Perseverers, recencies and deferrers : new experimental evidence for multiple inference strategies in understanding

In the course of understanding a text, a succession of decision points arise at which readers are faced with the task of choosing among alternative possible interpretations ofthattext. We present new experimental evidence that different readers use different inference strategies to guide their inference behavior during understanding. The choices available to an understander range from various alternative inferential paths to the option of making no inference at a particular point, leaving a 'loose end'. Different inference strategies result in observably different behaviors during understanding, including consistent differences in reading times, and different interpretations of a text. The preliminary experimental results given here so far consistently support a previously published set of hypotheses about the inference process that we have called Judgmental Inference theory

European Starlings (Sturnus Vulgaris) : Avian Model and Monitor of Contaminant and Remedial Effects at Crab Orchard National Wildlife Refuge

WMRC Project #94-12

Parsing with parallelism : a spreading-activation model of inference processing during text understanding

The past decade of reseatch in Natural Language Processing has universally recognized that, since natural language input is almost always ambiguous with respect to its pragmatic implications, its syntactic parse, and even its lexical analysis (i.e., choice of correct word-sense for an ambiguous word), processing natural language input requires decisions about word meanings, syntactic structure, and pragmatic inferences. The lexical, syntactic, and pragmatic levels of inferencing are not as disparate as they have often been treated in both psychological and artificial intelligence research. In fact, these three levels of analysis interact to form a joint interpretation of text.ATLAST (A Three-level Language Analysis SysTem) is an implemented integration of human language understanding at the lexical, the syntactic, and the pragmatic levels. For psychological validity, ATLAST is based on results of experiments with human subjects. The ATLAST model uses a new architecture which was developed to incorporate three features: spreading activation memory, two-stage syntax, and parallel processing of syntax and semantics. It is also a new framework within which to interpret and tackle unsolved problems through implementation and experimentation

STRATEGIST : a program that models strategy-driven and content-driven inference behavior

In the course of understanding a text, different readers use different inference strategies to guide their choice of interpretations of the events in the text. This is in contrast to previous computer models of understanding, which all use the content-driven inference. The separate strategies are theorized to be composed of the same component inference processes, but of different rules for application of the processes. The use of different strategies occasionally results in different results of new experimental data and a working computer program, called STRATEGIST, that models both strategy-drive and content-driven inference behavior. The rules which make up two of these strategies are presented

Measuring Students’ Perceptions of Student Teaching University Supervisors: Scenario-Based Scale Development Using Rasch and Guttman Facet Theory

Thesis advisor: Larry H. LudlowIn the field of teacher education, it is well documented that the most influential part is the clinical component, often referred to as student teaching or the practicum experience (Cochran-Smith, 1991; Darling-Hammond, 2014; Evertson, 1990). During the practicum, there exists a triad of three individuals: a university supervisor, a K-12 classroom teacher (often referred to as the cooperating teacher), and the teacher candidate. While much research has been conducted on teacher candidates and the cooperating teacher role, there has been a lack of research on the role of the university supervisor. The lack of measurement instruments to assess the quality of the university supervisor puts teacher education programs at a disadvantage, both from a programmatic improvement standpoint, as well as meeting accreditation requirements. This dissertation provides an answer to this issue, creating a new instrument that assesses the quality of the university supervisor, from the perspective of teacher candidates. This instrument is constructed under the Rasch-Guttman Scenario (RGS) framework, as most clearly defined by Ludlow, Baez-Cruz, et al. (2020). The RGS framework derives its influence from the works of George Rasch (1960/80) as well as Louis Guttman’s facet theory (Guttman 1954; Guttman 1957). The result is a new scale, entitled the University Supervisor Quality (USQ) scale, consisting of nine scenario items. All nine items include four facets that comprise the construct of university supervisor quality: resourcefulness, constructive feedback, mentorship, and collaboration. The results of this dissertation suggest that the utilization of the RGS framework is successful for developing a scale about university supervisor quality. In addition, the use of cognitive interviews provide valuable insight into the development of scales using the RGS framework. This scale has the potential for use in teacher education programs for evaluating the quality of their supervisors, and to utilize as evidence for accreditation purposes.Thesis (PhD) — Boston College, 2022.Submitted to: Boston College. Lynch School of Education.Discipline: Educational Research, Measurement and Evaluation

