adjudications will be overly persuasive to jurors, but raise questions about the impact of genetic attributions on perceptions of dangerousness. PMID:24618524

How to Program a Domain Independent Tracer for Explanations

ERIC Educational Resources Information Center

Ishizaka, Alessio; Lusti, Markus

2006-01-01

Explanations are essential in the teaching process. Tracers are one possibility to provide students with explanations in an intelligent tutoring system. Their development can be divided into four steps: (a) the definition of the trace model; (b) the extraction of the information from this model; (c) the analysis and abstraction of the extracted…

The coexistence of natural and supernatural explanations within and across domains and development.

PubMed

Busch, Justin T A; Watson-Jones, Rachel E; Legare, Cristine H

2017-03-01

People across highly diverse cultural contexts use both natural and supernatural explanations to explain questions of fundamental concern such as death, illness, and human origins. The present study examines the development of explanatory coexistence within and across domains of existential concern in individuals in Tanna, Vanuatu. We examined three age groups: 7- to 12-year-old children, 13- to 18-year-old adolescents, and 19- to 70-year-old adults (N = 72). Within the domain of death, biological and spontaneous explanations were most common across all ages. For illness, children showed the highest rates of explanatory coexistence, while adolescents and adults favoured biological explanations. Within the human origins domain, theistic explanations were most common across the age groups. Overall, these data show that coexistence reasoning in these domains is pervasive across cultures, yet at the same time it is deeply contextually specific, reflecting the nuanced differences in local ecologies and cultural beliefs. Statement of contribution What is already known on this subject? Individuals across highly diverse cultural contexts use both natural and supernatural explanations to understand the events that occur in their lives. Context and cultural input play a large role in determining when and how individuals incorporate natural and supernatural explanations. The development of explanatory coexistence has primarily studied explanations for isolated domains. What does this study add? We examined explanatory coexistence in a culture with recent conversion to Christianity and formal education. The current research examines how individuals reason within and across the domains of human origins, illness, and death. Developmental differences associated with explanatory coexistence are examined. © 2016 The British Psychological Society.

Using Self-Explanations in the Laboratory to Connect Theory and Practice: The Decision/ Explanation/Observation/Inference Writing Method

ERIC Educational Resources Information Center

Van Duzor, Andrea Gay

2016-01-01

While many faculty seek to use student-centered, inquiry-based approaches in teaching laboratories, transitioning from traditional to inquiry instruction can be logistically challenging. This paper outlines use of a laboratory notebook and report writing-to-learn method that emphasizes student self-explanations of procedures and outcomes,…

ExplaNet: A Collaborative Learning Tool and Hybrid Recommender System for Student-Authored Explanations

ERIC Educational Resources Information Center

Masters, Jessica; Madhyastha, Tara; Shakouri, Ali

2008-01-01

ExplaNet is a web-based, anonymous, asynchronous explanation-sharing network. Instructors post questions to the network and students submit explanatory answers. Students then view and rank the explanations submitted by their peers before optionally resubmitting a final and revised answer. Three classroom evaluations of ExplaNet showed that by…

A study of some effects of vertical shear on thunderstorms

NASA Technical Reports Server (NTRS)

Connell, J.

1976-01-01

Evidence is presented for the existence of vortices and vortex pairs in thunderstorms. A preliminary parameterized model of the nonthermal generation of thunderstorm vortices derived from field observations of storms and laboratory observations of a jet in crossflow is reported, together with an explanation of how such a model might be used to guide analysis of mesoscale rawinsonde, radar, and satellite data toward an improved capability for prediction of thunderstorm motion and growth. Preliminary analyses of radar and satellite data from Atmospheric Variability Experiment IV are used with available rawinsonde data to develop a correlation between wind shears, instability, and thunderstorm motion and development. Specific studies are recommended for best development of concepts and utilization of data from Atmospheric Variability and Atmospheric Variability Severe Storms Experiments.

20 CFR 220.62 - Reviewing reports of consultative examinations.

Code of Federal Regulations, 2011 CFR

2011-04-01

... speciality that is noted on other evidence in the file (e.g., blindness in one eye, amputations, flail limbs... incomplete, the Board will contact the examining consultative physician or psychologist, give an explanation...

7 CFR 4285.58 - How to apply for cooperative agreement funds.

Code of Federal Regulations, 2011 CFR

2011-01-01

... arrangements. If the nature of the proposed project requires collaboration or subcontractual arrangements with... identify the collaborator(s) and provide a full explanation of the nature of the collaboration. Evidence (i...

Rapid Evolution and the Importance of Recombination to the Gastroenteric Pathogen Campylobacter jejuni

PubMed Central

Gabriel, Edith; Leatherbarrow, Andrew J.H.; Cheesbrough, John; Gee, Steven; Bolton, Eric; Fox, Andrew; Hart, C. Anthony; Diggle, Peter J.; Fearnhead, Paul

2009-01-01

Responsible for the majority of bacterial gastroenteritis in the developed world, Campylobacter jejuni is a pervasive pathogen of humans and animals, but its evolution is obscure. In this paper, we exploit contemporary genetic diversity and empirical evidence to piece together the evolutionary history of C. jejuni and quantify its evolutionary potential. Our combined population genetics–phylogenetics approach reveals a surprising picture. Campylobacter jejuni is a rapidly evolving species, subject to intense purifying selection that purges 60% of novel variation, but possessing a massive evolutionary potential. The low mutation rate is offset by a large effective population size so that a mutation at any site can occur somewhere in the population within the space of a week. Recombination has a fundamental role, generating diversity at twice the rate of de novo mutation, and facilitating gene flow between C. jejuni and its sister species Campylobacter coli. We attempt to calibrate the rate of molecular evolution in C. jejuni based solely on within-species variation. The rates we obtain are up to 1,000 times faster than conventional estimates, placing the C. jejuni–C. coli split at the time of the Neolithic revolution. We weigh the plausibility of such recent bacterial evolution against alternative explanations and discuss the evidence required to settle the issue. PMID:19008526

Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions

PubMed Central

Degol, Jessica L.

2016-01-01

Although the gender gap in math course-taking and performance has narrowed in recent decades, females continue to be underrepresented in math-intensive fields of Science, Technology, Engineering, and Mathematics (STEM). Career pathways encompass the ability to pursue a career as well as the motivation to employ that ability. Individual differences in cognitive capacity and motivation are also influenced by broader sociocultural factors. After reviewing research from the fields of psychology, sociology, economics, and education over the past 30 years, we summarize six explanations for US women’s underrepresentation in math-intensive STEM fields: (a) cognitive ability, (b) relative cognitive strengths, (c) occupational interests or preferences, (d) lifestyle values or work-family balance preferences, (e) field-specific ability beliefs, and (f) gender-related stereotypes and biases. We then describe the potential biological and sociocultural explanations for observed gender differences on cognitive and motivational factors and demonstrate the developmental period(s) during which each factor becomes most relevant. We then propose evidence-based recommendations for policy and practice to improve STEM diversity and recommendations for future research directions. PMID:28458499

Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions.

PubMed

Wang, Ming-Te; Degol, Jessica L

2017-03-01

Although the gender gap in math course-taking and performance has narrowed in recent decades, females continue to be underrepresented in math-intensive fields of Science, Technology, Engineering, and Mathematics (STEM). Career pathways encompass the ability to pursue a career as well as the motivation to employ that ability. Individual differences in cognitive capacity and motivation are also influenced by broader sociocultural factors. After reviewing research from the fields of psychology, sociology, economics, and education over the past 30 years, we summarize six explanations for US women's underrepresentation in math-intensive STEM fields: (a) cognitive ability, (b) relative cognitive strengths, (c) occupational interests or preferences, (d) lifestyle values or work-family balance preferences, (e) field-specific ability beliefs, and (f) gender-related stereotypes and biases. We then describe the potential biological and sociocultural explanations for observed gender differences on cognitive and motivational factors and demonstrate the developmental period(s) during which each factor becomes most relevant. We then propose evidence-based recommendations for policy and practice to improve STEM diversity and recommendations for future research directions.

Logical recoding of S-R rules can reverse the effects of spatial S-R correspondence.

PubMed

Wühr, Peter; Biebl, Rupert

2009-02-01

Two experiments investigated competing explanations for the reversal of spatial stimulus-response (S-R) correspondence effects (i.e., Simon effects) with an incompatible S-R mapping on the relevant, nonspatial dimension. Competing explanations were based on generalized S-R rules (logical-recoding account) or referred to display-control arrangement correspondence or to S-S congruity. In Experiment 1, compatible responses to finger-name stimuli presented at left/right locations produced normal Simon effects, whereas incompatible responses to finger-name stimuli produced an inverted Simon effect. This finding supports the logical-recoding account. In Experiment 2, spatial S-R correspondence and color S-R correspondence were varied independently, and main effects of these variables were observed. The lack of an interaction between these variables, however, disconfirms a prediction of the display-control arrangement correspondence account. Together, the results provide converging evidence for the logical-recoding account. This account claims that participants derive generalized response selection rules (e.g., the identity or reversal rule) from specific S-R rules and inadvertently apply the generalized rules to the irrelevant (spatial) S-R dimension when selecting their response.

