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1. Changes in Social-Emotional Learning: Examining Student Development over Time. Working Paper

Author

Stanford University, Policy Analysis for California Education (PACE), Kanopka, Klint, Claro, Susana, Loeb, Susanna, West, Martin R., and Fricke, Hans

Abstract

Prior work has shown that students' reports of their levels of social-emotional skills predict achievement levels and gains, but we have little evidence on whether within-student changes in student reports of social-emotional skills are predictive of changes in theoretically related academic and behavioral outcomes. We use large-scale data from the California CORE districts to examine whether changes in individual students' reports of their social-emotional skills from one school year to the next predict changes in state math and English language arts (ELA) test scores and attendance. The CORE districts provide the largest yearly measurement of social-emotional learning (SEL), achievement, and attendance data in the U.S. We show that changes in self-reported social-emotional skills predict changes in both achievement and attendance. These results are robust across model specifications. Moreover, the relationships between SEL and achievement and attendance outcomes are consistent across student subgroups.

Published
2020

2. Can We Measure Classroom Supports for Social-Emotional Learning? Applying Value-Added Models to Student Surveys in the CORE Districts. Working Paper

Author

Stanford University, Policy Analysis for California Education (PACE), CORE Districts, Meyer, Robert, Pier, Libby, Mader, Jordan, Christian, Michal, Rice, Andrew, Loeb, Susanna, Fricke, Hans, and Hough, Heather

Abstract

Teachers play a critical role in establishing classroom and school environments that contribute to students' social and emotional development. This paper explores whether we can estimate a classroom-level measure of student growth in SEL by applying value-added models to students' [social-emotional learning] SEL. We analyze data from the 2016 and 2017 administrations of student self-report surveys, which contain responses from roughly 40,000 students in Grade 5 within five of California's CORE Districts. We estimate separate value-added models for each of the four SEL constructs assessed--growth mindset, self-efficacy, self-management, and social awareness--and for math and [English language arts] ELA academic growth. We find across-classroom-within-school variance of students' SEL outcomes, even after accounting for school-level variance. The magnitude of classroom-level impacts on students' growth in SEL appears similar to impacts on students' growth in ELA and math, although the growth models of SEL do not perform as well as growth models of academic outcomes. Results suggest that across-classroom-within-school impacts may be larger in magnitude than across-school impacts on students' SEL growth. Finally, we show that there are generally low correlations between classroom-level growth in SEL and classroom-level growth in ELA or math; however, growth mindset stands apart from the other three SEL constructs in that there is a moderately strong relationship. By assessing whether we can develop a sound approach for measuring classroom-level impacts on students' SEL, we aim to contribute to the growing body of knowledge about appropriate and innovative uses of data on students' non-cognitive and social-emotional learning. [For the policy brief, "Can We Measure Classroom Supports for Social-Emotional Learning?," see ED600449.]

Published
2019

3. Assessing Survey Satisficing: The Impact of Unmotivated Questionnaire Respondents on Data Quality. Working Paper

Author

Stanford University, Policy Analysis for California Education (PACE), CORE Districts, Vriesema, Christine Calderon, and Gehlbach, Hunter

Abstract

Education researchers use surveys widely. Yet, critics question respondents' ability to provide high-quality responses. As schools increasingly use student surveys to drive policymaking, respondents' (lack of) motivation to provide quality responses may threaten the wisdom of using surveys for data-based decision-making. To better understand student satisficing (suboptimal responding on surveys) and its impact on data quality, we examined the pervasiveness and impact of this practice on a large-scale social-emotional learning survey administered to 409,721 students in grades 2-12. Findings indicated that despite the prevalence of satisficing in our sample, its impact on data quality appeared more modest than anticipated. We conclude by providing an accessible approach for defining and calculating satisficing for researchers, practitioners, and policymakers working with large-scale datasets.

Published
2019

4. Trends in Student Social-Emotional Learning: Evidence from the CORE Districts. Working Paper

Author

Stanford University, Policy Analysis for California Education (PACE), West, Martin R., Pier, Libby, Fricke, Hans, Loeb, Susanna, Meyer, Robert H., and Rice, Andrew B.

Abstract

Mounting evidence demonstrates that social-emotional skills are important for students' academic and life success, yet we have limited evidence on how these skills develop over time and how this development varies across student subgroups. In this study, we use the first large-scale panel survey of social-emotional learning (SEL) to describe how four SEL constructs--growth-mindset, self-efficacy, self-management, and social awareness--develop from Grade 4 to Grade 12, and how these trends vary by gender, socioeconomic status, and race/ethnicity. Our results are based on self-report student surveys administered in the 2014-15 and 2015-16 school years to roughly 400,000 students within the CORE districts, a network of urban school districts in California. We simulate cohort trends for students continuously enrolled in six districts within CORE by adding the mean change at each grade level observed among students surveyed in both years to the mean scores of Grade 8 students in 2015-16. We find that, with the exception of growth mindset, social-emotional skills do not increase monotonically as students move through school. Self-efficacy, social awareness, and to a lesser degree self-management decrease after Grade 6. Trends in SEL also vary by subgroup. Female students report higher self-management and social awareness than boys, but their self-efficacy drops sharply relative to boys in middle and high school. Economically disadvantaged students report lower levels of each social-emotional construct, but gaps in self-management, growth mindset, and self-efficacy narrow in high school. White students report higher levels of social-emotional skills than African American and Latinx students; Asian students report levels of self-management similar to White students but exhibit declining self-efficacy over time. While our findings cannot be generalized beyond the California districts we study, the scope and scale of our data far exceeds anything in the extant literature. [For a related report, see ED591084.]

Published
2018

5. Consensus Paper: Cerebellum and Social Cognition.

Author

Van Overwalle F, Manto M, Cattaneo Z, Clausi S, Ferrari C, Gabrieli JDE, Guell X, Heleven E, Lupo M, Ma Q, Michelutti M, Olivito G, Pu M, Rice LC, Schmahmann JD, Siciliano L, Sokolov AA, Stoodley CJ, van Dun K, Vandervert L, and Leggio M

Subjects
Brain Mapping methods, Humans, Mentalization physiology, Psychomotor Performance physiology, Social Behavior, Cerebellum diagnostic imaging, Cerebellum physiology, Consensus, Nerve Net diagnostic imaging, Nerve Net physiology, Social Cognition
Abstract

The traditional view on the cerebellum is that it controls motor behavior. Although recent work has revealed that the cerebellum supports also nonmotor functions such as cognition and affect, only during the last 5 years it has become evident that the cerebellum also plays an important social role. This role is evident in social cognition based on interpreting goal-directed actions through the movements of individuals (social "mirroring") which is very close to its original role in motor learning, as well as in social understanding of other individuals' mental state, such as their intentions, beliefs, past behaviors, future aspirations, and personality traits (social "mentalizing"). Most of this mentalizing role is supported by the posterior cerebellum (e.g., Crus I and II). The most dominant hypothesis is that the cerebellum assists in learning and understanding social action sequences, and so facilitates social cognition by supporting optimal predictions about imminent or future social interaction and cooperation. This consensus paper brings together experts from different fields to discuss recent efforts in understanding the role of the cerebellum in social cognition, and the understanding of social behaviors and mental states by others, its effect on clinical impairments such as cerebellar ataxia and autism spectrum disorder, and how the cerebellum can become a potential target for noninvasive brain stimulation as a therapeutic intervention. We report on the most recent empirical findings and techniques for understanding and manipulating cerebellar circuits in humans. Cerebellar circuitry appears now as a key structure to elucidate social interactions.

Published
2020
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6. A Multidisciplinary Approach to Developing a Digital Game to Enhance Social Cognition Skills in Adolescents with ASD

Author

Veríssimo, Leonardo, Becker, Natália, Andriotti, André, de Oliveira, Carlos, Pezeiro, Rafael J., Domingues, Claudionor, Farinazzo Martins, Valéria, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Ruiz, Pablo H., editor, Agredo-Delgado, Vanessa, editor, and Mon, Alicia, editor

Published
2024
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7. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (31st, Orlando, FL, 2008)

Author

Association for Educational Communications and Technology and Simonson, Michael

Abstract

For the thirty-first year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) sponsored the publication of these Proceedings. Papers were presented at the annual AECT Convention in Orlando, Florida. This year's Proceedings has two sections--Section 1 includes research and development papers and Section 2 includes papers on the practice of educational communications and technology. (Individual papers contain references, figures, and tables.) [For Volume 1 of the 30th (2007) Proceedings, see ED499889. For Volume 2, see ED499896.]

Published
2008

8. The Learning Organisation Part II. 'Getting Emotional': The Learning Organisation and Emotional Intelligence. CLMS Working Paper.