The Ursinus Weekly, January 11, 1960

Christmas in Africa • Officer selection team to visit Ursinus College • Band concert is slated for second semester • EEP offers many programs in many countries in 1960 • W.A.A. variety show is scheduled for Feb. 26 • Unique is success • Prof. Armstrong addresses meeting • Debating Club in match at St. Joseph\u27s tonight • Dean Pettit to speak at PSEA session Tuesday • Courbet exhibit at Museum of Art until Feb. 14 • Spirit Committee square dance planned for Friday • Editorial: Purpose • Letters to the editor • Making movies • Reminiscing • Grapplers victorious in match with Fords, 19-15 • Football honors awarded Petersen and Wiest for MAC • Bears defeat Haverford, conquer Swarthmore to total six U.C. wins • Ecumenical conference • Annual Lorelei dance set for Friday, February 12https://digitalcommons.ursinus.edu/weekly/1353/thumbnail.jp

Cultural variability in the effects of question design features on respondent comprehension

Um Charakteristika gleicher Fragen in Gesundheitsumfragen im Zusammenhang mit interkulturellen Unterschieden im Verständnis dieser Fragen zu identifizieren, analysieren die Verfasser Befragungen zum Gesundheitssystem, wobei die Befragten vier verschiedene kulturelle Subgruppen in den USA repräsentieren (weiße Nicht-Hispanics, Afroamerikaner, mexikanische Amerikaner und Puerto Ricaner) mit Hilfe des Instruments des Behaviour Coding. Untersucht werden die Auswirkungen von vier Merkmalen der Fragebogenkonstruktion auf kulturelle Schwierigkeiten beim Verständnis der Fragen. Die empirische Datenbasis bilden 13514 Antworten von 345 Befragten auf 42 Fragen. Es zeigt sich, dass das Antwortformat, die Länge der Frage sowie das Lese- und Abstraktionsniveau der Fragen einen wesentlichen Einfluss auf das Verständnis der Fragen bei den Befragten haben. Die Kultur der Befragen hatte einen moderierenden Einfluss auf die Effekte von Antwortformat, Fragenlänge und Leseniveau. Verschiedene Aspekte des Fragebogendesigns, die den Fragebogen allgemein verständlicher machen sollen, haben ebenfalls kulturspezifische Auswirkungen. (ICEÜbers

Difference in prevalence of common mental disorder as measured using four questionnaire delivery methods among young people in rural Zimbabwe.

BACKGROUND: Previous studies have suggested that interviewer-administered questionnaires can under-estimate the prevalence of depression and suicidal ideation when compared with self-administered ones. We report here on differences in prevalence of reporting mental health between four questionnaire delivery modes (QDM). METHODS: Mental health was assessed using the Shona Symptom Questionnaire (SSQ), a locally validated 14-item indigenous measure for common mental affective disorders. A representative sample of 1495 rural Zimbabwean adolescents (median age 18) was randomly allocated to one of four questionnaire delivery modes: self-administered questionnaire (SAQ), SAQ with audio (AASI), interviewer-administered questionnaire (IAQ), and audio computer-assisted survey instrument (ACASI). RESULTS: Prevalence of common affective disorders varied between QDM (52.3%, 48.6%, 41.5%, and 63.6% for SAQ, AASI, IAQ, and ACASI respectively (P<0.001)). Fewer participants failed to complete SSQ using IAQ and ACASI than other methods (1.6% vs. 12.3%; P<0.001). Qualitative data suggested that respondents found it difficult answering questions honestly in front of an interviewer. LIMITATIONS: Direction of accuracy cannot be ascertained due to lack of objective or clinical assessments of affective disorders. CONCLUSIONS: Estimates of prevalence of psychosomatic symptoms and suicidal ideation varied according to mode of interview. As each mode's direction of accuracy remains unresolved evaluations of interventions continue to be hampered