SEARCHING AS THINKING: THE ROLE OF CUES IN QUERY REFORMULATION

Given the growing volume of information that surrounds us, search, and particularly web search, is now a fundamental part of how people perceive and experience the world. Understanding how searchers interact with search engines is thus an important topic both for designers of information retrieval systems and educators working in the area of digital literacy. Reaching such understanding, however, with the more established, system-centric, approaches in information retrieval (IR) is limited. While inherently iterative nature of the search process is generally acknowledged in the field of IR, research on query reformulation is typically limited to dealing with the what or the how of the query reformulation process. Drawing a complete picture of searchers\u27 behavior is thus incomplete without addressing the why of query reformulation, including what pieces of information, or cues, trigger the reformulation process. Unpacking that aspect of the searchers\u27 behavior requires a more user-centric approach. The overall goal of this study is to advance understanding of the reformulation process and the cues that influence it. It was driven by two broad questions about the use of cues (on the search engine result pages or the full web pages) in the searchers\u27 decisions regarding query reformulation and the effects of that use on search effectiveness. The study draws on data collected in a lab setting from a sample of students who performed a series of search tasks and then went through a process of stimulated recall focused on their query reformulations. Both, query reformulations recorded during the search tasks and cues elicited during the stimulated recall exercise, were coded and then modeled using the mixed effects method. The final models capture the relationships between cues and query reformulation strategies as well as cues and search effectiveness; in both cases some relationships are moderated by search expertise and domain knowledge. The results demonstrate that searchers systematically elicit and use cues with regard to query reformulation. Some of these relationships are independent from search expertise and domain knowledge, while others manifest themselves differently at different levels of search expertise and domain knowledge. Similarly, due to the fact that the majority of the reformulations in this study indicated a failure of the preceding query, mixed results were achieved with identifying relationships between the use of cues and search effectiveness. As a whole, this work offers two contributions to the field of user-centered information retrieval. First, it reaffirms some of the earlier conceptual work about the role of cues in search behavior, and then expands on it by proposing specific relationships between cues and reformulations. Second, it highlights potential design considerations in creating search engine results pages and query term suggestions, as well as and training suggestion for educators working on digital literacy

Search strategy formulation for systematic reviews: Issues, challenges and opportunities

Systematic literature reviews play a vital role in identifying the best available evidence for health and social care research, policy, and practice. The resources required to produce systematic reviews can be significant, and a key to the success of any review is the search strategy used to identify relevant literature. However, the methods used to construct search strategies can be complex, time consuming, resource intensive and error prone. In this review, we examine the state of the art in resolving complex structured information needs, focusing primarily on the healthcare context. We analyse the literature to identify key challenges and issues and explore appropriate solutions and workarounds. From this analysis we propose a way forward to facilitate trust and to aid explainability and transparency, reproducibility and replicability through a set of key design principles for tools to support the development of search strategies in systematic literature reviews

Hermeneutic single case efficacy design: A systematic review of published research and current standards

open4siThis article systematically reviews the methodological characteristics of Hermeneutic Single Case Efficacy Design (HSCED) studies published in peer-reviewed journals. HSCED provides researchers with a flexible and viable alternative to both between-groups and within-subject experimental designs. This article includes a description of the evolution of the methodology distinctive to HSCED; a discussion of results of HSCED studies considered within a framework of contemporary standards and guidelines for systematic case study research; a presentation of recommendations for key characteristics (e.g., diagnosis, hermeneutic analysis, adjudication procedure). Overall, the aim is provide researchers and reviewers with a resource for conducting and evaluating HSCED research. The results of a systematic review of 13 studies suggests that published HSCED research meets contemporary criteria for systematic case study research. Hermeneutic analysis and adjudication emerged as areas of HSCED practice characterized by a diversity of procedures. Although consensus exists along key dimensions of HSCED, there remains a need for further evaluation of adjudication procedures and reporting standards.openBenelli, Enrico; De Carlo, Alessandro; Biffi, Diana; Mcleod, JohnBenelli, Enrico; De Carlo, Alessandro; Biffi, Diana; Mcleod, Joh

Exploratory information searching in the enterprise: a study of user satisfaction and task performance.