High-Speed Unsteady Flows around Concave Axisymmetric Bodies: Flow Instabilities and their Suppression

NASA Astrophysics Data System (ADS)

Panaras, A.; Drikakis, D.

2009-01-01

The axisymmetric concave body, i.e. a body in which the normals to its surface intersect, is a typical configuration about which shock/shock interactions appear. Various shapes of axisymmetric concave bodies are used in a variety of applications in aeronautics. For exampe: axisymmetric jet inlets with conical centerbody, ballistic missiles drag reduction by spike, plasma or hot gas injection, parachutes for pilot-ejection capsules. However, it is well known that two distinct modes of instability appear around a concave body in the high-speed flow regime, for a certain range of geometric parameters. These instabilities can cause undesirable effects such as severe vibration of the structure, heating and pressure loads. According to the experimental evidence, the unsteady flow is characterized by periodic radial inflation and collapse of the conical separation bubble formed around the forebody (pulsation). Various explanations have been given for the driving mechanism of the instabilities. They are based on interpretation of experimental results or on numerical simulation of the related flows. A merging of the leading explanations is done, and basic rules for the passive suppression of the instabilities are applied, in order to enforce the proposed driving mechanism of the instabilities. Most of the analysis is based on numerical simulations.

Evidence for an apartheid-like social structure in early Anglo-Saxon England.

PubMed

Thomas, Mark G; Stumpf, Michael P H; Härke, Heinrich

2006-10-22

The role of migration in the Anglo-Saxon transition in England remains controversial. Archaeological and historical evidence is inconclusive, but current estimates of the contribution of migrants to the English population range from less than 10000 to as many as 200000. In contrast, recent studies based on Y-chromosome variation posit a considerably higher contribution to the modern English gene pool (50-100%). Historical evidence suggests that following the Anglo-Saxon transition, people of indigenous ethnicity were at an economic and legal disadvantage compared to those having Anglo-Saxon ethnicity. It is likely that such a disadvantage would lead to differential reproductive success. We examine the effect of differential reproductive success, coupled with limited intermarriage between distinct ethnic groups, on the spread of genetic variants. Computer simulations indicate that a social structure limiting intermarriage between indigenous Britons and an initially small Anglo-Saxon immigrant population provide a plausible explanation of the high degree of Continental male-line ancestry in England.

Evidence for an apartheid-like social structure in early Anglo-Saxon England

PubMed Central

Thomas, Mark G; Stumpf, Michael P.H; Härke, Heinrich

2006-01-01

The role of migration in the Anglo-Saxon transition in England remains controversial. Archaeological and historical evidence is inconclusive, but current estimates of the contribution of migrants to the English population range from less than 10 000 to as many as 200 000. In contrast, recent studies based on Y-chromosome variation posit a considerably higher contribution to the modern English gene pool (50–100%). Historical evidence suggests that following the Anglo-Saxon transition, people of indigenous ethnicity were at an economic and legal disadvantage compared to those having Anglo-Saxon ethnicity. It is likely that such a disadvantage would lead to differential reproductive success. We examine the effect of differential reproductive success, coupled with limited intermarriage between distinct ethnic groups, on the spread of genetic variants. Computer simulations indicate that a social structure limiting intermarriage between indigenous Britons and an initially small Anglo-Saxon immigrant population provide a plausible explanation of the high degree of Continental male-line ancestry in England. PMID:17002951

Examining Cross-Source Engagement With Cancer-Related Information and Its Impact on Doctor–Patient Relations

PubMed Central

Lewis, Nehama; Gray, Stacy W.; Freres, Derek R.; Hornik, Robert C.

2010-01-01

Patients may bring unreliable information to the physician, complicating the physician–patient relationship, or outside information seeking may complement physician information provision, reinforcing patients’ responsibility for their health. The current descriptive evidence base is weak and focuses primarily on the Internet's effects on physician–patient relations. This study describes how cancer patients bring information to their physicians from a range of sources and are referred by physicians to these sources; the study also examines explanations for these behaviors. Patients with breast, prostate, and colon cancer diagnosed in 2005 (N = 1,594) were randomly drawn from the Pennsylvania Cancer Registry; participants returned mail surveys in Fall 2006 (response rate = 64%). There is evidence that both bringing information to physicians and being referred to other sources reflects patients’ engagement with health information, preference for control in medical decision making, and seeking and scanning for cancer-related information. There is also evidence that patients who bring information from a source are referred back to that source. PMID:20183381

Record low total ozone during northern winters of 1992 and 1993

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bojkov, R.D.

1993-07-09

The authors look at recorded ozone data over the northern hemisphere during the winters of 1992 and 1993. They use data from the World Meteorological Organization data base. During both of these winter, there have been marked decreases in the column ozone levels over North America, Europe, and Siberia, in the latitude belt from 45[degrees]N to 65[degrees]N. During these winters there have been ten times as many days with ozone levels deviated more than 2[sigma] below the 35 year average. They seek explanations for these observations by looking at meterological information. Evidences indicate that there was transport of ozone deficientmore » air masses during these winters. In addition cold air masses with excess ClO show evidence of having transported into the more southern latitudes. The authors conclude there is evidence for both displacement of large air masses, and increased chemical destruction potential, to have contributed to these observed decreases.« less

Complex impairment of IA muscle proprioceptors following traumatic or neurotoxic injury.

PubMed

Vincent, Jacob A; Nardelli, Paul; Gabriel, Hanna M; Deardorff, Adam S; Cope, Timothy C

2015-08-01

The health of primary sensory afferents supplying muscle has to be a first consideration in assessing deficits in proprioception and related motor functions. Here we discuss the role of a particular proprioceptor, the IA muscle spindle proprioceptor in causing movement disorders in response to either regeneration of a sectioned peripheral nerve or damage from neurotoxic chemotherapy. For each condition, there is a single preferred and widely repeated explanation for disability of movements associated with proprioceptive function. We present a mix of published and preliminary findings from our laboratory, largely from in vivo electrophysiological study of treated rats to demonstrate newly discovered IA afferent defects that seem likely to make important contributions to movement disorders. First, we argue that reconnection of regenerated IA afferents with inappropriate targets, although often repeated as the reason for lost stretch-reflex contraction, is not a complete explanation. We present evidence that despite successful recovery of stretch-evoked sensory signaling, peripherally regenerated IA afferents retract synapses made with motoneurons in the spinal cord. Second, we point to evidence that movement disability suffered by human subjects months after discontinuation of oxaliplatin (OX) chemotherapy for some is not accompanied by peripheral neuropathy, which is the acknowledged primary cause of disability. Our studies of OX-treated rats suggest a novel additional explanation in showing the loss of sustained repetitive firing of IA afferents during static muscle stretch. Newly extended investigation reproduces this effect in normal rats with drugs that block Na(+) channels apparently involved in encoding static IA afferent firing. Overall, these findings highlight multiplicity in IA afferent deficits that must be taken into account in understanding proprioceptive disability, and that present new avenues and possible advantages for developing effective treatment. Extending the study of IA afferent deficits yielded the additional benefit of elucidating normal processes in IA afferent mechanosensory function. © 2015 Anatomical Society.

Kindergarten girls "illuminating" their identities-in-practice through science instruction framed in explanation building: From the shadows into the light

NASA Astrophysics Data System (ADS)

McDyre, Alicia M.

Recent research on young children's learning has revealed that they are capable of sophisticated scientific reasoning and has prompted a new era of reform framed around the integration of three main strands -- core disciplinary ideas, scientific and engineering practices, and cross-cutting themes. Given the documented issues with girls in science in later grades, I chose to examine their participation in scientific norms and practices in kindergarten to gain insights into their identities-in-practice. From the perspective of identity as an enactment of self, I used the lens identities-in-practice (Lave & Wenger, 1991) to examine the impact that having classroom science instruction framed around constructing explanations with evidence would have on the girls in the class. In this study, I drew from theories of sociocultural learning, positioning, and identities-in-practice to study: a) the norms of participation, b) the authoring and positioning of girls, and c) the identities-in-practice that the girls' enacted in the kindergarten science classroom. Using a research design informed by qualitative methods and participant observation, I analyzed data using a constant comparative approach and crafted case studies of four girls in the science classroom. Three assertions were generated from this study: a) Identity-in-practice manifests differently in different literacy practices and shows how students chose to be science students across time and activities- a focus on one literacy practice alone is insufficient to understand identity; b) The ways in which the teacher positions girls, especially "quiet" girls, is essential for engaging them in productive participation in science discourse and learning; and c) A focus on classroom science instruction grounded in constructing explanations from evidence provided a consistent framework for students' writing and talking, which facilitated the establishment of expectations and norms of participation for all students. Implications from this study for elementary school science teachers, professional developers, and university researchers, and a direction for future research are provided after the analysis.

