A validation study of students' end comments: Comparing comments by students, a writing instructor, and a content instructor

In order to include more writing assignments in large classrooms, some instructors have been utilizing peer review. However, many instructors are hesitant to use peer review because they are uncertain of whether students are capable of providing reliable and valid ratings and comments. Previous research has shown that students are in fact capable of rating their peers papers reliably and with the same accuracy as instructors. On the other hand, relatively little research has focused on the quality of students' comments. This study is a first in-depth analysis of students' comments in comparison with a writing instructor's and a content instructor's comments. Over 1400 comment segments, which were provided by undergraduates, a writing instructor, and a content instructor, were coded for the presence of 29 different feedback features. Overall, our results support the use of peer review: students' comments seem to be fairly similar to instructors' comments. Based on the main differences between students and the two types of instructors, we draw implications for training students and instructors on providing feedback. Specifically, students should be trained to focus on content issues, while content instructors should be encouraged to provide more solutions and explanations

Is the link from working memory to analogy causal? no analogy improvements following working memory training gains

Analogical reasoning has been hypothesized to critically depend upon working memory through correlational data [1], but less work has tested this relationship through experimental manipulation [2]. An opportunity for examining the connection between working memory and analogical reasoning has emerged from the growing, although somewhat controversial, body of literature suggests complex working memory training can sometimes lead to working memory improvements that transfer to novel working memory tasks. This study investigated whether working memory improvements, if replicated, would increase analogical reasoning ability. We assessed participants' performance on verbal and visual analogy tasks after a complex working memory training program incorporating verbal and spatial tasks [3,4]. Participants' improvements on the working memory training tasks transferred to other short-term and working memory tasks, supporting the possibility of broad effects of working memory training. However, we found no effects on analogical reasoning. We propose several possible explanations for the lack of an impact of working memory improvements on analogical reasoning

Identifying thesis and conclusion statements in student essays to scaffold peer review

Peer-reviewing is a recommended instructional technique to encourage good writing. Peer reviewers, however, may fail to identify key elements of an essay, such as thesis and conclusion statements, especially in high school writing. Our system identifies thesis and conclusion statements, or their absence, in students' essays in order to scaffold reviewer reflection. We showed that computational linguistics and interactive machine learning have the potential to facilitate peer-review processes. © 2014 Springer International Publishing Switzerland

Navigation support in complex open learner models: assessing visual design alternatives

Open Learner Models are used in modern e-learning to show system users the content of their learner models. This approach is known to prompt reflection, facilitate planning and navigation. Open Learner Models may show different levels of detail of the underlying learner model, and may structure the information differently. However, a trade-off exists between useful information and the complexity of the information. This paper investigates whether offering richer information is assessed positively by learners and results in more effective support for learning tasks. An interview pre-study revealed which information within the complex learner model is of interest. A controlled user study examined six alternative visualisation prototypes of varying complexity and resulted in the implementation of one of the designs. A second controlled study involved students interacting with variations of the visualisation while searching for suitable learning material, and revealed the value of the design alternative and its variations. The work contributes to developing complex open learner models by stressing the need to balance complexity and support. It also suggests that the expressiveness of open learner models can be improved with visual elements that strategically summarise the complex information being displayed in detail

Postpyloric enteral nutrition in the critically ill child with shock: a prospective observational study

<p>Abstract</p> <p>Background</p> <p>Tolerance to enteral nutrition in the critically ill child with shock has not been studied. The purpose of the study was to analyze the characteristics of enteral nutrition and its tolerance in the critically ill child with shock and to compare this with non-shocked patients.</p> <p>Methods</p> <p>A prospective, observational study was performed including critically ill children with shock who received postpyloric enteral nutrition (PEN). The type of nutrition used, its duration, tolerance, and gastrointestinal complications were assessed. The 65 children with shock who received PEN were compared with 461 non-shocked critically ill children who received PEN.</p> <p>Results</p> <p>Sixty-five critically ill children with shock, aged between 21 days and 22 years, received PEN. 75.4% of patients with shock received PEN exclusively. The mean duration of the PEN was 25.2 days and the maximum calorie intake was 79.4 kcal/kg/day. Twenty patients with shock (30.7%) presented gastrointestinal complications, 10 (15.4%) abdominal distension and/or excessive gastric residue, 13 (20%) diarrhoea, 1 necrotising enterocolitis, and 1 duodenal perforation due to the postpyloric tube. The frequency of gastrointestinal complications was significantly higher than in the other 461 critically ill children (9.1%). PEN was suspended due to gastrointestinal complications in 6 patients with shock (9.2%). There were 18 deaths among the patients with shock and PEN (27.7%). In only one patient was the death related to complications of the nutrition.</p> <p>Conclusion</p> <p>Although most critically ill children with shock can tolerate postpyloric enteral nutrition, the incidence of gastrointestinal complications is higher in this group of patients than in other critically ill children.</p

The etiology and prevention of feeding intolerance paralytic ileus – revisiting an old concept

Gastro-intestinal (G-I) motility is impaired ("paralytic ileus") after abdominal surgery. Premature feeding attempts delay recovery by inducing "feeding intolerance," especially abdominal distention that compromises respiration. Controlled studies (e.g., from Sloan-Kettering Memorial Hospital) have lead to recommendations that patients not be fed soon after major abdominal surgery to avoid this complication

From Uncertainly Exact to Certainly Vague: Epistemic Uncertainty and Approximation in Science and Engineering Problem Solving

Epistemic uncertainty is a huge area of scholarship. It has captured the minds of scholars in psychology and many domain-specific studies of reasoning and problem solving. What does it mean to resolve uncertainty? This chapter explores the idea that resolution of uncertainty in complex science and engineering fields frequently ends with approximations rather than precise answers. The chapter begins by examining language to motivate the core distinction between uncertainty and approximation. Then, the chapter explores whether the distinction can be defended empirically in reliable and valid coding of speech and gesture data in multiple science and engineering domains. Novice/Expert changes in uncertainty and approximation levels are also explored. Finally, three examinations of temporal patterns of co-occurrence with uncertainty and approximation are presented in multiple problem-solving domains to provide an overall model of uncertainty being transformed to approximation through spatial reasoning and mental simulations. © 2010, Elsevier Inc. All rights reserved

The importance of frameworks for directing empirical questions: Reply to Goodie and Fantino (2000)

A. S. Goodie and E. Fantino (2000) make two main criticisms of the predictions of M. C. Lovett and C. D. Schunn's (1999) RCCL model. (RCCL is pronounced "ReCyCLe"; it stands for Represent the task, Construct a set of action strategies, Choose from among those strategies according to success rate, Learn new success rates.) In both cases, the authors believe the criticisms reflect a failure to appreciate the difference between broad frameworks and specific mathematical/computational models. In this article, the value of a broad framework, such as RCCL, in directing new empirical analyses and guiding theoretical development is shown. In particular, RCCL expands on existing work to reveal how variability and change in mental representations influence base-rate sensitivity. The authors also address several other issues raised by A. S. Goodie and E. Fantino (2000) and show that qualitative shifts in individuals' choice behavior are present in their original data - a key prediction of RCCL that does not appear in previous accounts