No prior research has been identified that investigates the causal factors for workplace exploratory search task performance. The impact of user, task, and environmental factors on user satisfaction and task performance was investigated through a mixed methods study with 26 experienced information professionals using enterprise search in an oil and gas enterprise. Some participants found 75% of high-value items, others found none, with an average of 27%. No association was found between self-reported search expertise and task performance, with a tendency for many participants to overestimate their search expertise. Successful searchers may have more accurate mental models of both search systems and the information space. Organizations may not have effective exploratory search task performance feedback loops, a lack of learning. This may be caused by management bias towards technology, not capability, a lack of systems thinking. Furthermore, organizations may not “know” they “don't know” their true level of search expertise, a lack of knowing. A metamodel is presented identifying the causal factors for workplace exploratory search task performance. Semistructured qualitative interviews with search staff from the defense, pharmaceutical, and aerospace sectors indicates the potential transferability of the finding that organizations may not know their search expertise levels

A Protocol for a Rapid Realist Review of Literature Examining Co-Production in Youth Mental Health Services

An overview of internationally published literature on what works for co-production in youth mental health services is missing, despite a practice and policy context strongly recommending this approach. The proposed rapid realist review aims to develop a theory about how and why co-production methods in youth mental health services work (or do not work), for whom, in which contexts, and through what mechanisms. Relevant evidence will be synthesised to develop context–mechanism–outcome (CMO) configurations that can inform policy and practice. Stakeholders will be iteratively involved in the development of these theories (CMO configurations) by engaging an expert panel and youth advisory group. The review results will be reported according to the RAMESES guidelines and are intended to be published in an academic journal. Additionally, a plain English summary will be produced with the support of the youth advisory group

Psychological Innateness and Representations of God: Implications of the Innateness Controversy for the Study Of Religious Concepts

The author examines a means by which cognitive psychological notions of innateness might address the question ofhow the concept ofGod might be said to he \"natural\" or \"instinctive.\" He draws a distinction hetM\'een innate cognitive nuchanisms and innate cognitive content, and examines the concept of innateness from the perspectives of two major cognitive psychological theories of mind: computationalism and connectionism. He argues that, from the cognitive psychological perspective, concept(s) of God (or gods) cannot be said to be strictly innate, but that the development of the God concept does appear to be constrained by innate psychological structures and processes. He concludes by suggesting that the psychological origin of the God-concept may be best described as a sort of \"primal behavior\"—the inevitable product of interaction between innately determined psychological mechanisms and aspects of the environment that are common to all members of a population

Self-explaining and its Use in College Chemistry Instruction

AbstractThe generation and evaluation of scientific evidence and explanations is a fundamental scientific competency that science education should foster. As a learning strategy, self-explaining refers to students’ generation of inferences about causality, which in science can be related to making-sense of how and why phenomena happen. Substantial empirical research has shown that activities that elicit self-explaining enhance learning in the sciences. Despite the potential of self-explaining, college instruction often presents chemistry as a rhetoric of conclusions, thereby instilling the view that chemistry is a mere collection of facts. In addition to a frail understanding of the concept, other factors that may contribute to the underuse of self-explaining activities in college chemistry are the following: lack of an accessible corpus of literature and lack of research related to chemical education. This paper intends to contribute to improving the understanding of self-explaining in chemistry education and to describe the current state of research on self-explaining in tertiary level science education. This work stems from preliminary research to study ways to promote engagement in self-explaining during chemistry instruction and to assess how different levels of engagement influence learning of specific chemistry content

Characterizing lab instructors' self-reported learning goals to inform development of an experimental modeling skills assessment

The ability to develop, use, and refine models of experimental systems is a nationally recognized learning outcome for undergraduate physics lab courses. However, no assessments of students' model-based reasoning exist for upper-division labs. This study is the first step toward development of modeling assessments for optics and electronics labs. In order to identify test objectives that are likely relevant across many institutional contexts, we interviewed 35 lab instructors about the ways they incorporate modeling in their course learning goals and activities. The study design was informed by the Modeling Framework for Experimental Physics. This framework conceptualizes modeling as consisting of multiple subtasks: making measurements, constructing system models, comparing data to predictions, proposing causes for discrepancies, and enacting revisions to models or apparatus. We found that each modeling subtask was identified by multiple instructors as an important learning outcome for their course. Based on these results, we argue that test objectives should include probing students' competence with most modeling subtasks, and test items should be designed to elicit students' justifications for choosing particular modeling pathways. In addition to discussing these and other implications for assessment, we also identify future areas of research related to the role of modeling in optics and electronics labs.Comment: 24 pages, 2 figures, 5 tables; submitted to Phys. Rev. PE

Experimental evaluation of CONIT in DGIS gateway environment

Includes bibliographical references (p. 12).Final report.Supported by the Logistics Management Institute with the Dept. of Defense for the Defense Technical Information Center. MDA903-85-0139 DL605/01Richard S. Marcus