Author

Hughes, Jason

Abstract

Emotional intelligence (EI) can be a diagnostic tool and a set of guiding principals to address the learning organization's concern of overcoming the barriers to collective learning. EI can be defined as "how well you handle yourself." It refers to "emotional literacy" and a person's capacity to manage emotions and use them as a resource. This is done by knowing one's emotions; managing emotions; motivating oneself; recognizing emotions in others; and handling relationships. The learning organization has emotional underpinnings in that it directly addresses the barriers to such things as collective learning and shared visions. EI has the potential to be a diagnostic tool to assess the 'emotional climate' of the broader organization and the development of specific persons within the organization. There is debate as to whether EI can be measured. Issues with the use of EI as a diagnostic tool include the tendency to take the individual as the unit of analysis, thus ignoring social factors and collective dynamics. EI addresses real workplace issues, it has the potential to guide the management of workplace relationships, remove barriers to collaboration, and manage workplace diversity. (Contains 10 references.) (SLR)

Published
2000

9. The Final Report of the 'Learning Capacities in the Community and Workplace Project': Unionized Industrial Workplace Site (Ontario), Winter 1998. NALL Working Paper.

Author

Advocates for Community-Based Training and Education for Women, Toronto (Ontario). and Sawchuk, Peter H.

Abstract

The Ontario Industrial Workers' research site offered a basic analysis of issues relevant to the Prior Learning Assessment and Recognition (PLAR) research and the labor education community. Project goals revolved around the need to examine development and applications of a new PLAR instrument, the Skills and Knowledge Profile (SKP), which is uniquely suited to examine the types of strategies, practices, and capacities that working class participants typically use. Primarily qualitative data from interviews were analyzed. SKP exhibited "situated" dimensions which, from a worker's standpoint, largely determined the perceived effectiveness of the instrument. Social organization of skills, knowledge, and learning processes were seen as a significant issue in the context of working class learning strategies, workers' practices, and progressive application of PLAR instruments such as SKP. In discussions of PLAR, SKP, and labor unions, notions of class consciousness were intertwined with informal learning relations. Intersection of class consciousness and development of critical views on the power relations among forms and conceptions of skill and knowledge led to the notion of a Workers' Knowledge Bank. In in-depth discussions, workers indicated the practical use/value was embedded within the process of administration itself and SKP provoked new understandings of one's own skills. (Appendixes include 94 references and interview schedules.) (YLB)

Published
2001

10. Mexican American Children's Ethnic Pride and Internalized Racism. JSRI Occasional Paper No. 41. Latino Studies Series.

Author

Michigan State Univ., East Lansing. Julian Samora Research Inst. and Quintana, Stephen

Abstract

Nearly 100 Mexican American children and adolescents in grades 2-12 were interviewed in central Texas to determine their understanding of ethnicity and their attitudes toward their own ethnicity. Their responses were interpreted in relation to a developmental model with five stages or "perspectives" in reasoning about ethnicity. The first level, Level 0 (ages up to 6-7 years), involves primarily a physical perspective on ethnicity, in which children use skin color or facial features to make racial/ethnic classifications. Children at this level tend to base ethnic pride in either a generalized pride in themselves or a pride specific to their physical characteristics. Level 1 (ages 6-10) involves literal conceptions of ethnicity--awareness of nonobservable aspects of ethnicity such as ancestry, cultural heritage, and language. At Level 2 (ages 8-12), children become aware of subtle social aspects of ethnicity such as social class status and ethnic bias. Level 3 (adolescence to early adulthood) involves a group perspective on ethnicity, in which youth can generalize across individuals and discrete experiences. Level 4 involves a multicultural perspective on ethnicity. Levels 0-3 are illustrated by subjects' responses to why they like being Mexican American and why someone would not like being Mexican American. An appendix categorizes children's and high school students' responses by various themes and compares them to similar responses from African American children. (SV)

Published
1999

11. Calidad de vida y desarrollo infantil (Quality of Life and Children's Development). Working Papers in Early Childhood Development No. 17.

Author

Bernard Van Leer Foundation, The Hague (Netherlands). and Amar Amar, Jose Juan

Abstract

In Latin America and the Caribbean, 240 million people, or 50 percent of the population, live in poverty. This report, written in Spanish, summarizes research by the Proyecto Costa Atlantica into the effects of such widespread poverty on the cognitive and social development of children. After an introduction on the general responses of the population and various governments to the oppressive economic conditions in these regions, the report discusses its approach to the two main themes underlying the research: quality of life and child development. Emphasis is placed on understanding how the individual constructs reality within his or her immediate, concrete environment, rather than on universal, biologically-dictated developmental trajectories. The report then describes various studies in areas such as: (1) the conceptions children from disadvantaged environments have about their world and life; (2) comprehension of emotions, leading to development of prosocial behaviors; (3) self-concept; and (4) the role of family and community in mitigating the effects of poverty. The report concludes with a discussion of issues left unresolved by the research. Includes a list summarizing the eight studies used in the report. Contains 36 references. (EV)

Published
1996

12. Toward a Dialectical Theory of Composing. Occasional Paper No. 17.

Author

Center for the Study of Writing, Berkeley, CA., Center for the Study of Writing, Pittsburgh, PA., and Greene, Stuart

Abstract

This paper argues for a dialectical conception of theory that avoids the problem of trying to yoke together theories that embody conflicting epistemological and idealogical concerns in any unified way. Called a "cognitive-social epistemic," this dialectic is a theoretical construct that subsumes a family of cognitive and social theories that accounts for how writing gets produced. This construct acknowledges the power of social and ideological forces that can circumscribe thought and action; at the same time, it recognizes the critical role that individuals play in the construction of meaning through manipulating a community's symbols. Embedded in these two broad conceptions of a dialectical theory of composing are three principles that emphasize systematic inquiry and reflexivity in both theory and research. First, the development of theory depends on critical reflection, particularly upon the conceptual frameworks and methods that motivate work in composition. Second, the development of such a construct depends in large part on fine-grained observations of the processes that are of interest, observations that are meaningful to both teachers and researchers. And third, the adequacy of explanations can be measured by the extent to which the theories reflect the social contexts studied, not by how well they fulfill the ideological concerns that a given theorist might privilege. A review of social theories of knowledge in composition and the kind of teaching that has grown out of these theories focuses on (1) a weakness in the antifoundationalist program (which deconstructs categories of truth but gives no clear foundation or criterion for action); and (2) a need to realign discussions of literacy and literate practice to find a way to talk about how individuals create knowledge that leads to action. (Eighty-one references are attached.) (KEH)

Published
1990

13. The Evolution of the Optimization of Cognitive and Social Functions in the Cerebellum and Thereby the Rise of Homo sapiens Through Cumulative Culture.

Author

Vandervert L, Manto M, Adamaszek M, Ferrari C, Ciricugno A, and Cattaneo Z

Subjects
Humans, Learning physiology, Cultural Evolution, Cerebellum physiology, Cognition physiology, Biological Evolution, Social Cognition
Abstract

The evolution of the prominent role of the cerebellum in the development of composite tools, and cumulative culture, leading to the rise of Homo sapiens is examined. Following Stout and Hecht's (2017) detailed description of stone-tool making, eight key repetitive involvements of the cerebellum are highlighted. These key cerebellar learning involvements include the following: (1) optimization of cognitive-social control, (2) prediction (3) focus of attention, (4) automaticity of smoothness, appropriateness, and speed of movement and cognition, (5) refined movement and social cognition, (6) learns models of extended practice, (7) learns models of Theory of Mind (ToM) of teachers, (8) is predominant in acquisition of novel behavior and cognition that accrues from the blending of cerebellar models sent to conscious working memory in the cerebral cortex. Within this context, the evolution of generalization and blending of cerebellar internal models toward optimization of social-cognitive learning is described. It is concluded that (1) repetition of movement and social cognition involving the optimization of internal models in the cerebellum during stone-tool making was the key selection factor toward social-cognitive and technological advancement, (2) observational learning during stone-tool making was the basis for both technological and social-cognitive evolution and, through an optimizing positive feedback loop between the cerebellum and cerebral cortex, the development of cumulative culture occurred, and (3) the generalization and blending of cerebellar internal models related to the unconscious forward control of the optimization of imagined future states in working memory was the most important brain adaptation leading to intertwined advances in stone-tool technology, cognitive-social processes behind cumulative culture (including the emergence of language and art) and, thereby, with the rise of Homo sapiens., (© 2024. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)

Published
2024
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14. My End of the Bargain: Exploring the Influence of Spatial Relationships on the Provisions in Collective Bargaining Agreements. CEDR Working Paper 2012-2

Author

Center for Education Data & Research (CEDR), Goldhaber, Dan, Lavery, Lesley, and Theobald, Roddy

Abstract

A large literature on teacher collective bargaining describes the potential influence of provisions in teacher union contracts, but little is known about the determinants of these provisions. Using a unique dataset of every active teacher collective bargaining agreement in Washington state, we find that the proximity of two districts is a significant predictor of the similarity between the districts' CBAs. This suggests that spatial relationships play a major role in determining the provisions that appear in a district's CBA. These spatial relationships are more pronounced for different subsets of provisions, including a subset of high-profile provisions and provisions dealing with Association rights, benefits and leave procedures, hiring and transfer policies, and teacher workload agreements. Our findings suggest that policy makers seeking to understand the determinants of teacher collective bargaining provisions must consider the role that spatial relationships play in the process. (Contains 6 tables and 29 footnotes.)

