Engaging in quality technical peer review as an international professional responsibility: those who publish confidently must also review competently

La calidad del proceso de evaluación por pares académicos es fundamental en los métodos actuales de publicación científica y técnica, así como en la evaluación de propuestas de investigación. La incompetencia y falta de imparcialidad en la evaluación continúan siendo los problemas más citados sobre el proceso de evaluación por pares académicos. Debido a esto, crear y mantener un grupo de evaluadores comprometidos, responsables y calificados es fundamental para la publicación y diseminación científica. Un principio importante en la mecánica del sistema de evaluación por pares consiste en que aquellos que utilizan el sistema de publicación deberían luego revisar una carga equivalente a su rol como integrantes del mismo. Esto también implicaría que quienes escriben y envían artículos técnicos sean competentes para evaluar y criticar con justicia el trabajo de otros en sus áreas de estudio. Debido al rápido incremento en el número de artículos sometidos por parte de fuentes no tradicionales, incluyendo muchos países en vía de desarrollo, es necesario expandir el grupo de pares académicos al incluir miembros de estas comunidades de modo que sea posible dar respuesta a esta carga adicional impuesta a un sistema ya saturado; asimismo, comprometer nuevas comunidades en el tradicional proceso de evaluación y validación de los trabajos científicos y técnicos. Una evaluación efectiva por pares debe velar por varios elementos que incluyen la habilidad técnica del revisor, la conducta profesional, la imparcialidad, la ética y la responsabilidad por este proceso y por el sistema competitivo en el que éste se desarrolla a nivel internacional. Los pares evaluadores necesitan entrenamiento, supervisión, control, expectativas y guía continua. La validación de la efectividad general del proceso de revisión por pares requiere controles de seguimiento de la literatura publicada para confirmar su precisión y contenido a través de consenso y reproducción experimental. Como, en la actualidad, gran parte de los países en vías de desarrollo contribuyen al sistema de evaluación con un número significativo de artículos, estos países deben buscar activamente entrenar a sus contribuyentes, para que sean pares evaluadores efectivos y reconocidos por revistas internacionales, editores e instituciones financiadoras. Ésta no es una tarea pasiva, ya que requiere definir expectativas, políticas de reclutamiento, entrenamiento y demás elementos asociados, con miras a realizar los ajustes respectivos tan pronto como sus contribuciones sobrecarguen los sistemas de publicación actuales. La responsabilidad colectiva como investigadores, contribuyentes, evaluadores, lectores, y aseguradores de la integridad y protección de este esencial proceso de control de calidad tradicionalmente ha dependido de la integridad y consciencia profesional. La extensión de este esfuerzo por reclutar nuevos grupos de evaluadores competentes, entrenados y calificados, es esencial en la era actual de publicación científica.Quality peer-review remains central to current international scientific and technical publishing and proposal assessment methods. As incompetent review and perceived bias remain the most cited problems with peer review processes commonly employed in scientific review of manuscript and proposals, the creation and maintenance of quality pools of engaged, responsive and qualified peer reviewers is essential to scientific publishing and dissemination. An important operational principle for the peer reviewing system is that all who utilize this publishing system should then also review a commensurate load on behalf of the system. This would also imply that those who compose and submit technical manuscripts are competent to assess and levy fair criticism of other’s work in their field. Given the large and rapid expansion in numbers of submitted manuscripts from non-traditional sources, including many developing countries, expansion of the peer-reviewing pool to these sources is necessary both to accommodate their respective, newly imposed reviewing burdens on the already over-burdened system, and to engage new communities in the traditional process of vetting and validating scientific and technical works. Effective peer review must enforce the many elements of reviewer technical proficiency, professional conduct, bias and ethics considerations, and responsibility in this process and the competitive international system in which it sits. Reviewers require training, oversight, control, expectations, and continual guidance. Validation of peerreview’s overall efficacy requires follow-on policing of published literature to assert its accuracy and content through consensus and experimental reproduction. As former developing countries now contribute increasing numbers of new manuscripts to the technical peer-review system, they should also actively seek to officially train such contributors to also be visible, effective peer-reviewers for international journals, editors and funding agencies. This is not a passive endeavor, requiring expectations, recruitment and training, and the associated resources to make accommodations as rapidly as their contributions are encumbered within the current publishing systems. Collective responsibilities as researchers, contributors, reviewers, readers and enforcers of the integrity and safekeeping of this essential quality control process traditionally rely on individual professional integrity and conscientious effort. Extension of this effort to continually recruit new pools of competent, trained and qualified reviewers in the current publishing era is essential

