‘Never mind children’s cognition, what about mine?’ Teachers’ perspectives of the enactment of policy : The case of metacognition

Funding Information: This work was supported by a 42‐month Carnegie PhD Scholarship from the Carnegie Trust for the Universities of Scotland I wish to thank all the participants of this study. Thank you also to the Carnegie Trust for funding this research project through a Carnegie PhD Scholarship, and to my PhD supervisor David Donaldson. Thank you also, to Anna Teitz, who assisted in aspects of data collection.Peer reviewedPostprin

Do (and say) as I say: Linguistic adaptation in human-computer dialogs

© Theodora Koulouri, Stanislao Lauria, and Robert D. Macredie. This article has been made available through the Brunel Open Access Publishing Fund.There is strong research evidence showing that people naturally align to each other’s vocabulary, sentence structure, and acoustic features in dialog, yet little is known about how the alignment mechanism operates in the interaction between users and computer systems let alone how it may be exploited to improve the efficiency of the interaction. This article provides an account of lexical alignment in human–computer dialogs, based on empirical data collected in a simulated human–computer interaction scenario. The results indicate that alignment is present, resulting in the gradual reduction and stabilization of the vocabulary-in-use, and that it is also reciprocal. Further, the results suggest that when system and user errors occur, the development of alignment is temporarily disrupted and users tend to introduce novel words to the dialog. The results also indicate that alignment in human–computer interaction may have a strong strategic component and is used as a resource to compensate for less optimal (visually impoverished) interaction conditions. Moreover, lower alignment is associated with less successful interaction, as measured by user perceptions. The article distills the results of the study into design recommendations for human–computer dialog systems and uses them to outline a model of dialog management that supports and exploits alignment through mechanisms for in-use adaptation of the system’s grammar and lexicon

The Double Flip: Applying a Flipped Learning Approach to Teach the Teacher and Improve Student Satisfaction

This paper describes a professional development (PD) program for academics at an Australian university designed to model good blended curriculum design and effective use of contemporary learning technologies. It evaluates a case study from the pilot of this program involving a postgraduate psychology course to illustrate one of the most challenging examples and in turn the potential impact of the approach developed. Academic developers face known barriers, including time constraints, interdisciplinary miscommunication, and change resistance, when introducing academics to new approaches to learning and teaching. This PD sought to promote change by modelling a shift from “sage on the stage” to “guide on the side,” through use of flipped and blended learning approaches by the academic developer. The case study found the teacher gained confidence in these methods and student satisfaction ratings increased

Teachers matter for metacognition : facilitating metacognition in the primary school through teacher-pupil interactions

Despite the ubiquity of Structured Thinking Activities (STAs) throughout primary school education in the UK and beyond, little is known about the ways that activities such as learning logs are used to support pupils to think about and manage their own thinking (i.e., engage with metacognition). Here we investigated how pupils engaged with STAs throughout a school year by conducting an in-depth case study of one Scottish primary four classroom, examining factors that facilitated and/or inhibited pupil metacognition. By triangulating data from participant observation, interviews and document analysis, we found that pupils were often un-motivated to engage with STAs, with responses provided during written and oral activities typically revealing superficial references to classroom topics of interest. Whilst factors such as the classroom culture and the timing of activities were found to influence pupil engagement with STAs, observational data indicated that teacher-pupil interactions are essential for eliciting metacognition from pupils (i.e., via discussions that occurred as part of the STAs). Our findings suggest that teachers play a critical role in encouraging elaboration from pupils in relation to descriptions of their own thinking and learning, particularly when pupils’ initial responses are broad or superficial. We discuss the critical importance of teacher talk for metacognition, emphasising the ‘dual role’ that teachers must play when facilitating metacognition within the classroom.PostprintPeer reviewe

Tarantino the cartoonist

In cinema it is not uncommon to see the interrelation of animation and live action but, despite this, the ascription of characteristics of one medium onto the other has been largely one-dimensional: live action upon animation. The films of Quentin Tarantino, however, illustrate an attribution of a cartoon-like aesthetic in live-action sequences, which the author subsequently terms `cartoonism'. `Cartoonism' and its development have been highlighted in Tarantino's work, showing his continual desire to realize this aesthetic in his own work whilst, ironically, only fully achieving this aesthetic in another's film. The conclusions are illuminating with respect to Tarantino's filmic politics and provide a potential mode of inquiry within film theory