Published
2012

15. Computational Theory of Mind for Human-Agent Coordination

Author

Erdogan, Emre, Dignum, Frank, Verbrugge, Rineke, Yolum, Pınar, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Ajmeri, Nirav, editor, Morris Martin, Andreasa, editor, and Savarimuthu, Bastin Tony Roy, editor

Published
2022
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16. Effective and Promising Summer Learning Programs and Approaches for Economically-Disadvantaged Children and Youth: A White Paper for the Wallace Foundation

Author

Wallace Foundation, Child Trends, Terzian, Mary, Moore, Kristin Anderson, and Hamilton, Kathleen

Abstract

This White Paper summarizes findings from an extensive literature review that was conducted to identify the most promising models and approaches for meeting the needs of low-income children, youth, and families during the summer months. Special attention is paid to summer learning programs that serve diverse, urban low-income children and youth. Data on program participation suggest that children and youth who would stand to benefit the most from summer learning programs (i.e., children and youth who are economically disadvantaged, have low school engagement, and/or exhibit problem behavior) are the least likely to participate. This paper focuses on summer learning programs, as opposed to recreational, wilderness, or child care programs. Summer schools that focus on remediation are also not reviewed. Five types of summer learning programs are reviewed: (1) Educational/Cognitive; (2) Youth Development; (3) Career Development; (4) Health and Fitness; and (5) Multi-element. Experimental and non-experimental studies, as well informal evaluation reports and papers reporting practitioner insights, were reviewed to identify effective and promising summer learning practices. Program impacts from experimental evaluations were identified for outcomes ranging from math and reading achievement to an increased likelihood of employment. Drawing from a limited number of ten experimental evaluations, we found that reading achievement gains were achieved for a handful of programs, whereas math achievement was less often a program focus and impacts were less consistent. Few impacts were found on high school completion, college enrollment, and employment. Finally, a lack of evidence was found for youth development and health and fitness outcomes due to the fact that these outcomes were rarely, if ever, evaluated. Several recommendations for practice, research, and evaluation are presented. The literature reviewed, though limited, indicates that programs leading to academic improvement include the following characteristics: making learning fun, interactive, and hands-on, delivering academic content that complements curricular standards, hiring experienced and trained teachers, keeping class sizes small, and encouraging parents to teach children how to become better readers. For disadvantaged students, making programs affordable and accessible, involving parents, and involving the community appear to be aligned with best practices. A bibliography of summer learning and out-of-school time resources is provided. Five appendixes are included: (1) Tables 1-3; (2) Table 5; (3) Tables 6-7; (4) "Lessons from Youth Development Research and Evaluation" (Kristin Anderson Moore, April 2008); and (5) Past and Current Funding Sources. (Contains 12 tables and 48 endnotes.)

Published
2009

17. Creating Cultures of Peace: Pedagogical Thought and Practice. Selected Papers from the 10th Triennial World Conference (September 10-15, 2001, Madrid, Spain)

Author

World Council for Curriculum and Instruction, Benton, Jean E., and Swami, Piyush

Abstract

The 10th Triennial World Conference of the World Council for Curriculum and Instruction (WCCI) was held September 10-15, 2001 in Madrid, Spain. The theme of the conference was "Cultures of Peace." Thirty-four papers and presentations are divided into nine sections. Part I, Tributes to the Founders of WCCI, includes: (1) Tribute to Alice Miel (Louise Berman); and (2) Tribute to Maxine Dunfee (Norman Overly). Part II, Promoting Dialogue about Cultures of Peace, includes: (3) Counting All, Ignoring None: Problems and Promises for a Culture of Peace (Piyush Swami); and (4) Quality Education: Educational Personalization and Social Pertinence (Ramon Perez Juste). Part III, Reflecting on the Values, Attitudes, and Behaviors that Inspire Peaceful Social Interaction and Sharing, includes: (5) Pedagogy of the Spirit: Creating Pathways to Peace (Diane Lee); (6) Knowledge and Curriculum: Diversity and Stability (Jagdish Gundara); (7) Sources of Values and Their Influence on Teachers' Practices (Vivienne Collinson); and (8) Fostering a Culture of Peace through Education (Panna Akhani). Part IV, Exploring Reasons for Conflict, includes: (9) The Voices of Victims of Torture, the International Community, and Educating for Peace (Matin Royeen); (10) Teacher Education Students' Perceptions and Views about Equity and Discrimination in Universities in Ankara, Turkey (Hasan Huseyin Aksoy); (11) Formation of Pre-Peace Values through Social Cognition (Martina Navarro); (12) Towards the Culture of Peace and Non-Violence (Lydia Fernandes.); (13) Peace and Human Rights: A Case Study of Undergraduate Students in India (Ragini Didolkar and Panna Akhani); and (14) The Relationship between Conflict Management Styles Used by School Principals and Job Satisfaction Levels of Teachers (Ali Ilker Gumuseli). Part V, Curriculum Practice to Create Peaceful Classrooms and Schools, includes: (15) The Renaissance Group: One Institution's Response to the Principles that Support Diversity and Peace in Teacher Preparation Curricula (Shirley Stennis-Williams); (16) Cross-cultural Counseling: Problems and Prospects (Elvira Repetto); (17) Curriculum on Peace (Jean Benton); (18) The International Educational Initiatives K-12 Curriculum: A Road to Peace and Moral Leadership (Judith Johnson and Michael Higgins); (19) Research and Development of a Cooperative Learning Model of Whole School Learning Reform in Chieng Mai, Thailand (Ranumas Ma-oon); (20) The Socio-Cultural Animator and Interpersonal Mediation (Maria Angeles Hernando Sanz); (21) Enhancing the Appreciation of Pre-Service Teachers for Religious Diversity (Kathleen Conway); and (22) Managing Violent Behavior in the Secondary Schools: A European Perspective (Leslie Caul and Sandra McWilliams). Part VI, Developing Social Awareness and Conscience in Children, includes: (23) The Way of the Hero: Children's Understandings of Social Responsibility (Roxana Della Vecchia); and (24) Using Children's Literature to Promote Equity, Peace, and Universal Realization of Human Rights (Judy Leavell and Nancy Ramos-Machail). Part VII, Contributing to the Development of Peaceful Communities, includes: (25) A Story of the Peace Boat: A Strategy for Creating A Culture of Peace (Ayako Ogawa); (26) An Interprofessional Collaboration Model: Cultivating Healthy Communities (Berta Gonzalez); and (27) Teaching Strategies to Promote Collaboration with the Local Community in the Development of a Curriculum which Cultivate the Ideal of Harmonious Coexistence (Quintina Martin-Moreno Cerrillo). Part VIII, Creating Curriculum to Preserve the Balance of Nature on the Planet, includes: (28) Waste Management and Environmental Education: Some Imperatives Towards a Culture of Peace (Basilisa Camacho); (29) A Study of Environmental-relevant Components of University Science Teacher Education in Nigeria and Zimbabwe for the 21st Century (Busari Olanitemi O. Elizabeth); (30) Misconceptions Held by Elementary Education Majors Regarding Three Environmental Issues (Tahsin Khalid); and (31) Effects of Learning by Using Storyline Methods on Environmental Science Learning Achievement and Satisfaction Towards Instruction of Upper Secondary School Students (Pimpan Dachakupt and Payao Yindeesuk). Part IX, Creating New Forms of Solidarity and Communication through Technology, includes: (32) The Educational Use of International Mass Media for Teaching Peace Studies and Conflict Resolution Strategies (Wilesse Freeman Comissiong); (33) Report on Global Strategies: Bridging Education, Technology and Human Performance Divides through Digital Equity (Joyce Pittman); and (34) Learning Across the Continents: Using Internet Technology to Promote Multicultural Understandings and Communication (Jeffry Gordon and Johanna Looye). (Individual papers contain references.)

Published
2007

18. Integrating Theory, Research, and Practice in Vocational Psychology: Current Status and Future Directions

Author

Florida State University Libraries, Sampson, James P., Bullock-Yowell, Emily, Dozier, V. Casey, Osborn, Debra S., and Lenz, Janet G.