Linking metacognition and mindreading: Evidence from autism and dual-task investigations

Questions of how we know our own and other minds, and whether metacognition and mindreading rely on the same processes, are longstanding in psychology and philosophy. In Experiment 1, children/adolescents with autism (who tend to show attenuated mindreading) showed significantly lower accuracy on an explicit metacognition task than neurotypical children/adolescents, but not on an allegedly metacognitive implicit one. In Experiment 2, neurotypical adults completed these tasks in a single-task condition, or a dual-task condition that required concurrent completion of a secondary task that tapped mindreading. Metacognitive accuracy was significantly diminished by the dual-mindreading-task on the explicit task, but not the implicit task. In Experiment 3, we included additional dual-tasks to rule out the possibility that any secondary task (regardless of whether it required mindreading) would diminish metacognitive accuracy. Finally, in both experiments 1 and 2, metacognitive accuracy on the explicit task, but not the implicit task, was associated significantly with performance on a measure of mindreading ability. These results suggest that explicit metacognitive tasks (used frequently to measure metacognition in humans) share metarepresentational processing resources with mindreading, whereas implicit tasks (which are claimed by some comparative psychologists to measure metacognition in non-human animals) do not

What Benefits can be Derived from Teaching Knowledge about Language to Preservice Teachers?

This paper evaluates the validity of teaching English grammar to preservice teachers in a teacher education course at a regional university. The course was delivered in blended mode using the grammar component of My Writing Lab Global (MWLG) and face-to-face instruction. The aim of this study was to establish if there are benefits to derive from teaching knowledge about language (KAL) to preservice teachers. Our quasi-experimental study found MWLG was well-received by participants who believed it had improved their KAL; this improvement was confirmed by 10% improvement on a pre and post KAL test (p \u3c .001). MWLG scores and the KAL test also reliably predicted other academic competencies: the students’ accumulated GPA and their final written assessment scores for the course (r= .4 to .54; p \u3c 0.01). Collectively, these findings suggest that explicit KAL is valued and valid knowledge and should be included in teacher education programs

Attracting Preservice Teachers to Remote Locations

Teaching in rural/remote regions poses many challenges to teachers and is identified as a priority research area by the state government. Despite initiatives by the state government and university providers to solve the issue through various incentives designed to attract teachers, the problem remains significant. This research describes and analyses the impact of a regional university initiative to attract teachers to rural and remote locations in Queensland. The data was gathered through analysis of responses from preservice teachers completing education degrees at a regional university in Queensland. The data revealed that a pre-graduation teaching placement to a rural/remote region resulted in positive attitudinal changes towards applying for such a placement upon graduation. The results are significant and suggest that universities have a major role to play in work force planning for graduate teachers

Who Pays a Price on Carbon?

We use the 2003 Consumer Expenditure Survey and emissions estimates from an input-output model to estimate the incidence of a price on carbon induced by a cap-and-trade program or carbon tax in the US context. We present results on how much difference income deciles pay for a carbon tax as well as which industries see the largest increase in costs due to a carbon tax. We illustrate the main determinant of the regressivity: consumption patterns for energy-intensive goods. We find that a policy targeting CO2 from energy consumption is more regressive than a price on all emissions. Furthermore, on a per-capita basis a carbon price is much more regressive than calculations at the household level. We discuss policy options to offset the adverse distributional effects of a carbon emissions policy.