Research paradigms in psychosomatic medicine with special emphasis on whiplash - cervical hyperextension flexion injury (CHFI).

PubMed

Merskey, Harold

2003-01-01

There have been a number of attempts, particularly in the last five decades to understand the origins of pain in terms of psychological or psychosomatic patterns. These include psychoanalytic explanations relying on hysterical mechanisms, and psychophysiological proposals. The occurrence of pain in the course of psychiatric illness and its remission after the illness, has long been known and is not a controversial issue. However, the reported explanations of pain without overt and obvious prior psychiatric illness have largely failed to convince a significant portion of the professional establishment. These explanations have very often coincided with the interests of insurance companies, whether those insurance companies were providing medical benefits, disability insurance or workers' or accident compensation. Critical examination of the evidence generated by insurance company related research indicates profound weaknesses in it.

Transparent reporting of a multivariable prediction model for individual prognosis or diagnosis (TRIPOD): the TRIPOD statement.

PubMed

Collins, Gary S; Reitsma, Johannes B; Altman, Douglas G; Moons, Karel G M

2015-01-07

Prediction models are developed to aid health care providers in estimating the probability or risk that a specific disease or condition is present (diagnostic models) or that a specific event will occur in the future (prognostic models), to inform their decision making. However, the overwhelming evidence shows that the quality of reporting of prediction model studies is poor. Only with full and clear reporting of information on all aspects of a prediction model can risk of bias and potential usefulness of prediction models be adequately assessed. The Transparent Reporting of a multivariable prediction model for Individual Prognosis Or Diagnosis (TRIPOD) Initiative developed a set of recommendations for the reporting of studies developing, validating, or updating a prediction model, whether for diagnostic or prognostic purposes. This article describes how the TRIPOD Statement was developed. An extensive list of items based on a review of the literature was created, which was reduced after a Web based survey and revised during a three day meeting in June 2011 with methodologists, health care professionals, and journal editors. The list was refined during several meetings of the steering group and in e-mail discussions with the wider group of TRIPOD contributors. The resulting TRIPOD Statement is a checklist of 22 items, deemed essential for transparent reporting of a prediction model study. The TRIPOD Statement aims to improve the transparency of the reporting of a prediction model study regardless of the study methods used. The TRIPOD Statement is best used in conjunction with the TRIPOD explanation and elaboration document. To aid the editorial process and readers of prediction model studies, it is recommended that authors include a completed checklist in their submission (also available at www.tripod-statement.org).To encourage dissemination of the TRIPOD Statement, this article is freely accessible on the Annals of Internal Medicine Web site (www.annals.org) and will be also published in BJOG, British Journal of Cancer, British Journal of Surgery, BMC Medicine, The BMJ, Circulation, Diabetic Medicine, European Journal of Clinical Investigation, European Urology, and Journal of Clinical Epidemiology. The authors jointly hold the copyright of this article. An accompanying explanation and elaboration article is freely available only on www.annals.org; Annals of Internal Medicine holds copyright for that article. © BMJ Publishing Group Ltd 2014.

Why Cosmic Fine-Tuning Needs to BE Explained

NASA Astrophysics Data System (ADS)

Manson, Neil Alan

Discoveries in modern physics and Big Bang cosmology indicate that if either the initial conditions of the universe or the physical laws governing its development had differed even slightly, life could never have developed. It is for this reason that the universe is said to be ``fine-tuned'' for life. I argue that cosmic fine-tuning, which some want to dismiss as the way things just happen to be, in fact needs to be explained. In Chapter One I provide an overview of the evidence that the universe is fine-tuned for life. In Chapter Two I present a set of sufficient conditions for a fact's needing to be explained. The conditions are that the fact is improbable and that a ``tidy'' explanation of it is available. A tidy explanation of a fact is considerably less improbable than that fact and makes the obtaining of that fact considerably less improbable. Chapters Three, Four, and Five are devoted to showing that cosmic Chapter Three I argue that the universe's being finely tuned for life can meaningfully be considered improbable. In Chapter Four I claim that there is at least one tidy explanation of cosmic fine-tuning: that the universe was created by some sort of extramundane designer. In Chapters Four and Five I respond to three objections. The first is that the design hypothesis is ad hoc. The second is that we have no reason to believe a supernatural designer would prefer life-permitting cosmoi to other possible cosmoi and that our tendency to believe otherwise is the result of anthropocentrism. The third is that the design hypothesis never buys us an explanatory advantage.

Evolutionary history and leaf succulence as explanations for medicinal use in aloes and the global popularity of Aloe vera.

PubMed

Grace, Olwen M; Buerki, Sven; Symonds, Matthew R E; Forest, Félix; van Wyk, Abraham E; Smith, Gideon F; Klopper, Ronell R; Bjorå, Charlotte S; Neale, Sophie; Demissew, Sebsebe; Simmonds, Monique S J; Rønsted, Nina

2015-02-26

Aloe vera supports a substantial global trade yet its wild origins, and explanations for its popularity over 500 related Aloe species in one of the world's largest succulent groups, have remained uncertain. We developed an explicit phylogenetic framework to explore links between the rich traditions of medicinal use and leaf succulence in aloes. The phylogenetic hypothesis clarifies the origins of Aloe vera to the Arabian Peninsula at the northernmost limits of the range for aloes. The genus Aloe originated in southern Africa ~16 million years ago and underwent two major radiations driven by different speciation processes, giving rise to the extraordinary diversity known today. Large, succulent leaves typical of medicinal aloes arose during the most recent diversification ~10 million years ago and are strongly correlated to the phylogeny and to the likelihood of a species being used for medicine. A significant, albeit weak, phylogenetic signal is evident in the medicinal uses of aloes, suggesting that the properties for which they are valued do not occur randomly across the branches of the phylogenetic tree. Phylogenetic investigation of plant use and leaf succulence among aloes has yielded new explanations for the extraordinary market dominance of Aloe vera. The industry preference for Aloe vera appears to be due to its proximity to important historic trade routes, and early introduction to trade and cultivation. Well-developed succulent leaf mesophyll tissue, an adaptive feature that likely contributed to the ecological success of the genus Aloe, is the main predictor for medicinal use among Aloe species, whereas evolutionary loss of succulence tends to be associated with losses of medicinal use. Phylogenetic analyses of plant use offer potential to understand patterns in the value of global plant diversity.

Benzodiazepines for PTSD: A Systematic Review and Meta-Analysis.

PubMed

Guina, Jeffrey; Rossetter, Sarah R; DeRHODES, Bethany J; Nahhas, Ramzi W; Welton, Randon S

2015-07-01

Although benzodiazepines (BZDs) are commonly used in the treatment of posttraumatic stress disorder (PTSD), no systematic review or meta-analysis has specifically examined this treatment. The goal of this study was to analyze and summarize evidence concerning the efficacy of BZDs in treating PTSD. The review protocol was undertaken according to the principles recommended by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement and is registered with the PROSPERO international prospective register of systematic reviews (http://www.crd.york.ac.uk/PROSPERO, registration number CRD42014009318). Two authors independently conducted a search of all relevant articles using multiple electronic databases and independently abstracted information from studies measuring PTSD outcomes in patients using BZDs. Eighteen clinical trials and observational studies were identified, with a total of 5236 participants. Outcomes were assessed using qualitative and quantitative syntheses, including meta-analysis. BZDs are ineffective for PTSD treatment and prevention, and risks associated with their use tend to outweigh potential short-term benefits. In addition to adverse effects in general populations, BZDs are associated with specific problems in patients with PTSD: worse overall severity, significantly increased risk of developing PTSD with use after recent trauma, worse psychotherapy outcomes, aggression, depression, and substance use. Potential biopsychosocial explanations for these results are proposed based on studies that have investigated BZDs, PTSD, and relevant animal models. The results of this systematic review suggest that BZDs should be considered relatively contraindicated for patients with PTSD or recent trauma. Evidence-based treatments for PTSD should be favored over BZDs.

The Influence of Curriculum, Instruction, Technology, and Social Interactions on Two Fifth-Grade Students' Epistemologies in Modeling Throughout a Model-Based Curriculum Unit

NASA Astrophysics Data System (ADS)

Baek, Hamin; Schwarz, Christina V.

2015-04-01

In the past decade, reform efforts in science education have increasingly attended to engaging students in scientific practices such as scientific modeling. Engaging students in scientific modeling can help them develop their epistemologies by allowing them to attend to the roles of mechanism and empirical evidence when constructing and revising models. In this article, we present our in-depth case study of how two fifth graders—Brian and Joon—who were students in a public school classroom located in a Midwestern state shifted their epistemologies in modeling as they participated in the enactment of a technologically enhanced, model-based curriculum unit on evaporation and condensation. First, analyses of Brian's and Joon's models indicate that their epistemologies in modeling related to explanation and empirical evidence shifted productively throughout the unit. Additionally, while their initial and final epistemologies in modeling were similar, the pathways in which their epistemologies in modeling shifted differed. Next, analyses of the classroom activities illustrate how various components of the learning ecology including technological tools, the teacher's scaffolding remarks, and students' collective activities and conversations, were marshaled in the service of the two students' shifting epistemologies in modeling. These findings suggest a nuanced view of individual learners' engagement in scientific modeling, their epistemological shifts in the practice, and the roles of technology and other components of a modeling-oriented learning environment for such shifts.