Abstract

This publication is based on the 2016 Society for Vocational Psychology (SVP) Biennial Conference, that was held at the Florida State University on May 16-17, 2016. The conference theme was "Integrating Theory, Research, and Practice in Vocational Psychology." The conference content and the resulting edited book are based on the assumption that the science and practice of vocational psychology are more successful with the integration of theory, research, and practice. This book's purpose is to examine the challenges and opportunities for integrating theory, research, and practice in vocational psychology from the perspectives of theorists, researchers, practitioners, and journal editors, with the hope that this knowledge will lead to improved science and career interventions. Following a Foreword by Saba Rasheed Ali and a Preface by James P. Sampson, Jr., Emily Bullock-Yowell, V. Casey Dozier, Debra S. Osborn, and Janet G. Lenz, this book contains three sections and twenty chapters. Section 1, Challenges and Opportunities for Integrating Theory, Research, and Practice in Vocational Psychology, contains: (1) Integration of Theory, Research, and Practice: A Social Cognitive Perspective (Robert W. Lent); (2) Holland's Integration of Career Theory, Research, and Practice (Robert C. Reardon); (3) Counseling for Work and Relationship:A Practice-Driven Theoretical Approach (Mary Sue Richardson); (4) The Systems Theory Framework of Career Development (Wendy Patton, Mary McMahon); (5) A Cognitive Information Processing Theory for Career Choices: Challenges and Opportunities for Integrating Theory, Research, and Practice (James P. Sampson, Jr.); and (6) Integration of Theory, Research, and Practice: Using Our Tools to Address Challenging Times (Saba Rasheed Ali, Samantha D. Brown). Section 2, Using Theory and Research to Improve Evidence-Based Practice, contains: (7) The Role of Theory in Improving Evidence-Based Career Interventions (Nadya A. Fouad); (8) Meta-Analysis and Evidence-Based Career Practice: Current Status and Future Directions (Steven D. Brown); (9) Conducting General Versus Population and Setting-Specific Meta-Analyses (Susan C. Whiston); (10) Improving the Design and Use of Meta-Analyses of Career Interventions (Betsy Jane Becker); (11) Personal Reflections on a Career Spent Creating and Sustaining Researcher-Practitioner Collaborations (V. Scott H. Solberg); and (12) Summary of Key Elements in Using Theory and Research to Improve Evidence-Based Practice (Patrick J. Rottinghaus). Section 3, A View from the Editor's Desk: Ensuring Quality in Theory, Research, and Practice contains: (13) Ensuring Quality in Theory, Research, and Practice: "The Career Development Quarterly" (Ryan D. Duffy); (14) Integrating Theory, Research, and Practice: A Viewpoint from a Member of the Editorial Board of the "Journal of Career Assessment" (Itamar Gati); (15) "Journal of Career Development": Recommendations for Future Journal Practices for Integrating Career Theory, Research, and Practice (Lisa Y. Flores); (16) Ensuring Quality in Theory, Research, and Practice: "Journal of Employment Counseling" (Dale Furbish, Angie Smith); (17) Integrating Theory, Research, and Practice in Vocational Psychology: Perspectives of a "Journal of Vocational Behavior" Editorial Board Member (Donna E. Schultheiss); (18) The Role of Refereed Journals in Integrating Theory, Research, and Practice (Kimberly A. S. Howard); (19) Integrating Theory, Research, and Practice: Lessons Learned from the Evolution of Vocational Psychology (David L. Blustein); and (20) The State of the Art in Integrating Theory, Research, and Practice in Vocational Psychology (James P. Sampson, Jr., Emily Bullock-Yowell, V. Casey Dozier, Debra S. Osborn, Janet G. Lenz, Nathan T. Ross). A keyword index and an author index are included.

Published
2017

19. Cognition, Context, and Theory Building. Occasional Paper No. 11.

Author

Center for the Study of Writing, Berkeley, CA., Center for the Study of Writing, Pittsburgh, PA., and Flower, Linda

Abstract

This paper explores some ways research can be used to create a more integrated theoretical understanding of the interaction between individual cognition and social/cultural context as the motive force in literate acts. Drawing on data from recent research on writing, the paper proposes three principles that inform a more complicated interaction and suggests that both cognition and context may in a sense construct one another. The principles the paper proposes are: (1) that cultural and social context can provide direct cues to cognition; (2) that context is always mediated by the cognition of the individual writer; and (3) that the bounded purposes that emerge from this process are highly constrained but at the same time meaningful, creative constructs. Addressing the issue of developing an interactive theory, the paper investigates the need for a broader vision of research as a tool for building contextualized and integrated theories of writing, and focuses on a particular route to theory building, suggesting reasons why observation-based research is the preferred route. Fifty-three references are attached. (KEH)

Published
1989

20. Using Theory of Mind to Assess Users’ Sense of Agency in Social Chatbots

Author

Heyselaar, Evelien, Bosse, Tibor, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Følstad, Asbjørn, editor, Araujo, Theo, editor, Papadopoulos, Symeon, editor, Law, Effie Lai-Chong, editor, Granmo, Ole-Christoffer, editor, Luger, Ewa, editor, and Brandtzaeg, Petter Bae, editor

Published
2020
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22. Cognitive dysfunction in schizophrenia: An expert group paper on the current state of the art

Author

Philip D. Harvey, Marta Bosia, Roberto Cavallaro, Oliver D. Howes, René S. Kahn, Stefan Leucht, Daniel R. Müller, Rafael Penadés, and Antonio Vita

Subjects
Psychosis, Neurocognition, Social cognition, Prediction, Daily functioning, Cognitive remediation, Neurology. Diseases of the nervous system, RC346-429
Abstract

Cognitive impairment in schizophrenia represents one of the main obstacles to clinical and functional recovery. This expert group paper brings together experts in schizophrenia treatment to discuss scientific progress in the domain of cognitive impairment to address cognitive impairments and their consequences in the most effective way. We report on the onset and course of cognitive deficits, linking them to the alterations in brain function and structure in schizophrenia and discussing their role in predicting the transition to psychosis in people at risk. We then address the assessment tools with reference to functioning and social cognition, examining the role of subjective measures and addressing new methods for measuring functional outcomes including technology based approaches. Finally, we briefly review treatment options for cognitive deficits, focusing on cognitive remediation programs, highlighting their effects on brain activity and conclude with the potential benefit of individualized integrated interventions combing cognitive remediation with other approaches.

Published
2022
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23. Collaborative Learning: Theoretical Foundations and Applicable Strategies to University

Author

Roselli, Nestor D.

Abstract

Collaborative learning is a construct that identifies a current strong field, both in face-to-face and virtual education. Firstly, three converging theoretical sources are analyzed: socio-cognitive conflict theory, intersubjectivity theory and distributed cognition theory. Secondly, a model of strategies that can be implemented by teachers to develop socio-cognitive collaboration is presented. This model integrates and systematizes several academic group animation techniques developed within the collaborative learning field. These integrated techniques, within a coherent and unified didactic intention, allow talking more about strategies than independent and dissociated techniques. Each strategy is specifically described, which refers to six areas: encouragement of dialogue, listening to others and reciprocal assessment; collaboration for negotiation and consensus building; activity organization; study and appropriation of bibliographic information; conceptual development; collective writing. These strategies proposed (designed to stimulate the collaboration between 2, 4 and exceptionally, 6 or 8 students) are not the only possible strategies, they can be combined with the ones the teacher might suggest. The strict pattern of each strategy is a characteristic of the proposal. The teacher is also encouraged to benchmark the results obtained using each strategy and those obtained using individual or non-collaborative strategies. Finally, conclusions and recommendations for the implementation of these strategies are discussed.

Published
2016

24. Tableware: Social Coordination Through Computationally Augmented Everyday Objects Using Auditory Feedback

Author

Lyu, Yanjun, Mechtley, Brandon, Hayes, Lauren, Sha, Xin Wei, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Stephanidis, Constantine, editor, Duffy, Vincent G., editor, Streitz, Norbert, editor, Konomi, Shin'ichi, editor, and Krömker, Heidi, editor

Published
2020
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25. Library and Information Science's Ontological Position in the Networked Society: Using New Technology to Get Back to an Old Practice

Author

Kåhre, Peter

Abstract

Introduction: This paper concerns the ontological position of library and informations science in the networked society. The aim of the study is to understand library use and library functions in the age of Internet and artificial intelligent programmed search engines. Theoretical approach: The approach discusses so called sociocognitive tools in knowledge sharing and creation by the way social processes are described in Luhmann's systems theory. The capacity in these tools is mainly discussed by using the extended mind theory from cognitive science and theories of distributed and situated learning, which show how tools extend human capacity. The importance of tools as part of human development is also discussed by using theories of cultural evolution. Discussion and conclusions: Artificial intelligence tools in a distributed design have a capacity to independently be a part in social knowledge processes, because these programs are good at finding patterns. In this way they extend the human mind to such an extent that library and information science needs to rework its positions on topics such as relevance and meaning seeking. Practical implications are that libraries need to go back to its roots in the way libraries worked in the era before the information explosion. It was a period when more emphasis was on making the library itself capable to expose a lot of possibilities in the literature through knowledge organisation, and not so much on the librarian as a guide to information searching. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]

Published
2013

26. Towards a Model of Ethnic Prejudice in Cognition and Discourse. Prepublication/Working Paper No. 1.

Author

van Dijk, Teun A.

