Payment systems--getting ready for the 21st century

Payment systems

Changing financial industry structure and regulation

Banking structure ; Bank management

The effect of training mode on skill acquisition and transfer

This study examined the transfer of skills developed in solving a simple algebraic formula. Forty-two university Psychology undergraduates, randomly assigned to one of two training groups. were required to practice solving the formula (X2-Y)/2 by substituting numbers for the variables x and y. One group of participants practiced with eight sets of numbers, while the other group practiced with 16 sets of numbers. All participants performed 320 trials during training. In the transfer phase, the response times required to solve the same formula with a set of numbers not previously encountered was analysed to determine if the variation in training (a small or large set of numbers), affected the transferability of the acquired skill. Results indicated that partial positive transfer occurred, indicated by the response times for the transfer phase being significantly faster than the response times at the commencement of training, but not as fast as at the completion of training. Furthermore, transferability was a function of variation in training, indicated by participants who encountered a greater number of x and y stimulus pairs during the training phase being significantly faster on the transfer items than the participants who trained with a smaller number of x and y stimulus pairs. Results are consistent with the ACT* theory of skill acquisition, but present several difficulties for the Instance theory. Future directions and implications for the results of this study and how they can contribute to the development of more efficient training programs are also discussed

The financial safety net: costs, benefits, and implications

Government-sponsored enterprises ; Bank management

Corporate governance: implications for financial services firms

Corporate governance

Financial market and regulatory behavior over the business cycle

Business cycles ; Financial markets

The Class Size Controversy

[Excerpt] When we ask whether class size matters for achievement, it is essential to ask also, how class size matters. This is important for three reasons. First, if we can observe not only achievement differences, but also the mechanisms through which the differences are produced, this will increase our confidence that the differences are real, and not an artifact of some unmeasured or inadequately controlled condition. Second, the effects of class size may vary in different circumstances, and identifying how class size affects achievement will help us to understand why the effects of class size are variable. Third, the potential benefits of class size reduction may be greater than what we observe. For example, suppose class size reductions aid achievement, but only when teachers modify instructional practices to take advantage of the smaller classes. If a few teachers make such modifications, but most do not, then understanding how class size affects achievement in some cases will help reveal its potential effects, even if the potential is generally unrealized

The other race effect in perception and recognition: Insights from the complete composite task

This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.People are more accurate at recognizing faces of their own race than faces from other races, a phenomenon known as the other-race effect. Other-race effects have also been reported in some perceptual tasks. Across 3 experiments, White and Chinese participants completed recognition tests as well as the complete paradigm of the composite task, which measures participants’ abilities to selectively attend to the target region of a face while ignoring the task-irrelevant region of the face. Each task was completed with both own- and other-race faces. At a group level, participants showed significant own-race effects in recognition, but not in the composite task. At an individual difference level, the results provided no support for the hypothesis that a deficit in holistic processing for other-race faces drives the other-race effect in recognition. We therefore conclude that the other-race effect in recognition is not driven by the processes that underpin the composite effect.Australian Research Counci

Determination of energy barrier profiles for high-k dielectric materials utilizing bias-dependent internal photoemission

We utilize bias-dependent internal photoemission spectroscopy to determine the metal/dielectric/silicon energy barrier profiles for Au/HfO2/Si and Au/Al2O3/Si structures. The results indicate that the applied voltage plays a large role in determining the effective barrier height and we attribute much of the variation in this case to image potential barrier lowering in measurements of single layers. By measuring current at both positive and negative voltages, we are able to measure the band offsets from Si and also to determine the flatband voltage and the barrier asymmetry at 0 V. Our SiO2 calibration sample yielded a conduction band offset value of 3.03+/-0.1 eV. Measurements on HfO2 give a conduction band offset value of 2.7+/-0.2 eV (at 1.0 V) and Al2O3 gives an offset of 3.3+/-0.1 (at 1.0 V). We believe that interfacial SiO2 layers may dominate the electron transport from silicon for these films. The Au/HfO2 barrier height was found to be 3.6+/-0.1 eV while the Au/Al2O3 barrier is 3.5+/-0.1 eV