Why Johnny Can't Read: An Applied Neurology Explanation Flesched Out.

ERIC Educational Resources Information Center

Preen, Bryan S.; Townsend, Diana O.

1993-01-01

Suggests that "Johnny can't read" because of high testosterone levels in fetal development and subsequent poor brain lateralization. Presents instructional strategies based on the principle of factorized teaching for each of three discrete lateralization categories. Notes that the use of factorized teaching appears to have improved diagnostic and…

CAVEing the MMPI for an Optimism-Pessimism Scale: Seligman's Attributional Model and the Assessment of Explanatory Style.

ERIC Educational Resources Information Center

Colligan, Robert C.; And Others

1994-01-01

Developed bipolar Minnesota Multiphasic Personality Inventory (MMPI) Optimism-Pessimism (PSM) scale based on results on Content Analysis of Verbatim Explanation applied to MMPI. Reliability and validity indices show that PSM scale is highly accurate and consistent with Seligman's theory that pessimistic explanatory style predicts increased…

Type and Amount of Input-Based Practice in CALI: The Revelations of a Triangulated Research Design

ERIC Educational Resources Information Center

Cerezo, Luis

2016-01-01

Research shows that computer-generated corrective feedback can promote second language development, but there is no consensus about which type is the most effective. The scale is tipped in favor of more explicit feedback that provides metalinguistic explanations, but counterevidence indicates that minimally explicit feedback of the…

Exploring the Visuospatial Challenge of Learning about Day and Night and the Sun's Path

ERIC Educational Resources Information Center

Heywood, David; Parker, Joan; Rowlands, Mark

2013-01-01

The role of visualization and model-based reasoning has become increasingly significant in science education across a range of contexts. It is generally recognized that supporting learning in developing causal explanations for observed astronomical events presents considerable pedagogic challenge. Understanding the Sun's apparent movement…

Design and Development of a Web-Based Interactive Software Tool for Teaching Operating Systems

ERIC Educational Resources Information Center

Garmpis, Aristogiannis

2011-01-01

Operating Systems (OS) is an important and mandatory discipline in many Computer Science, Information Systems and Computer Engineering curricula. Some of its topics require a careful and detailed explanation from the instructor as they often involve theoretical concepts and somewhat complex mechanisms, demanding a certain degree of abstraction…

A Constructivist Computational Platform to Support Mathematics Education in Elementary School

ERIC Educational Resources Information Center

Garcia, I.; Pacheco, C.

2013-01-01

Many courses for elementary school are based upon teacher presentation and explanation of basic topics, rather than allowing students to develop their own knowledge. This traditional model may turn elementary-level lessons into an extremely theoretical, boring and non-effective process. In this context, research in mathematics elementary education…

Atypical preference for infant-directed speech as an early marker of autism spectrum disorders? A literature review and directions for further research.

PubMed

Filipe, Marisa G; Watson, Linda; Vicente, Selene G; Frota, Sónia

2018-01-01

Autism spectrum disorders (ASD) refer to a complex group of neurodevelopmental disorders causing difficulties with communication and interpersonal relationships, as well as restricted and repetitive behaviours and interests. As early identification, diagnosis, and intervention provide better long-term outcomes, early markers of ASD have gained increased research attention. This review examines evidence that auditory processing enhanced by social interest, in particular auditory preference of speech directed towards infants and young children (i.e. infant-directed speech - IDS), may be an early marker of risk for ASD. Although this review provides evidence for IDS preference as, indeed, a potential early marker of ASD, the explanation for differences in IDS processing among children with ASD versus other children remains unclear, as are the implications of these impairments for later social-communicative development. Therefore, it is crucial to explore atypicalities in IDS processing early on development and to understand whether preferential listening to specific types of speech sounds in the first years of life may help to predict the impairments in social and language development.

Stuck in tradition-A qualitative study on barriers for implementation of evidence-based nutritional care perceived by nursing staff.

PubMed

O Connell, Malene Barfod; Jensen, Pia Søe; Andersen, Signe Lindgård; Fernbrant, Cecilia; Nørholm, Vibeke; Petersen, Helle Vendel

2018-02-01

To explore the barriers for nutritional care as perceived by nursing staff at an acute orthopaedic ward, aiming to implement evidence-based nutritional care. Previous studies indicate that nurses recognise nutritional care as important, but interventions are often lacking. These studies show that a range of barriers influence the attempt to optimise nutritional care. Before the implementation of evidence-based nutritional care, we examined barriers for nutritional care among the nursing staff. Qualitative study. Four focus groups with thirteen members of the nursing staff were interviewed between October 2013-June 2014. The interview guide was designed according to the Theoretical Domains Framework. The interviews were analysed using qualitative content analysis. Three main categories emerged: lacking common practice, failing to initiate treatment and struggling with existing resources. The nursing staff was lacking both knowledge and common practice regarding nutritional care. They felt they protected patient autonomy by accepting patient's reluctance to eat or getting a feeding tube. The lack of nutritional focus from doctors decreased the nursing staffs focus leading to nonoptimal nutritional treatment. Competing priorities, physical setting and limited nutritional supplements were believed to hinder nutritional care. The results suggest that nutritional care is in a transitional state from experience- to evidence-based practice. Barriers for nutritional care are grounded in lack of knowledge among nursing staff and insufficient collaboration between nursing staff and the doctors. There is a need for nutritional education for the nursing staff and better support from the organisation to help nursing staff provide evidence-based nutritional care. This study contributes with valuable knowledge before the implementation of evidence-based nutritional care. The study provides an understanding of barriers for nutritional care and presents explanations to why nutritional care has failed to become an integrated part of the daily treatment and care. © 2017 John Wiley & Sons Ltd.

The American print news media 'construction' of five natural disasters.

PubMed

Ploughman, P

1995-12-01

In 1985, five international 'natural' disasters received prominent print news media coverage in the United States. Content analyses of selected print news media accounts of these five disasters were conducted. The purported evidence of alleged cause-effect relationships describing and explaining these disasters as 'objective' realities was evaluated in the light of the subjective selection of explanatory factors, themes, frameworks, and value assumptions which underlie the media's analysis and 'construction' of these events as 'natural' disasters. Analysis of the American print news media coverage of these disasters indicated an emphasis upon the dramatic, descriptive, climatological or geological qualities of these events rather than upon causal explanations emphasizing the role of human acts or omissions in the development of these disasters. The print news media 'constructed' these events as 'natural' disasters despite clear evidence of their hybrid, natural-human origins.

Measuring scientific reasoning through behavioral analysis in a computer-based problem solving exercise

NASA Astrophysics Data System (ADS)

Mead, C.; Horodyskyj, L.; Buxner, S.; Semken, S. C.; Anbar, A. D.

2016-12-01

Developing scientific reasoning skills is a common learning objective for general-education science courses. However, effective assessments for such skills typically involve open-ended questions or tasks, which must be hand-scored and may not be usable online. Using computer-based learning environments, reasoning can be assessed automatically by analyzing student actions within the learning environment. We describe such an assessment under development and present pilot results. In our content-neutral instrument, students solve a problem by collecting and interpreting data in a logical, systematic manner. We then infer reasoning skill automatically based on student actions. Specifically, students investigate why Earth has seasons, a scientifically simple but commonly misunderstood topic. Students are given three possible explanations and asked to select a set of locations on a world map from which to collect temperature data. They then explain how the data support or refute each explanation. The best approaches will use locations in both the Northern and Southern hemispheres to argue that the contrasting seasonality of the hemispheres supports only the correct explanation. We administered a pilot version to students at the beginning of an online, introductory science course (n = 223) as an optional extra credit exercise. We were able to categorize students' data collection decisions as more and less logically sound. Students who choose the most logical measurement locations earned higher course grades, but not significantly higher. This result is encouraging, but not definitive. In the future, we will clarify our results in two ways. First, we plan to incorporate more open-ended interactions into the assessment to improve the resolving power of this tool. Second, to avoid relying on course grades, we will independently measure reasoning skill with one of the existing hand-scored assessments (e.g., Critical Thinking Assessment Test) to cross-validate our new assessment.