Abstract

In this study of ethnic attitudes in the Netherlands, the cognitive nature of prejudice and its manifestation in discourse are examined. In the Netherlands, in formal and public situations, overt discrimination is exceptional or indirect; however, in more informal situations negative ethnic attitudes are evident. Historical and socio-cultural reasons are discussed. A random sample of 50 Dutch persons were asked what they liked and disliked about living in Amsterdam and what they thought about foreigners. The interviews were casual encounters in public places. The ethnic opinions expressed are systematised and described in terms of ethnic group schemata. A systematic discourse analysis is made of the thematic structures, the local coherence and semantic functions, the stylistic and rhetorical structures, the argumentations and narrative structures, and the controversial strategies of the interviews. It is shown that these various structures can be interpreted as indications about the underlying structures and strategies of opinions and their expression in social situations. (RM)

Published
1982

27. Writing Development in Third and Fourth Grade Native American Students (Social Context, Linguistic Systems, and Creation of Meaning). A Research Report. Program in Language and Literacy Occasional Paper No. 14.

Author

Arizona Univ., Tucson. Coll. of Education., Goodman, Yetta M., and Wilde, Sandra

Abstract

Focusing on children's production of written language, a two-year study, conducted on the Oodham (Papago) Indian Reservation in Arizona, explored social context, linguistic systems, and the creation of meaning as aspects of the writing process. Ten American Indian children in third and fourth grade provided over 200 stories that formed the basic reseaerch material for this study. The primary tool of data analysis involved putting information about each story into a format suitable for computer manipulation. The social context was explored through a description of both classroom settings and the kind of verbal and nonverbal behavior children engage in as they write. In an analysis of the linguistic systems used in writing, the syntax in students' compositions was analyzed by looking at the length of their t-units, clauses, and phrases, and unusual and anomalous syntactic structures. An analysis of children's orthographic features considered how they used and controlled such factors as spelling, punctuation, capitalization, and letter formation. The analysis also identified the extent to which conventional and invented forms are used and explored patterns involving high and low frequency words in spelling and types of invented spelling. Variables discussed in regard to the creation of meaning included ownership and involvement, topic choice and development, genre, and stylistic choices. Findings emphasized the complexity of the creation of meaning. Statistical tables are included, as well as samples from children's handwritten stories. (JD)

Published
1985

28. ACT COMP Test Data, Fall 1986. Eastern New Mexico University. AAHE Assessment Forum Paper.

Author

Eastern New Mexico Univ., Portales.

Abstract

Results of assessing Eastern New Mexico University students' cognitive outcomes are presented as one component of research being conducted by the Student Impacts and Outcomes Committee. The impact of general education studies on undergraduates' integration and utilization of knowledge is being assessed using the American College Testing Program's College Outcomes Measures Program (ACT COMP) objective test. The test consists of six subtests: functioning in social institutions, using science and technology, using the arts, communicating, solving problems, and clarifying values. First semester freshmen are required to take this test; 704 students were tested in September 1986. The total ACT COMP score for the average freshman (0-29 cumulative credit hours) was at the 43rd percentile when compared to national norms. Percentiles for ENMU and the national sample are also reported for the six subtests. Charts present ACT COMP subtest results on: university-wide percentile rankings; percentile rankings for the advising center and for four colleges within the university; and comparisons of scores for five ethnic groups. (SW)

Published
1987

29. New Findings in Education: Primary Data Entry in Shaping Intentionality and Cognition

Author

Danilov, Igor Val and Mihailova, Sandra

Abstract

One of the most intriguing questions in cognitive science is the Primary Data Entry (PDE) problem: where does social knowledge come from? After birth, an organism meets with reality, which is transcendental, staying beyond any experience and understanding of this pure reason. Basic approaches to the study of cognition are cognitivism, connectionism, and embodied dynamicism, The weakness of cognitivism and connectionism is the need to introduce an initial set of social phenomena of the specific community to trigger this system: the PDE problem. There is also a same gap in knowledge in embodied dynamicism approach, this interpretation of a dynamic system is not accurate. The current paper presents the Model of Coherent Intelligence (MCI) and its neural foundation. The analysis of recent empirical data proposes new insights on the origin of intentionality: (i) cognition begins from separating sensory stimuli: Long-Term Potentiation can be induced in neurons of particular Modality-Specific gateways (ignoring other stimuli)--selective induction promotes selective sensitivity to the chaos of stimuli. (ii) Neurons can learn spike-timing-dependent plasticity in social interaction: immature neurons learn the timing code to modulate certain synaptic strength, which triggers either Long-Term Potentiation or Long-Term Depression. The hypothesis of the MCI argues that social interaction shapes organisms' intentionality, promoting similar categorization of stimuli in intimately related individuals with shared social routine and interests. This approach provides a wide range of possibilities for developing a human-computer interface. [This paper was published in: "COGNITIVE 2021: The Thirteenth International Conference on Advanced Cognitive Technologies and Applications" (pp. 7-13). IARIA. (ISBN 978-1-61208-847-1).]

Published
2021

30. Community, Diversity and Innovation in Rural and Remote Education and Training. Proceedings of the National Rural Education Conference of the Society for the Provision of Education in Rural Australia (22nd, Hobart, Tasmania, Australia, July 2006)

Author

Society for the Provision of Education in Rural Australia. and Boylan, Colin

Abstract

The papers contained in this document represent the keynote addresses, refereed and non-refereed conference papers from the 22nd National Conference of Society for the Provision of Education in Rural Australia (SPERA). The theme for this national conference was: Community Diversity and Innovation in Rural and Remote Education and Training. Keynote addresses in this proceedings include: (1) The Why and How of Provision of Online Extension Programs for Highly Able/Gifted Students in Rural Schools in Tasmania (Angela Cooke and Wendy Fletcher); (2) The Benefits of Online Programs for Gifted Students from Rural Schools--A Support Teacher's Perspective (Marietta Sansom-Gower); (3) Rural and Regional Australia: Change, Challenge and Capacity (Anne Hampshire); and (4) Current Issues in Rural Education in Newfoundland and Labrador (Dennis M. Mulcahy). Refereed papers in this directory of proceedings include: (5) Linking Place and Effective Literacy Teaching (Pam Bartholomaeus); (6) An Application of the Theory of Planned Behaviour in Predicting and Understanding Relocation Intentions of Regional Tertiary Students (Dianne Boxall); (7) Towards a Spatial "Self-Help" Map for Teaching and Living in a Rural Context (R. John Halsey); (8) Evaluation of a Pre-University Program for Senior Secondary Students Making Career Choices: Implications for Program Design and University Promotional Activities (Lyn Hughes and Beverley Moriarty); (9) Multilevel Analysis and Its implications for Rural Education Research (Quynh Le and Rosa McManamey); (10) Beyond the Line and Closer to the Edge (Colin R. Boylan and Ted R. Munsch); (11) An Early Glimpse of University and Health Careers for Regional Year 10 Students (Joy Penman, Bronwyn Ellis, Frances White, and Gary Misan); (12) Whyalla-Worcester Connection: The Value of Short-Term Rural Clinical Placements (Joy Penman, Valerie Gorton, Katy Darby, and Karl Jones); (13) What Role for Social Capital? Establishing a Warrnambool Community Education Program for Disengaged Students (Linda Thies); and (14) Place, Schools and Communities: New Beginnings in Rural NSW (Andrew Wallace and Colin Boylan). Non-refereed papers include: (15) Will Privatisation or Deregulation Have Most Impact on the Provision of Distance Education for Rural High Schools? (Charles Bradley); (16) Education and Training: "The Fijian Way" (Don Boyd); (17) Inter-Sectoral Partnership and Collaboration in the Pilbara: A Reality (Don Boyd and Emmy Terry); (18) Creating Multi-Age Classes: Exploring the Challenges, Benefits and Strategies (Colin Boylan and Dennis Mulcahy); (19) Connecting Students, Community and University (Julie Godwin and Ingrid Wijeyewardene); (20) Yes You Can Afford It! Supporting Pre-Service Teachers in Their Desire to Complete a Teaching Experience in Rural or Remote Queensland (Sheila King and Alison Mander); (21) Indigenous Parent Workshops (Rosemarie Koppe, Maxine Zealey, and Leo Dunne); (22) One State, Five Distinct Native Cultures: Place-Based Educational Efforts in Alaska (Ted R. Munsch); (23) The "Place" of Social Justice in Rural Education Discourse (Phil Roberts); and (24) Local Teachers: Using Local People as Teachers in Small Communities (Russell Yates). Individual papers include references, tables, and figures. [Abstract modified to meet ERIC Guidelines. For the 2001 proceedings, see ED470615.]