Metacognition, Metamemory, and Mindreading in High-Functioning Adults With Autism Spectrum Disorder

Objectives: Metacognition refers to cognition about cognition, and encompasses both knowledge of cognitive processes and the ability to monitor and control one’s own cognitions. The current study aimed to establish whether metacognition is impaired in autism spectrum disorder (ASD). According to some theories, the ability to represent one’s own mental states (an aspect of metacognition) relies on the same mechanism as the ability to represent others’ mental states (“mindreading”). Given numerous studies have shown mindreading is impaired in ASD, there is good reason to predict concurrent impairments in metacognition. Metacognition is most commonly explored in the context of memory, often by assessing people’s ability to monitor their memory processes. The current study addressed the question of whether people with ASD have difficulty monitoring the contents of their memory (alongside impaired mindreading). Method: Eighteen intellectually high-functioning adults with ASD and 18 IQ- and age-matched neurotypical adults participated. Metamemory monitoring ability and mindreading ability were assessed using a feeling-of-knowing task and the “animations” task, respectively. Participants also completed a self-report measure of metacognitive ability. Results: In addition to showing impaired mindreading, participants with ASD made significantly less accurate feeling-of-knowing judgements than neurotypical adults, suggesting that metamemory monitoring (an aspect of metacognition) was impaired. Conversely, participants with ASD self-reported superior metacognitive abilities compared to those reported by neurotypical participants. Conclusion: This study provides evidence that individuals with ASD have metamemory monitoring impairments. The theoretical and practical implications of these findings for our current understanding of metacognition in ASD and typical development are discussed

Post-16 Area-Based Reviews in London: A small step towards a more universal and coherent skills system in the Capital?

This report summarises three years of research into Area-Based Reviews in London (ABRs). It argues that ABRs have involved two logics - Logic A with a focus on college economic viability and Logic B, a focus on skills, progression and relationships with employers. So far Logic A has dominated Logic B, but then new regional and sub-regional developments might promote Logic B in the coming period

The self in autism and its relation to memory

This chapter begins with some definitions of memory and the self and continues to explain their relation on the psychological level along with their facets. It considers the relevance of these theories to autism spectrum disorder (ASD). The chapter provides a critical review of relevant research on the self in autism, followed by some hypotheses concerning how diminished sense of self might predict and explain the unique memory profile in the ASD population. Although there are a considerable number of studies showing typical performance on some types of “self” task among people with ASD on balance, existing evidence suggests that individuals with ASD have atypical me‐selves. There is a considerable amount of evidence to suggest that individuals with ASD have impaired episodic memory. Strikingly, the study of prospective memory in ASD is an emergent research field with a handful of studies published to date. Two forms of prospective memory are commonly distinguished: event‐based and time‐based

Area-based reviews and their aftermath: moving to a post-incorporation model for further education in England?

This article draws on research into the further education (FE) Area-Based Review (ABR) process in London, England over the period 2016–2018 to suggest that the significance of ABRs can be judged as to the extent they reinforce or challenge the historical marketised model of FE. The implications of ABR are viewed historically through the conceptual lens of two governance continua – market/public (economic) and centralised/devolved (political). The research, involving repeated interviews with a range of FE social partners over a three-year period, developed the concept of two inter-related logics – a dominant ‘Logic A’ focused on FE college viability and merger and a subordinate ‘Logic B’ focused on regional skills strategies and greater collaboration between social partners. The significance of ABRs is assessed in relation to the wider English policy contexts that point to a need for greater skills coordination. At the same time, a comparison of ABRs in England with the ‘regionalisation’ of FE colleges in the other three countries of the UK highlights its relatively unplanned character. The article concludes with a discussion around the evolving relationship between the two Logics and argues that, albeit hesitantly, FE colleges in England may be moving towards a ‘Post-Incorporation’ phase