Discovery Learning, Representation, and Explanation within a Computer-Based Simulation: Finding the Right Mix

ERIC Educational Resources Information Center

Rieber, Lloyd P.; Tzeng, Shyh-Chii; Tribble, Kelly

2004-01-01

The purpose of this research was to explore how adult users interact and learn during an interactive computer-based simulation supplemented with brief multimedia explanations of the content. A total of 52 college students interacted with a computer-based simulation of Newton's laws of motion in which they had control over the motion of a simple…

Investigating the Effect of the Activities Based on Explanation Assisted REACT Strategy on Learning Impulse, Momentum and Collisions Topics

ERIC Educational Resources Information Center

Ültay, Eser; Alev, Nedim

2017-01-01

The purpose of this study was to investigate the effect of explanation assisted REACT strategy which was based on context-based learning approach on prospective science teachers' (PSTs) learning in impulse, momentum and collisions topics. The sequential explanatory strategy within mixed methods design was employed in this study. The first phase of…

A quantum probability account of order effects in inference.

PubMed

Trueblood, Jennifer S; Busemeyer, Jerome R

2011-01-01

Order of information plays a crucial role in the process of updating beliefs across time. In fact, the presence of order effects makes a classical or Bayesian approach to inference difficult. As a result, the existing models of inference, such as the belief-adjustment model, merely provide an ad hoc explanation for these effects. We postulate a quantum inference model for order effects based on the axiomatic principles of quantum probability theory. The quantum inference model explains order effects by transforming a state vector with different sequences of operators for different orderings of information. We demonstrate this process by fitting the quantum model to data collected in a medical diagnostic task and a jury decision-making task. To further test the quantum inference model, a new jury decision-making experiment is developed. Using the results of this experiment, we compare the quantum inference model with two versions of the belief-adjustment model, the adding model and the averaging model. We show that both the quantum model and the adding model provide good fits to the data. To distinguish the quantum model from the adding model, we develop a new experiment involving extreme evidence. The results from this new experiment suggest that the adding model faces limitations when accounting for tasks involving extreme evidence, whereas the quantum inference model does not. Ultimately, we argue that the quantum model provides a more coherent account for order effects that was not possible before. Copyright © 2011 Cognitive Science Society, Inc.

Mirror writing in 5- to 6-year-old children: The preferred hand is not the explanation.

PubMed

Fischer, Jean-Paul; Koch, Anne-Marie

2016-01-01

Non-pathological, spontaneous mirror writing, whether complete or partial, has long been associated with writing with the left hand and attributed to the fact that abductive writing, which most people find easier, is from right to left when people write with their left hand. However, recent research suggests another explanation: children who do not know the orientation of the letters and digits may apply an implicit right-writing rule which causes them to invert mainly left-oriented characters (e.g., J, 3). But would left-hand writers apply such a rule? The present study examines the relationship between these two explanations of mirror writing and asks whether they coexist in children who write with their left hand. Is the abductive writing explanation specific to mirror writing by left-hand writers and the implicit right-writing rule specific to right-hand writers? A comparison of 59 children who wrote with their left hand and 59 children who wrote with their right hand (matched for age and school experience) provided clear evidence against the abductive-writing explanation and in favour of the right-writing rule for both groups. Therefore, spontaneous mirror writing in typical 5- to 6-year-olds does not seem to be a function of preferred writing hand.

Organizational change and environmental impact assessment at the Electricity Generating Authority of Thailand: 1972--1988

DOE Office of Scientific and Technical Information (OSTI.GOV)

Shepherd, A.; Ortolano, L.

This study examines the influence of leadership, political entrepreneurship, and organizational change on the institutionalization of environmental impact assessment (EIA). The Electricity Generating Authority of Thailand (EGAT) initiated EIA activities earlier and more comprehensively than most developing countries. How and why were EIA activities pursued? Part of the explanation for EGAT`s EIA activities involves external controls exerted by the World Bank, the Thai government, and concerned citizens. However, an explanation based on external factors alone overlooks the significant influence of internal forces and entrepreneurial activities within EGAT. Their analysis of EIA Adoption at EGAT reveals three factors that can contributemore » to the successful implementation of EIA: (1) mutually reinforcing support for EIA from both inside and outside a development agency, (2) political entrepreneurship by agency staff that are concerned about the environment and (3) the transformation of power relationships within the agency by environmental professionals.« less

Evidence for glaciation in Elysium

NASA Technical Reports Server (NTRS)

Anderson, Duwayne M.

1987-01-01

Evidence for the existence of permafrost and the surface modification due to frost effects and the presence of ice on Mars dates from early observations. Later analysis of the Viking Orbiter imagery produced evidence suggesting the former presence of ice sheets that could have played a part in shaping the surface of Mars. Similarities were pointed out between a number of streamlined Martian channel features and similar streamlined landforms created by Antarctic ice sheet movement. A study of Viking Orbiter imagery of Granicus Valles and the surrounding terrain in Elysium has produced further evidence of glaciation on Mars. Volcanism has played an important role in developing the landscapes of the Elysium region. A possible explanation is that subsidence occurred during formation of the Martian moberg ridges due to the melting of ground ice near the eruption area while at a distance most of the ground ice in the permafrost is still present and the original elevation was preserved. Meltwater during and following eruptions might be suddenly released during subglacial volcanism into Granicus Valles in one case and into Hrad Valles in the other. Fluvial erosion thus could have played a role in shaping both.

The Pythagorean table of opposites, symbolic classification, and Aristotle.

PubMed

Goldin, Owen

2015-06-01

At Metaphysics A 5 986a22-b2, Aristotle refers to a Pythagorean table, with two columns of paired opposites. I argue that 1) although Burkert and Zhmud have argued otherwise, there is sufficient textual evidence to indicate that the table, or one much like it, is indeed of Pythagorean origin; 2) research in structural anthropology indicates that the tables are a formalization of arrays of "symbolic classification" which express a pre-scientific world view with social and ethical implications, according to which the presence of a principle on one column of the table will carry with it another principle within the same column; 3) a close analysis of Aristotle's arguments shows that he thought that the table expresses real causal relationships; and 4) Aristotle faults the table of opposites with positing its principles as having universal application and with not distinguishing between those principles that are causally prior and those that are posterior. Aristotle's account of scientific explanation and his own explanations that he developed in accordance with this account are in part the result of his critical encounter with this prescientific Pythagorean table.

Assessment of environmental stressors potentially responsible for malformations in North American anuran amphibians.

PubMed

Ankley, Gerald T; Degitz, S J; Diamond, S A; Tietge, J E

2004-05-01

Several species of anuran amphibians from different regions across North America have recently exhibited an increased occurrence of malformations, predominantly of the hindlimb. Research concerning the potential causes of these malformations has focused extensively on three stressors: chemical contaminants, ultraviolet (UV) radiation, and parasitic trematodes. In this overview of recent work with each of these stressors, we assess their plausibility as contributors to the malformations observed in field-collected amphibians. There is as yet little evidence that chemical contaminants are responsible for the limb malformations. This includes chemicals, such as the pesticide methoprene, that could affect retinoid-signaling pathways that are critical to limb development. Exposure to UV radiation also seems to be an unlikely explanation for hindlimb malformations in amphibians. Although solar UV can cause hindlimb deficiencies in amphibians, a probabilistic assessment based on empirical dose-response and exposure data indicates that UV exposures sufficient to induce limb defects would be uncommon in most wetlands. Results of controlled studies conducted with some affected species and field-monitoring work suggest infection by digenetic trematodes as a promising explanation for the malformations observed in anurans collected from many field sites. Controlled experimentation with additional species and monitoring across a broader range of affected sites are required to assess fully the role of trematodes in relation to other stressors in causing limb malformations. If trematode infestations are indeed related to the recent increases in malformed amphibians, then the question remains as to what alterations in the environment might be causing changes in the distribution and abundance of the parasites.

Constructing Scientific Explanations through Premise-Reasoning-Outcome (PRO): An Exploratory Study to Scaffold Students in Structuring Written Explanations

ERIC Educational Resources Information Center

Tang, Kok-Sing

2016-01-01

This paper reports on the design and enactment of an instructional strategy aimed to support students in constructing scientific explanations. Informed by the philosophy of science and linguistic studies of science, a new instructional framework called premise--reasoning--outcome (PRO) was conceptualized, developed, and tested over two years in…

The Role of Prior Knowledge and Problem Contexts in Students' Explanations of Complex System

ERIC Educational Resources Information Center

Barth-Cohen, Lauren April

2012-01-01

The purpose of this dissertation is to study students' competencies in generating scientific explanations within the domain of complex systems, an interdisciplinary area in which students tend to have difficulties. While considering students' developing explanations of how complex systems work, I investigate the role of prior knowledge…

Development of an education campaign to reduce delays in pre-hospital response to stroke.