Published
2006

31. Bystander responses in five-steps: Paving road to prosocial intervention to social exclusion through social-cognition.

Author

Ayhan S and Gönültaş S

Subjects
Humans, Female, Male, Child, Adolescent, Judgment physiology, Social Behavior, Motivation physiology, Empathy physiology, Theory of Mind physiology, Social Cognition, Psychological Distance
Abstract

To promote prosocial defending behaviours to social exclusion, it is important to understand the role of social-cognitive factors in bystanders' cognition, judgements and responses. The current research examined how social cognitive skills relate to different aspects of bystanders' cognition, judgements and responses in the five-step intervention model. Data were collected from 96 Turkish children and adolescents (M age  = 12.39 years, SD = 1.74, 59 girls, aged 10-17). Participants were presented with a hypothetical social exclusion scenario and their bystanders' cognition, judgements and responses were measured via five-step intervention model. Theory of mind (ToM), mind-reading motivation (MRM) and empathy were also measured as predictors. Hierarchical regression analyses showed that while ToM and MRM were more likely to predict bystanders' judgements and cognitions around social exclusion, empathy was also found to be correlated with behavioural aspects of bystanders' responses beside cognitions and judgements. Overall, our novel findings provide insight for intervention studies to promote prosocial bystanders' judgements, cognitions and responses by addressing different social-cognitive skills., (© 2024 The Author(s). British Journal of Developmental Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.)

Published
2024
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32. Social Cognition, Executive Functioning, Mood, and Disability in Cervical Dystonia.

Author

Diepman M, Seery C, Rafee S, Somers R, O'Riordan S, Hutchinson M, and O'Keeffe F

Subjects
Humans, Female, Middle Aged, Adult, Male, Aged, Neuropsychological Tests statistics & numerical data, Cognitive Dysfunction psychology, Executive Function physiology, Affect physiology, Social Cognition, Torticollis psychology, Torticollis complications, Torticollis physiopathology
Abstract

Background: Individuals with idiopathic adult-onset isolated cervical dystonia (CD) may have cognitive difficulties and increased mood challenges. Social cognition and executive functioning may be particularly affected., Objective: To explore social cognition and executive functioning performance in individuals with CD, using the Cambridge Neuropsychological Test Automated Battery (CANTAB), as previous research has used traditional, nondigital neuropsychological assessments. We sought to investigate the relationships between social cognition, executive functioning, mood, and disability in individuals with CD., Methods: We recruited 37 individuals with CD, including 26 women with an age range of 33 to 69 years (M = 56.64, SD = 8.31) from a dystonia clinic in a hospital neurology department. The individuals completed selected tasks from the CANTAB measuring social cognition and executive functioning. We compared the individuals' performance with CANTAB normative data. Depression, anxiety, disease severity, and disability were measured., Results: The individuals with CD had significantly lower scores than the CANTAB normative data in both social cognition and executive functioning tasks, with the largest differences evident in problem-solving, attention, and positive emotion bias tasks. Poorer emotion recognition was associated with increased difficulties in problem-solving tasks. The individuals demonstrated a bias toward identifying happiness in facial affect, which was related to a poorer recognition of emotions. Cognitive performance was not related to CD severity or disability or to current mood symptoms., Conclusion: Difficulties with both social cognition and executive functioning were identified in the individuals with CD, and are likely important targets for clinical interventions., Competing Interests: M.H. has received research grants from Dystonia Ireland, Merrion Neuroscience Foundation, and the Irish Institute of Clinical Neuroscience. The remaining authors declare no conflicts of interest., (Copyright © 2024 Wolters Kluwer Health, Inc. All rights reserved.)

Published
2024
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33. Mathematics and Coding: How Did Coding Facilitate Thinking?

Author

Mathematics Education Research Group of Australasia (MERGA) and Calder, Nigel

Abstract

This paper reports on teachers' perceptions of students learning as part of a project examining teacher practice and student learning when using "ScratchMaths" in their classroom programmes. The project used design-based methodology, incorporating video-recorded classroom excerpts; teacher interviews; and teacher analysis and review of their practice. The teachers identified the students' problem solving, using unplugged activities, and collaborating using explicit mathematical and coding language as ways to facilitate mathematical thinking. They also recognised that their practice became more faciliatory, with their understanding of coding developing through learning with their students.

Published
2022

34. Socio-Cognitive Research in Action: What Can We Learn from a Single Case?

Author

Quick, Joanne

Abstract

Theory is an important element of literacy research. Research designs are informed by theories that explain what literacy is, how it develops, and how it should be taught and evaluated. Sociocultural theories emphasize the socially situated nature of literacies engagement and practices, whereas cognitive theories emphasize the underlying skills and processes used when reading and writing print. Research designs oriented in one of these theories are common in literacy research. Whilst some researchers have identified ways to unify across literacy theories, there is little ongoing dialogue about the ways in which a socio-cognitive orientation can contribute to literacy research. This paper discusses a student case study from a research project that gathered and analyzed data on literacy difficulties in Victoria, Australia, using both sociocultural and cognitive understandings of literacy. It uses findings from this case to explore the utility of a socio-cognitive theoretical perspective when engaging in print literacy research, proposing that it helps to identify students' loci of print literacy difficulties, recognize factors enabling and constraining literacy development, and pinpoint pedagogical elements that may require adaptation. This paper outlines broader possibilities and challenges with taking a bi-focal stance in literacy studies and invites others working across literacy paradigms to connect and share their work.

Published
2023

35. Lack of Effort or Lack of Ability? Robot Failures and Human Perception of Agency and Responsibility

Author

van der Woerdt, Sophie, Haselager, Pim, Diniz Junqueira Barbosa, Simone, Series editor, Chen, Phoebe, Series editor, Filipe, Joaquim, Series editor, Kotenko, Igor, Series editor, Sivalingam, Krishna M., Series editor, Washio, Takashi, Series editor, Yuan, Junsong, Series editor, Zhou, Lizhu, Series editor, Bosse, Tibor, editor, and Bredeweg, Bert, editor

Published
2017
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36. Social cognition in two brothers with Becker muscular dystrophy: an exploratory study revealing divergent behavioral phenotypes.

Author

Nicolardi V, Accogli G, Ferrante C, Scoditti S, Massafra P, Fanizza I, and Trabacca A

Subjects
Humans, Male, Adult, Neuropsychological Tests, Muscular Dystrophy, Duchenne genetics, Muscular Dystrophy, Duchenne psychology, Muscular Dystrophy, Duchenne physiopathology, Muscular Dystrophy, Duchenne complications, Social Cognition, Siblings, Phenotype
Abstract

Background and Objective: Only few studies investigated social cognition in Becker muscular dystrophy (BMD). However, brain dystrophin deficiency could be a neural substrate for cognitive, emotional, and neuropsychological features in BMD., Methods: We compared interoceptive accuracy and interpersonal comfort distance in two brothers with BMD presenting with the same genetic deletion and a healthy control. When possible, we collected neuropsychological and psychopathological assessments., Results: Our BMD patients were significantly different in interoceptive accuracy, with patient 1 being extremely accurate and patient 2 being significantly less accurate than his brother but more accurate than the control. Interestingly, they presented opposite patterns of interpersonal distance. Patient 1 was comfortable with very short interpersonal distance (≤50 cm from the confederate/object) vs the control and patient 2. By contrast, patient 2 preferred larger distance vs the control and patient 1. Patient 1 also presented difficulties in social and emotional skills on the psychopathological assessment., Conclusions: We are aware this is a small sample; nonetheless, this is also the first description of such aspects in BMD and the first report ever of such divergent behavioral pattern. As impaired social cognition affects the quality of life and social relationship, further studies are needed for a closer understanding of involved mechanisms., (© 2023. Fondazione Società Italiana di Neurologia.)

Published
2024
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37. Proposing a Conceptual Framework for Relational Pedagogy: Pedagogical Informality, Interface, Exchange and Enactment

Author

Andrew Hickey and Stewart Riddle

Abstract

This paper outlines a conceptual framework for enacting relational pedagogy. Commencing with a description of a relational ontology that can work to provide the foundation for engaged and participatory enactments of teaching and learning, the paper moves to consider the "dynamics" that support inclusive modes of education and the "dimensions" of relational pedagogical encounters. In particular, the pedagogical encounter is examined with a view to illuminating how the ontological and epistemological dynamics and dimensions of relational pedagogy open opportunities for inclusive and participatory modes of teaching and learning. In addition, the practical implications of pedagogical informality are considered, including the in-the-moment immediacy inherent to the relational encounter and concomitant enactments of the pedagogical exchange. In doing so, we argue for a relational pedagogy that widens the possibility for meaningful engagement with young people through pedagogical enactments that build upon the inter-relationality of teachers and students.