Ubiquitin transfer by a RING E3 ligase occurs from a closed E2~ubiquitin conformation

Funding: Investigator Award from the Wellcome Trust (098391/Z/12/Z) and (217196/Z/19/Z) and a Programme grant from Cancer Research UK (C434/A21747) to R.T.H.; J.C.P. thanks the University of St Andrews for financial support.Based on extensive structural analysis it was proposed that RING E3 ligases prime the E2~ubiquitin conjugate (E2~Ub) for catalysis by locking it into a closed conformation, where ubiquitin is folded back onto the E2 exposing the restrained thioester bond to attack by substrate nucleophile. However the proposal that the RING dependent closed conformation of E2~Ub represents the active form that mediates ubiquitin transfer has yet to be experimentally tested. To test this hypothesis we use single molecule Förster Resonance Energy Transfer (smFRET) to measure the conformation of a FRET labelled E2~Ub conjugate, which distinguishes between closed and alternative conformations. We describe a real-time FRET assay with a thioester linked E2~Ub conjugate to monitor single ubiquitination events and demonstrate that ubiquitin is transferred to substrate from the closed conformation. These findings are likely to be relevant to all RING E3 catalysed reactions ligating ubiquitin and other ubiquitin-like proteins (Ubls) to substrates.Publisher PDFPeer reviewe

Effects of syntactic context on eye movements during reading

Previous research has demonstrated that properties of a currently fixated word and of adjacent words influence eye movement control in reading. In contrast to such local effects, little is known about the global effects on eye movement control, for example global adjustments caused by processing difficulty of previous sentences. In the present study, participants read text passages in which voice (active vs. passive) and sentence structure (embedded vs. non-embedded) were manipulated. These passages were followed by identical target sentences. The results revealed effects of previous sentence structure on gaze durations in the target sentence, implying that syntactic properties of previously read sentences may lead to a global adjustment of eye movement control

Structural basis for the RING catalyzed synthesis of K63 linked ubiquitin chains

This work was supported by grants from Cancer Research UK (C434/A13067), the Wellcome Trust (098391/Z/12/Z) and Biotechnology and Biological Sciences Research Council (BB/J016004/1).The RING E3 ligase catalysed formation of lysine 63 linked ubiquitin chains by the Ube2V2–Ubc13 E2 complex is required for many important biological processes. Here we report the structure of the RING domain dimer of rat RNF4 in complex with a human Ubc13~Ub conjugate and Ube2V2. The structure has captured Ube2V2 bound to the acceptor (priming) ubiquitin with Lys63 in a position that could lead to attack on the linkage between the donor (second) ubiquitin and Ubc13 that is held in the active “folded back” conformation by the RING domain of RNF4. The interfaces identified in the structure were verified by in vitro ubiquitination assays of site directed mutants. This represents the first view of the synthesis of Lys63 linked ubiquitin chains in which both substrate ubiquitin and ubiquitin-loaded E2 are juxtaposed to allow E3 ligase mediated catalysis.PostprintPeer reviewe

The use of reported speech in children's narratives: a priming study

This study investigated the long-term effects of structural priming on children’s use of indirect speech clauses in a narrative context. Forty-two monolingual English-speaking five-year-olds in two primary classrooms took part in a story re-telling task including reported speech. Testing took place in three individual sessions (pre-test, post-test1, post-test2) and the priming phase was conducted in 10 group priming sessions. During the priming phase the two classrooms were randomly allocated to one of two conditions where, over the course of two weeks, the children heard 10 different stories that included 30 tokens of either indirect or direct speech. In the pre-test session we collected measures of receptive vocabulary (BPVS-3) and expressive grammar (Formulated Sentences sub-test, CELF4-UK). There was a significant effect of input manipulation that was maintained for up to ten weeks after the training. Expressive grammatical skills were positively correlated with the likelihood of using indirect speech one week after the end of the language intervention