PubMed

Caminiti, Caterina; Schulz, Peter; Marcomini, Barbara; Iezzi, Elisa; Riva, Silvia; Scoditti, Umberto; Zini, Andrea; Malferrari, Giovanni; Zedde, Maria Luisa; Guidetti, Donata; Montanari, Enrico; Baratti, Mario; Denti, Licia

2017-06-24

Systematic reviews call for well-designed trials with clearly described intervention components to support the effectiveness of educational campaigns to reduce patient delay in stroke presentation. We herein describe the systematic development process of a campaign aimed to increase stroke awareness and preparedness. Campaign development followed Intervention Mapping (IM), a theory- and evidence-based tool, and was articulated in two phases: needs assessment and intervention development. In phase 1, two cross-sectional surveys were performed, one aiming to measure stroke awareness in the target population and the other to analyze the behavioral determinants of prehospital delay. In phase 2, a matrix of proximal program objectives was developed, theory-based intervention methods and practical strategies were selected and program components and materials produced. In phase 1, the survey on 202 citizens highlighted underestimation of symptom severity, as in only 44% of stroke situations respondents would choose to call the emergency service (EMS). In the survey on 393 consecutive patients, 55% presented over 2 hours after symptom onset; major determinants were deciding to call the general practitioner first and the reaction of the first person the patient called. In phase 2, adult individuals were identified as the target of the intervention, both as potential "patients" and witnesses of stroke. The low educational level found in the patient survey called for a narrative approach in cartoon form. The family setting was chosen for the message because 42% of patients who presented within 2 hours had been advised by a family member to call EMS. To act on people's tendency to view stroke as an untreatable disease, it was decided to avoid fear-arousal appeals and use a positive message providing instructions and hope. Focus groups were used to test educational products and identify the most suitable sites for message dissemination. The IM approach allowed to develop a stroke campaign integrating theories, scientific evidence and information collected from the target population, and enabled to provide clear explanations for the reasons behind key decisions during the intervention development process. NCT01881152 . Retrospectively registered June 7 2013.

Impact of climate change on human infectious diseases: Empirical evidence and human adaptation.

PubMed

Wu, Xiaoxu; Lu, Yongmei; Zhou, Sen; Chen, Lifan; Xu, Bing

2016-01-01

Climate change refers to long-term shifts in weather conditions and patterns of extreme weather events. It may lead to changes in health threat to human beings, multiplying existing health problems. This review examines the scientific evidences on the impact of climate change on human infectious diseases. It identifies research progress and gaps on how human society may respond to, adapt to, and prepare for the related changes. Based on a survey of related publications between 1990 and 2015, the terms used for literature selection reflect three aspects--the components of infectious diseases, climate variables, and selected infectious diseases. Humans' vulnerability to the potential health impacts by climate change is evident in literature. As an active agent, human beings may control the related health effects that may be effectively controlled through adopting proactive measures, including better understanding of the climate change patterns and of the compound disease-specific health effects, and effective allocation of technologies and resources to promote healthy lifestyles and public awareness. The following adaptation measures are recommended: 1) to go beyond empirical observations of the association between climate change and infectious diseases and develop more scientific explanations, 2) to improve the prediction of spatial-temporal process of climate change and the associated shifts in infectious diseases at various spatial and temporal scales, and 3) to establish locally effective early warning systems for the health effects of predicated climate change. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

Explanations of changes in church attendance between 1970 and 2009.

PubMed

van Ingen, Erik; Moor, Nienke

2015-07-01

We deduce hypotheses from theories on religious change to explain changes in church attendance rates. Using a new dataset with 51 countries across a long period we apply panel regression models, which enable us to test well-known theories in a more strict and dynamic fashion than do cross-sectional studies. Our results provide new evidence for a few old ideas, but also show striking lack of evidence for ideas that appear well-accepted. Tertiary education proved to be a strong predictor of changes in church attendance. Theories about individualization were also supported. The evidence of existential insecurity as a cause of change was ambiguous: economic development and life expectancy showed significant effects but income inequality did not. We found no support for theories on social globalization and social benefit policy. Finally, we found that income inequality and urbanization were driving forces of change during the 70s and 80s, but not since 1990. Copyright © 2015 Elsevier Inc. All rights reserved.

Mind the gap in SEA: An institutional perspective on why assessment of synergies amongst climate change mitigation, adaptation and other policy areas are missing

DOE Office of Scientific and Technical Information (OSTI.GOV)

Vammen Larsen, Sanne, E-mail: sannevl@plan.aau.dk; Kornov, Lone, E-mail: lonek@plan.aau.dk; Wejs, Anja, E-mail: wejs@plan.aau.dk

2012-02-15

This article takes its point of departure in two approaches to integrating climate change into Strategic Environmental Assessment (SEA): Mitigation and adaptation, and in the fact that these, as well as the synergies between them and other policy areas, are needed as part of an integrated assessment and policy response. First, the article makes a review of how positive and negative synergies between a) climate change mitigation and adaptation and b) climate change and other environmental concerns are integrated into Danish SEA practice. Then, the article discusses the implications of not addressing synergies. Finally, the article explores institutional explanations asmore » to why synergies are not addressed in SEA practice. A document analysis of 149 Danish SEA reports shows that only one report comprises the assessment of synergies between mitigation and adaptation, whilst 9,4% of the reports assess the synergies between climate change and other environmental concerns. The consequences of separation are both the risk of trade-offs and missed opportunities for enhancing positive synergies. In order to propose explanations for the lacking integration, the institutional background is analysed and discussed, mainly based on Scott's theory of institutions. The institutional analysis highlights a regulatory element, since the assessment of climate change synergies is underpinned by legislation, but not by guidance. This means that great focus is on normative elements such as the local interpretation of legislation and of climate change mitigation and adaptation. The analysis also focuses on how the fragmentation of the organisation in which climate change and SEA are embedded has bearings on both normative and cultural-cognitive elements. This makes the assessment of synergies challenging. The evidence gathered and presented in the article points to a need for developing the SEA process and methodology in Denmark with the aim to include climate change in the assessments in a more systematic and integrated manner. - Highlights: Black-Right-Pointing-Pointer Synergies between climate change mitigation, adaptation and other environmental concerns are not addressed in Danish SEA. Black-Right-Pointing-Pointer Institutional explanations relate to organisational set-ups and understandings of climate change as a new planning issue. Black-Right-Pointing-Pointer The paper points to a need for developing SEA to include climate change in a more systematic and integrated manner.« less

Development and Assessment of Self-explaining Skills in College Chemistry Instruction

NASA Astrophysics Data System (ADS)

Villalta-Cerdas, Adrian

The prevalent trend in chemistry instruction relies on what has been described as the classroom game. In this model, students take a passive role and the instructor does all the explaining (thinking), and learning is trivialized to knowing the correct answers (memorizing) and being able to produce them when prompted (regurgitating). The generation of explanations is central to scientific and technological development. In the process of figuring out explanations, the generation of inferences relies on the application of skills associated with scientific behaviors (e.g., analytical reasoning and critical thinking). The process of explanation generation causes a deeper analysis and revision of the scientific models, thus impacting the conceptual understanding of such models. Although the process of generating authentic explanations is closer to the experience of doing science, this process is seldom replicated in science instruction. Self-explaining refers to the generation of inferences about causal connections between objects and events. In science, this may be summarized as making sense of how and why actual or hypothetical phenomena take place. Research findings in educational psychology show that implementing activities that elicit self-explaining improves learning in general and specifically enhances authentic learning in the sciences. Research also suggests that self-explaining influences many aspects of cognition, including acquisition of problem-solving skills and conceptual understanding. Although the evidence that links self-explaining and learning is substantial, most of the research has been conducted in experimental settings. The purpose of this work was to advance knowledge in this area by investigating the effect of different self-explaining tasks on self-explaining behavior and the effect of engaging in different levels of self-explaining on learning chemistry concepts. Unlike most of the research in the field, this work did not focus on advancing procedural knowledge through self-explanation of examples or conceptual understanding through self-explanation of textual information and concepts. Instead, it focused on an experience closer to doing science by presenting a familiar phenomenon to the participants and a fact that would potentially induce cognitive imbalance to then prompt them to self-explain. This work used a multi-condition, mixed-method approach to categorize students' self-explaining behaviors in response to learning tasks and link it to the performance in a post-learning task. Students were randomly assigned to conditions that included the following: studying an experts' explanation, explaining correct and incorrect answers, explaining agreement with another's answer, and explaining one's own answer for others to use. Data were gathered in the classroom ecology of a university, large-enrollment general chemistry course. Content and construct validity evidence support the functionality of the research instruments for the assessment of conceptual understanding of entropy and the Second Law of Thermodynamics. An in-depth analysis of the post-learning task showed that the data collected from the instrument is reliable, consistent and reproducible. Findings supported an association between the self-explaining tasks and students' self-explaining behaviors. Results showed distinct categorical self-explaining behaviors in students' written responses. These self-explaining behaviors were associated with the self-explaining task given to the students. Thoughtful design of learning tasks can effectively elicit engagement in sophisticated self-explaining in natural, large-enrollment college chemistry classroom environments. Comparison analyses of performance in the post-learning task suggested that in the context of large-enrollment college chemistry classroom environments, self-explaining activities improved students' conceptual understanding in chemistry. Overall, the work showed that students can self-explain chemical phenomena and apply the underlying chemistry concepts in the resolution of novel problems without direct intervention of an instructor. This work supports the incorporation of self-explaining activities in the repertoire of teaching practices of both experienced and novice instructors for general chemistry courses.