Published
2024
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38. 'It's Not Going to Be Okay': Stoic Wisdom for a Difficult World

Author

Trent Davis

Abstract

This paper opens with a family anecdote in which my future mother in-law, when asked what wise advice she would offer undergraduate university students, replied, "I would tell them it's not going to be okay." Can we learn to keep engaging with the world despite its inevitable disappointments? I propose that Stoic philosophy, by "orienting" our "attention" and "courage," can help us navigate the troubled post-COVID world we share. To help make this more concrete, I describe a critical moment I observed in which a maskless shopper insulted fellow patrons in a grocery store for wearing a mask. I then develop the Stoic themes of acknowledgement (a commitment to the facts) and affinity (reaching out to others to build community). In the conclusion I return to the "maskless shopper" incident to consider how my two Stoic themes might help open a dialogue with this person. After discussing the limitations to such an undertaking, given the surge in populism over the last decade, I conclude with the appropriately tough-minded Stoic proposition that despite the obstacles, we must keep trying.

Published
2024

39. Intentionality vs Chaos: Brain Connectivity through Emotions and Cooperation Levels beyond Sensory Modalities

Author

Danilov, Igor Val and Mihailova, Sandra

Abstract

Empirical evidence shows the efficiency of coordinated interaction in mother-infant dyads through unintentional movements: social entrainment, early imitation. The growing body of the literature evidently shows an impact of arousal on group performance and spreading emotion from one individual to another organism, called emotional contagion. The emotion sharing somehow stimulates shared intentionality in individuals of "primary group". Although there is increasing evidence of consistency between some "motion" and "emotion" concepts, research demonstrating the synergy of the integrative process of all these five concepts is limited. This study presents a dynamic integrated model of motion-emotions synergy that combines and manages all the above-mentioned appearances--the Model of Coherent Intelligence. This model is supported by arguments that are strictly based on experimental evidence in the literature and 24 online experiments in 2020. Primary groups show empirical evidence of a more significant accuracy in problem-solving in the coherent intelligence state. In specific, we conducted 13 online experiments in dyads (116 subjects) with P-value < 0.001, and 7 experiments in primary group adults (41 subjects) with the P-value < 0.002. Experiments with not well-known adults from the secondary group show the effect only within task UL3 (41 subjects in experiment No.12 with translation of unfamiliar language). Non-semantic tasks--SL3 (synthetic language) and US3 (two-color symbols)--did not stimulate the effect in 3 experiments with 207 secondary group subjects (unfamiliar students). The outcome demonstrates inter-brain connectivity through ongoing emotions and motion dynamics, creating cooperation levels beyond sensory modalities. [This paper was published in: "COGNITIVE 2021: The Thirteenth International Conference on Advanced Cognitive Technologies and Applications" (pp. 1-6). IARIA. (ISBN 978-1-61208-847-1).]

Published
2021

40. Short-Term Learners' Motivation Modeling in Web Based Education System

Author

Shabbir, Shahzad, Ayub, Muhammad Adnan, Khan, Farman Ali, and Davis, Jeffrey

Abstract

Recent research regarding personalized web based educational systems demonstrate learners' motivation to be an essential component of the learning model. This is due to the fact that low motivation results in either students' less engagement or complete drop out from the learning activities. A learner motivation model is considered to be a set of perceptions and beliefs that the system has developed about a learner. This includes both short-term and long-term motivation of learners. Short-term motivation encompasses specific, challenging and attainable goals that develop in the limited timespan. On the other hand, long-term motivation indicates a sort of continuing commitment that is required to complete assigned task. Since, short-term motivational problems span for a limited period of time such as a session, therefore, needs to be addressed in real-time to keep the learner engaged in the learning process. This paper proposes the framework of a domain independent short-term learner motivation model based on Keller ARCS motivation theory and Social Cognitive Theory. The proposed motivation identification framework consists of two modules. The primary module deals with real time identification of motivation, and the secondary module maintains the profile of learners associated with the short-term motivation. [For the full proceedings, see ED621620.]

Published
2020

41. Pluralism and Equitability: Multicultural Curriculum Strategies for Schools. NACCME Commissioned Research Paper No. 3.

Author

National Advisory and Co-ordinating Committee on Multicultural Education, Woden (Australia)., Kalantzis, Mary, and Cope, Bill

Abstract

This paper compares pluralistic and equitable approaches to sociocultural and language teaching in Australian schools. The pluralistic view of multiculturalism overemphasizes ethnic differences with the hope that appreciation and tolerance will follow. In fact, fostering feelings of difference may increase racism and cultural chauvinism. This emphasis neglects arguments about what culture is for, and the concomitant realization that everyone has culture. Equitable multiculturalism celebrates diversity, but also aims to provide students with tools of social literacy for cultural analysis and mainstream participation. Pluralism moralistically posits linguistic equality and simply aims to reproduce "community languages" as they are spoken. While not advocating the abandonment of community language projects, the equitable approach aims for language learning that provides the broadest cognitive and communicative usefulness. All language teaching should have an intellectual seriousness equal to that of traditional "foreign language" teaching. Equitable English teaching involves not only competence to survival stages, but also English for general use; it takes into account the break in language development that occurs as non-English-speaking children enter school. Multiculturalism should pervade mainstream curriculum areas. Achieving this end requires uniting the best of traditional and progressive curricula: a core curriculum that prepares students for equal access to society, with an inquiry methodology that develops general cognitive, conceptual, and linguistic skills and promotes understanding of self, family, and society. 24 references. (SV)

Published
1986

42. Moral Decision Making--The Work of Lawrence Kohlberg. Information Bank Working Paper Number 2546A.

Author

Further Education Staff Coll., Blagdon (England). and Turner, C. M.

Abstract

Teaching moral behavior in schools is particularly difficult today because there is a diversity of standards reflecting the diverse elements of the culture. Even if consensus on morality could be assumed, however, past experience suggests that students would reject much of it, and neither arguing with them nor joining their rebellion is particularly constructive. A totally different way of looking at moral codes has been developed in the work of Lawrence Kohlberg. Kohlberg established two principles: (1) the process of thinking in reaching a moral decision is more important to educationists than the content of the decision; and (2) all people through childhood, adolescence, and adulthood develop through stages of moral decision making. He identified three levels of thinking, within each of which were two stages. The six stages progress from "obedience and punishment orientation" to "conscience or principle orientation." Awareness of the moral content of decision making is an important part of college life; the process should be taught to students and used by faculty in arriving at decisions for the college. (KC)

Published
1988

43. Examination of the Relationship between Primary School Students' Perceptions of Self-Learning and Decision-Making Skills

Author

Erdamar, Fatih Selim and Özeren, Ender

Abstract

This study aims to reveal the relationship between primary school students' perceptions of self-learning and decision-making skills and whether gender, the education level of parents, and the number of siblings cause a difference. Within the framework of the stated purposes, the correlational survey model, which is among the quantitative research approaches, was used as a method in the research. The population consists of public primary schools' students studying in the city centre of Diyarbakir in the 2021-2022 academic year. The sample consists of 420 students determined by the "Simple Random Sampling" method, which is one of the probability sampling types, among the participants in the population. Descriptive and inferential statistical methods were employed to analyse the data. In the study, it was determined that there was a moderate, positive, and significant relationship between primary school students' self-learning and decision-making skills. In the study, it was determined that the self-learning skills of primary school students differed significantly according to gender and the number of siblings, but did not differ significantly according to the education level of their parents. In addition, the decision-making skills of primary school students were found to differ significantly according to gender and did not differ significantly according to the education level of their parents and the number of siblings. [This work oral presented with abstract paper in the 6th international Eurasian Conference on Sport, Education and Society was held between the dates 24-26 October 2022, in Diyarbakir, TURKEY.]

Published
2022

44. Academic Optimism in the Context of Social Cognitive Theory

Author

Yurt, Eyüp

Abstract

Optimism has positive expectations for future events. An individual's level of optimism is related to his past experiences. On the other hand, academic optimism reflects the level of positive expectations in the individual's future life, depending on the successes, happiness, and joys experienced in his past academic life. In this study, the concept of academic optimism is explained in the context of social cognitive theory. Guiding explanations of the social cognitive theory are included in understanding the concept of academic optimism in schools. How the triple determinism model is adapted to the school environment is explained based on the triple reciprocity model. Studies demonstrating the importance of collective efficacy, confidence, and academic emphasis, which are components of academic optimism, for student success are included. Information was given about the postgraduate theses on academic optimism in Turkey. It has been understood that studies have focused more on the relationship between leadership styles and academic optimism. [For the full proceedings, see ED631133.]

Published
2022

45. Proceedings of International Conference on Social and Education Sciences (IConSES) (Austin, Texas, October 13-16, 2022). Volume 1

Author

International Society for Technology, Education and Science (ISTES) Organization, Shelley, Mack, Akerson, Valarie, Sahin, Ismail, Shelley, Mack, Akerson, Valarie, Sahin, Ismail, and International Society for Technology, Education and Science (ISTES) Organization

Abstract

"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 13-16, 2022, in Austin, Texas. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]

Published
2022

46. Degrees of Reciprocity of Peer Acceptance Among High School Students of Jeddah, Saudi Arabia. An Occasional Research Paper.

Author

Umm Al-Qura Univ., Mecca (Saudi Arabia). and Khouj, Abdullah M.

Abstract

Researchers have been interested in studying the correlates and reciprocity of peer acceptance across various cultures. Tenth grade students in a Saudi Arabian suburban high school completed social desirability scales to examine the relationship between the acceptance of class members by individual students and the acceptance of individual students by class members. Results showed that on the whole, relationships between individual students and the rest of the class were not universally reciprocal. This finding might have occurred because of lack of opportunities for student interaction in and outside school. Reciprocity of peer desirability which developed as a result of social interaction was not of the same type among students who expressed identical feelings towards one another. The results suggest that Saudi students, while skilled at initiating relationships, may have difficulty maintaining them. (JAC)

Published
1981

47. Consensus Paper: Cerebellum and Social Cognition

Author

Xavier Guell, Larry Vandervert, Zaira Cattaneo, John D. E. Gabrieli, Arseny A. Sokolov, Giusy Olivito, Silvia Clausi, Marco Michelutti, Jeremy D. Schmahmann, Michela Lupo, Chiara Ferrari, Libera Siciliano, Min Pu, Frank Van Overwalle, Kim van Dun, Qianying Ma, Laura C. Rice, Elien Heleven, Mario Manto, Catherine J. Stoodley, Maria Leggio, Psychology, Brain, Body and Cognition, Faculty of Psychology and Educational Sciences, Experimental and Applied Psychology, Van Overwalle, Frank/0000-0002-2538-9847, PU, MIN/0000-0002-0434-7955, Van Overwalle, Frank, Manto, Mario, Cattaneo, Zaira, Clausi, Silvia, Ferrari, Chiara, Gabrieli, John D. E., Guell, Xavier, Heleven, Elien, Lupo, Michela, Ma, Qianying, Michelutti, Marco, Olivito, Giusy, Pu, Min, Rice, Laura C., Schmahmann, Jeremy D., Siciliano, Libera, Sokolov, Arseny A., Stoodley, Catherine J., VAN DUN, Kim, Vandervert, Larry, Leggio, Maria, Van Overwalle, F, Manto, M, Cattaneo, Z, Clausi, S, Ferrari, C, Gabrieli, J, Guell, X, Heleven, E, Lupo, M, Ma, Q, Michelutti, M, Olivito, G, Pu, M, Rice, L, Schmahmann, J, Siciliano, L, Sokolov, A, Stoodley, C, van Dun, K, Vandervert, L, and Leggio, M

Subjects
Consensus, Innate hand-tool overlap, Mind reading, 610 Medicine & health, Mentalization, Brain Mapping/methods, Cerebellum/diagnostic imaging, Cerebellum/physiology, Humans, Mentalization/physiology, Nerve Net/diagnostic imaging, Nerve Net/physiology, Psychomotor Performance/physiology, Social Behavior, Social Cognition, Body language reading, Cerebellar stimulation, Crus I/II, Posterior cerebellum, Social action sequences, Social cognition, Social mentalizing, Social mirroring, Stone-tool making, Consensus Paper, Cerebellum, social action sequences, posterior cerebellum, social cognition, Brain Mapping, Social action sequence, Cognition, II, Social relation, Settore M-PSI/02 - Psicobiologia e Psicologia Fisiologica, Neurology, Brain stimulation, Crus I, Neurology (clinical), Nerve Net, Motor learning, Psychology, Psychomotor Performance, Mirroring, Cognitive psychology, Social behavior
Abstract

The traditional view on the cerebellum is that it controls motor behavior. Although recent work has revealed that the cerebellum supports also nonmotor functions such as cognition and affect, only during the last 5 years it has become evident that the cerebellum also plays an important social role. This role is evident in social cognition based on interpreting goal-directed actions through the movements of individuals (social "mirroring") which is very close to its original role in motor learning, as well as in social understanding of other individuals' mental state, such as their intentions, beliefs, past behaviors, future aspirations, and personality traits (social "mentalizing"). Most of this mentalizing role is supported by the posterior cerebellum (e.g., Crus I and II). The most dominant hypothesis is that the cerebellum assists in learning and understanding social action sequences, and so facilitates social cognition by supporting optimal predictions about imminent or future social interaction and cooperation. This consensus paper brings together experts from different fields to discuss recent efforts in understanding the role of the cerebellum in social cognition, and the understanding of social behaviors and mental states by others, its effect on clinical impairments such as cerebellar ataxia and autism spectrum disorder, and how the cerebellum can become a potential target for noninvasive brain stimulation as a therapeutic intervention. We report on the most recent empirical findings and techniques for understanding and manipulating cerebellar circuits in humans. Cerebellar circuitry appears now as a key structure to elucidate social interactions. Frank Van Overwalle, Elien Heleven, Qianying Ma, and Min Pu were supported by an SRP57 grant from the Vrije Universiteit Brussel, and Elien Heleven was additionally supported by an FWO G002319N/AL907 grant from the Flemish government. Zaira Cattaneo was supported by a Bando Ricerca Finalizzata (GR2016-02363640) by the Italian Ministry of Health. Marco Michelutti and Arseny A. Sokolov were supported by aMille E Una Lode fellowship from the University of Padua to MM, and fellowships from the Leenaards Foundation and the Swiss National Science Foundation, and a grant from the Helmut Horten Foundation to AAS. Catherine Stoodley and Laura C. Rice were supported by an NIH R15MH106957 grant. Van Overwalle, F (corresponding author), Vrije Univ Brussel, Dept Psychol, Pl Laan 2, B-1050 Brussels, Belgium; Vrije Univ Brussel, Ctr Neurosci, Pl Laan 2, B-1050 Brussels, Belgium. Frank.VanOverwalle@vub.ac.be; mmanto@ulb.ac.be; zaira.cattaneo@unimib.it; silvia.clausi@uniroma1.it; chiara.ferrari@unipv.it; gabrieli@mit.edu; xguellparadis@mgh.harvard.edu; Elien.Heleven@vub.be; m.lupo@hsantalucia.it; Qianying.Ma@vub.be; michelutti.marco.m@gmail.com; g.olivito@hsantalucia.it; Min.Pu@vub.be; laura.blevins@student.american.edu; jschmahmann@mgh.harvard.edu; libera.siciliano@uniroma1.it; Arseny.Sokolov@chuv.ch; stoodley@american.edu; kim.vandun@uhasselt.be; LVandervert@aol.com; maria.leggio@uniroma1.it

Published
2020

48. Inclusive Playground Design

Author

Holly Tate, Samantha Anstett, Beth Cooke, Merrie Joy Hrabak, and Jennifer Suh

Abstract

The mathematics of budgeting and space can lead to a justice-oriented experience for elementary students as they design a proposal for an inclusive playground. The authors' work focused on creating the space for elementary children to see the interconnectedness between mathematics and a community social injustice, lack of inclusive playground access, through community-based mathematical modeling (CBMM). This article highlights how third- and fourth-grade teachers, a math coach, and a university professor (also authors of this paper) collaboratively and thoughtfully engaged in the CBMM cycle.

Published
2024
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49. Categorizing 'Others': The Segmentation of Other Actors for 'Faith in Others' Efficacy (FIO)'

Author

Ng, Chi Kwan and D'Souza, Clare

Abstract

This conceptual paper provides an innovative categorization of "others" for the variable of "faith in others (FIO)". Adopted by pro-environmental and sustainability literature, FIO refers to faith in the efficacy of other actors. Examination and integration of theories on sustainable pro-environmental behavior leads to the proposition, that "others" can be segmented into two main categories. The two main categories are biospheric, and non-biospheric others, with non-biospheric others including the sub-categories of independent, and organizational others. How an individual perceives the efficacy of "others", and the influence which these perceptions may have upon an individual's behavior, is also addressed. Thus, this paper contributes to a better understanding of the underlying influences of sustainable behavior, providing keys to improving business and policy strategies for sustainability and sustainable behavior. [For full proceedings, see ED571459.]

Published
2016