A Ratio Explanation for Evolution.

ERIC Educational Resources Information Center

Riss, Pam Helfers

1993-01-01

Describes hands-on physical anthropology activities for teaching students about evolution. Using evidence found in hominid skulls, students conduct investigations that involve calculating ratios. Eight full-page photographs of skulls from the program Stones and Bones are included. (PR)

Learned Helplessness as a Schedule-Shift Effect.

ERIC Educational Resources Information Center

McReynolds, William T.

1980-01-01

The essentials of learned helplessness theory are described and supporting evidence surveyed. The explanation Seligman and Maier give for these findings is critically analyzed. A schedule-shift discrimination theory of learned helplessness effects is also discussed. (Author)

Theory, explanation, and a third generation of theoretical development in social gerontology.

PubMed

Bengtson, V L; Burgess, E O; Parrott, T M

1997-03-01

Efforts at cumulative knowledge building in social gerontology have been lax, judging from research articles published in journals between 1990 and 1994. Too little attention has been paid to the cumulative development of theory; readers are left with many empirical generalizations but underdeveloped explanations by which to interpret findings and build upon them in subsequent research. To assist future theory development in social gerontology, we review seven theoretical perspectives referenced most frequently in recent journals: (1) social constructionist, (2) social exchange, (3) life course, (4) feminist, (5) age stratification (age and society), (6) political economy of aging, and (7) critical theory. We suggest that, taken together, these represent a "third generation" of explanation in social gerontology, noting their debt to older and more established traditions in social science theory. We argue that authors and journal reviewers should place more emphasis on theory development - which means, most simply, the construction of explicit explanations in accounting for empirical findings - if knowledge development about social aspects of aging is to be cumulative, systematic, and incremental.

Psychosocial factors, musculoskeletal disorders and work-related fatigue amongst nurses in Brunei: structural equation model approach.

PubMed

Abdul Rahman, Hanif; Abdul-Mumin, Khadizah; Naing, Lin

2017-09-01

Psychosocial factors, musculoskeletal disorders and work-related fatigue have adverse effects on individual nurses and place a substantial financial burden on health care. Evidence of an association has been reported in the literature, but no theoretical explanation has been published to date. To explore and develop a structural model to provide a theoretical explanation for this relationship. A cross-sectional study using data from 201 valid samples of emergency and critical care nurses across public hospitals in Brunei was performed via self-administered questionnaire. The structural equation model was assessed using partial least squares analysis. A valid and robust structural model was constructed. This revealed that 61.5% of the variance in chronic fatigue could be explained by psychosocial factors and musculoskeletal disorders pathways. Among the psychosocial factors, work-family conflict was identified as a key mediator for progression of musculoskeletal problems and subsequent fatigue through stress and burnout. This report provides a novel theoretical contribution to understanding the relationship between psychosocial factors, musculoskeletal disorders and work-related fatigue. These preliminary results may be useful for future studies on the development of work-related fatigue and musculoskeletal disorders, particularly the central role of work-family conflict. Copyright © 2017 Elsevier Ltd. All rights reserved.

Towards a Conceptual Profile: Rethinking Conceptual Mediation in the Light of Recent Cognitive and Neuroscientific Findings

NASA Astrophysics Data System (ADS)

Dawson, Chris

2014-06-01

One important focus for science education researchers over many years has been the attempts to replace students' commonsense and non-scientific explanations of various phenomena by scientific explanations. The approach we adopted almost three decades ago was conceptual mediation, and this was shown to have a considerable level of success with both conceptual and attitudinal change. However, since that time, advances have been made in the application of both cognitive science and neuroscience to science learning. In particular, evidence has accumulated that, rather than the replacement of the commonsense view, the reality is that learners develop a conceptual profile which includes both the commonsense and the scientific. If this is the case, instead of focussing on conceptual replacement, science educators need to aim more actively at strengthening the learner's executive processes which select contextually appropriate responses and inhibit inappropriate ones. In this paper, the initial development, theoretical basis and the practical applications of conceptual mediation are introduced, following which, these are re-examined in the light of more recent findings. Within this discussion, several potential links to recent cognitive and neuroscientific research are drawn, and these raise issues for further research into the most appropriate teaching approaches for tackling existing non-scientific conceptions.

Shared Environment Estimates for Educational Attainment: A Puzzle and Possible Solutions.

PubMed

Freese, Jeremy; Jao, Yu-Han

2017-02-01

Classical behavioral genetics models for twin and other family designs decompose traits into heritability, shared environment, and nonshared environment components. Estimates of heritability of adult traits are pervasively observed to be far higher than those of shared environment, which has been used to make broad claims about the impotence of upbringing. However, the most commonly studied nondemographic variable in many areas of social science, educational attainment, exhibits robustly high estimates both for heritability and for shared environment. When previously noticed, the usual explanation has emphasized family resources, but evidence suggests this is unlikely to explain the anomalous high estimates for shared environment of educational attainment. We articulate eight potential complementary explanations and discuss evidence of their prospective contributions to resolving the puzzle. In so doing, we hope to further consideration of how behavioral genetics findings may advance studies of social stratification beyond the effort to articulate specific genetic influences. © 2015 Wiley Periodicals, Inc.

Developing Marine Science Instructional Materials Using Integrated Scientist-Educator Collaborative Design Teams: A Discussion of Challenges and Success Developing Real Time Data Projects for the COOL Classroom

NASA Astrophysics Data System (ADS)

McDonnell, J.; Duncan, R. G.; Glenn, S.

2007-12-01

Current reforms in science education place increasing demands on teachers and students to engage not only with scientific content but also to develop an understanding of the nature of scientific inquiry (AAAS, 1993; NRC, 1996). Teachers are expected to engage students with authentic scientific practices including posing questions, conducting observations, analyzing data, developing explanations and arguing about them using evidence. This charge is challenging for many reasons most notably the difficulty in obtaining meaningful data about complex scientific phenomena that can be used to address relevant scientific questions that are interesting and understandable to K-12 students. We believe that ocean sciences provide an excellent context for fostering scientific inquiry in the classroom. Of particular interest are the technological and scientific advances of Ocean Observing Systems, which allow scientists to continuously interact with instruments, facilities, and other scientists to explore the earth-ocean- atmosphere system remotely. Oceanographers are making long-term measurements that can also resolve episodic oceanic processes on a wide range of spatial and temporal scales crucial to resolving scientific questions related to Earth's climate, geodynamics, and marine ecosystems. The availability of a diverse array of large data sets that are easily accessible provides a unique opportunity to develop inquiry-based learning environments in which students can explore many important questions that reflect current research trends in ocean sciences. In addition, due to the interdisciplinary nature of the ocean sciences these data sets can be used to examine ocean phenomena from a chemical, physical, or biological perspective; making them particularly useful for science teaching across the disciplines. In this session we will describe some of the efforts of the Centers for Ocean Sciences Education Excellence- Mid Atlantic (COSEE MA) to develop instructional materials, in which students use real-time-data (RTD) to generate explanations about important ocean phenomena. We will discuss our use of an Instructional Design Model (Gauge 1987) to: 1) assess our audience need, 2) develop an effective collaborative design team, 3) develop and evaluate the instructional product, and 4) implement professional development designed to familiarize teachers with oceans sciences as a context for scientific inquiry.

How delusion is formed?

PubMed

Park, Jong Suk; Kang, Ung Gu

2016-02-01

Traditionally, delusions have been considered to be the products of misinterpretation and irrationality. However, some theorists have argued that delusions are normal or rational cognitive responses to abnormal experiences. That is, when a recently experienced peculiar event is more plausibly explained by an extraordinary hypothesis, confidence in the veracity of this extraordinary explanation is reinforced. As the number of such experiences, driven by the primary disease process in the perceptual domain, increases, this confidence builds and solidifies, forming a delusion. We tried to understand the formation of delusions using a simulation based on Bayesian inference. We found that (1) even if a delusional explanation is only marginally more plausible than a non-delusional one, the repetition of the same experience results in a firm belief in the delusion. (2) The same process explains the systematization of delusions. (3) If the perceived plausibility of the explanation is not consistent but varies over time, the development of a delusion is delayed. Additionally, this model may explain why delusions are not corrected by persuasion or rational explanation. This Bayesian inference perspective can be considered a way to understand delusions in terms of rational human heuristics. However, such experiences of "rationality" can lead to irrational conclusions, depending on the characteristics of the subject. Copyright © 2015 Elsevier Ltd. All rights reserved.

U.S. High School Graduation Rates: Patterns and Explanations. NBER Working Paper No. 18701

ERIC Educational Resources Information Center

Murnane, Richard J.

2013-01-01

I survey the evidence on patterns in U.S. high school graduation rates over the period 1970-2010 and report the results of new research conducted to fill in holes in the evidence. I begin by pointing out the strengths and limitations of existing data sources. I then describe six striking patterns in graduation rates. They include stagnation over…

Role of streams in myxobacteria aggregate formation

NASA Astrophysics Data System (ADS)

Kiskowski, Maria A.; Jiang, Yi; Alber, Mark S.

2004-10-01

Cell contact, movement and directionality are important factors in biological development (morphogenesis), and myxobacteria are a model system for studying cell-cell interaction and cell organization preceding differentiation. When starved, thousands of myxobacteria cells align, stream and form aggregates which later develop into round, non-motile spores. Canonically, cell aggregation has been attributed to attractive chemotaxis, a long range interaction, but there is growing evidence that myxobacteria organization depends on contact-mediated cell-cell communication. We present a discrete stochastic model based on contact-mediated signaling that suggests an explanation for the initialization of early aggregates, aggregation dynamics and final aggregate distribution. Our model qualitatively reproduces the unique structures of myxobacteria aggregates and detailed stages which occur during myxobacteria aggregation: first, aggregates initialize in random positions and cells join aggregates by random walk; second, cells redistribute by moving within transient streams connecting aggregates. Streams play a critical role in final aggregate size distribution by redistributing cells among fewer, larger aggregates. The mechanism by which streams redistribute cells depends on aggregate sizes and is enhanced by noise. Our model predicts that with increased internal noise, more streams would form and streams would last longer. Simulation results suggest a series of new experiments.

Professional physical scientists display tenacious teleological tendencies: purpose-based reasoning as a cognitive default.

PubMed

Kelemen, Deborah; Rottman, Joshua; Seston, Rebecca

2013-11-01

Teleological explanations account for objects and events by reference to a functional consequence or purpose. Although they are popular in religion, they are unpopular in science: Physical scientists in particular explicitly reject them when explaining natural phenomena. However, prior research provides reasons to suspect that this explanatory form may represent a default explanatory preference. As a strong test of this hypothesis, we explored whether physical scientists endorse teleological explanations of natural phenomena when their information-processing resources are limited. In Study 1, physical scientists from top-ranked American universities judged explanations as true or false, either at speed or without time restriction. Like undergraduates and age-matched community participants, scientists demonstrated increased acceptance of unwarranted teleological explanations under speed despite maintaining high accuracy on control items. Scientists' overall endorsement of inaccurate teleological explanation was lower than comparison groups, however. In Study 2, we explored this further and found that the teleological tendencies of professional scientists did not differ from those of humanities scholars. Thus, although extended education appears to produce an overall reduction in inaccurate teleological explanation, specialization as a scientist does not, in itself, additionally ameliorate scientifically inaccurate purpose-based theories about the natural world. A religion-consistent default cognitive bias toward teleological explanation tenaciously persists and may have subtle but profound consequences for scientific progress. PsycINFO Database Record (c) 2013 APA, all rights reserved.

A Bayesian account of ‘hysteria’

PubMed Central

Adams, Rick A.; Brown, Harriet; Pareés, Isabel; Friston, Karl J.

2012-01-01

This article provides a neurobiological account of symptoms that have been called ‘hysterical’, ‘psychogenic’ or ‘medically unexplained’, which we will call functional motor and sensory symptoms. We use a neurobiologically informed model of hierarchical Bayesian inference in the brain to explain functional motor and sensory symptoms in terms of perception and action arising from inference based on prior beliefs and sensory information. This explanation exploits the key balance between prior beliefs and sensory evidence that is mediated by (body focused) attention, symptom expectations, physical and emotional experiences and beliefs about illness. Crucially, this furnishes an explanation at three different levels: (i) underlying neuromodulatory (synaptic) mechanisms; (ii) cognitive and experiential processes (attention and attribution of agency); and (iii) formal computations that underlie perceptual inference (representation of uncertainty or precision). Our explanation involves primary and secondary failures of inference; the primary failure is the (autonomous) emergence of a percept or belief that is held with undue certainty (precision) following top-down attentional modulation of synaptic gain. This belief can constitute a sensory percept (or its absence) or induce movement (or its absence). The secondary failure of inference is when the ensuing percept (and any somatosensory consequences) is falsely inferred to be a symptom to explain why its content was not predicted by the source of attentional modulation. This account accommodates several fundamental observations about functional motor and sensory symptoms, including: (i) their induction and maintenance by attention; (ii) their modification by expectation, prior experience and cultural beliefs and (iii) their involuntary and symptomatic nature. PMID:22641838

Neural Insensitivity to Upticks in Value is Associated with the Disposition Effect

PubMed Central

Brooks, Andrew M.; Capra, C. Monica; Berns, Gregory S.

2011-01-01

The disposition effect is a phenomenon in which investors hold onto losing assets longer than they hold onto gaining assets. In this study, we used functional magnetic resonance imaging (fMRI) to measure the response of valuation regions in the brain during the decision to keep or to sell an asset that followed a random walk in price. The most common explanation for the disposition effect is preference-based: namely, that people are risk-averse over gains and risk-seeking over losses. This explanation would predict correlations between individuals’ risk-preferences, the magnitude of their disposition effect, and activation in valuation structures of the brain. We did not observe these correlations. Nor did we find evidence for a realization utility explanation, which would predict differential responses in valuation regions during the decision to sell versus keep an asset that correlated with the magnitude of the disposition effect. Instead, we found an attenuated ventral striatum response to upticks in value below the purchase price in some individuals with a large disposition effect. Given the role of the striatum in signaling prediction error, the blunted striatal response is consistent with the expectation that an asset will rise when it is below the purchase price, thus spurring loss-holding behavior. This suggests that for some individuals, the disposition effect is likely driven by a belief that the asset will eventually return to the purchase price, also known as mean reversion. PMID:22079448

Tutorial dialogues and gist explanations of genetic breast cancer risk.

PubMed

Widmer, Colin L; Wolfe, Christopher R; Reyna, Valerie F; Cedillos-Whynott, Elizabeth M; Brust-Renck, Priscila G; Weil, Audrey M

2015-09-01

The intelligent tutoring system (ITS) BRCA Gist is a Web-based tutor developed using the Shareable Knowledge Objects (SKO) platform that uses latent semantic analysis to engage women in natural-language dialogues to teach about breast cancer risk. BRCA Gist appears to be the first ITS designed to assist patients' health decision making. Two studies provide fine-grained analyses of the verbal interactions between BRCA Gist and women responding to five questions pertaining to breast cancer and genetic risk. We examined how "gist explanations" generated by participants during natural-language dialogues related to outcomes. Using reliable rubrics, scripts of the participants' verbal interactions with BRCA Gist were rated for content and for the appropriateness of the tutor's responses. Human researchers' scores for the content covered by the participants were strongly correlated with the coverage scores generated by BRCA Gist, indicating that BRCA Gist accurately assesses the extent to which people respond appropriately. In Study 1, participants' performance during the dialogues was consistently associated with learning outcomes about breast cancer risk. Study 2 was a field study with a more diverse population. Participants with an undergraduate degree or less education who were randomly assigned to BRCA Gist scored higher on tests of knowledge than those assigned to the National Cancer Institute website or than a control group. We replicated findings that the more expected content that participants included in their gist explanations, the better they performed on outcome measures. As fuzzy-trace theory suggests, encouraging people to develop and elaborate upon gist explanations appears to improve learning, comprehension, and decision making.

Bequest Motives and the Annuity Puzzle.

PubMed

Lockwood, Lee M

2012-04-01

Few retirees annuitize any wealth, a fact that has so far defied explanation within the standard framework of forward-looking, expected utility-maximizing agents. Bequest motives seem a natural explanation. Yet the prevailing view is that people with plausible bequest motives should annuitize part of their wealth, and thus that bequest motives cannot explain why most people do not annuitize any wealth. I show, however, that people with plausible bequest motives are likely to be better off not annuitizing any wealth at available rates. The evidence suggests that bequest motives play a central role in limiting the demand for annuities.

Bequest Motives and the Annuity Puzzle

PubMed Central

Lockwood, Lee M.

2011-01-01

Few retirees annuitize any wealth, a fact that has so far defied explanation within the standard framework of forward-looking, expected utility-maximizing agents. Bequest motives seem a natural explanation. Yet the prevailing view is that people with plausible bequest motives should annuitize part of their wealth, and thus that bequest motives cannot explain why most people do not annuitize any wealth. I show, however, that people with plausible bequest motives are likely to be better off not annuitizing any wealth at available rates. The evidence suggests that bequest motives play a central role in limiting the demand for annuities. PMID:22822300

The Rhetoric of Explanation.

ERIC Educational Resources Information Center

Connors, Robert J.

As background to an argument for purposive reintegration of discourse study, this paper examines the concept of explanatory discourse as it developed within the Western rhetorical tradition. Following a discussion of the rise of a rhetoric of explanation, the first section cites the roots of the explanatory pedagogy developing during the first…