Inferential revision in narrative texts:an ERP study

We evaluated the process of inferential revision during text comprehension in adults. Participants with high or low working memory read short texts, in which the introduction supported two plausible concepts (e.g., ‘guitar/violin’), although one was more probable (‘guitar’). There were three possible continuations: a neutral sentence, which did not refer back to either concept; a no revise sentence, which referred to a general property consistent with either concept (e.g., ‘…beautiful curved body’); and a revise sentence, which referred to a property that was consistent with only the less likely concept (e.g., ‘…matching bow’). Readers took longer to read the sentence in the revise condition, indicating that they were able to evaluate their comprehension and detect a mismatch. In a final sentence, a target noun referred to the alternative concept supported in the revise condition (e.g., ‘violin’). ERPs indicated that both working memory groups were able to evaluate their comprehension of the text (P3a), but only high working memory readers were able to revise their initial incorrect interpretation (P3b) and integrate the new information (N400) when reading the revise sentence. Low working memory readers had difficulties inhibiting the no longer relevant interpretation and thus failed to revise their situation model, and they experienced problems integrating semantically related information into an accurate memory representation

Evaluation and revision of inferential comprehension in narrative texts: an eye movement study

We investigated the processes of how adult readers evaluate and revise their situation model during reading by monitoring their eye movements as they read narrative texts and subsequent critical sentences. In each narrative text, a short introduction primed a knowledge-based inference, followed by a target concept that was either expected (e.g., “oven”) or unexpected (e.g., “grill”) in relation to the inferred concept. Eye movements showed that readers detected a mismatch between the new unexpected information and their prior interpretation, confirming their ability to evaluate inferential information. Just below the narrative text, a critical sentence included a target word that was either congruent (e.g., “roasted”) or incongruent (e.g., “barbecued”) with the expected but not the unexpected concept. Readers spent less time reading the congruent than the incongruent target word, reflecting the facilitation of prior information. In addition, when the unexpected (but not expected) concept had been presented, participants with lower verbal (but not visuospatial) working memory span exhibited longer reading times and made more regressions (from the critical sentence to previous information) on encountering congruent information, indicating difficulty in inhibiting their initial incorrect interpretation and revising their situation mode

A How-To Guide for Student Generated Video

The type of assessment used by the instructor is a major consideration that must be taken into account when designing a third level course. The importance of assessment can be understood if one frames it not only as assessment of learning but also as assessment for learning. In this new framework, in addition to measuring students’ knowledge of the material, assessment can be thought of as a tool used for providing feedback, for defining academic standards, and for directing student learning (Harris, 2005). There is currently a movement calling for a shift away from traditional high-stakes assessment towards alternative assessment practices based on the increasingly diverse student population, constructivist learning theory, and the need for more authentic evaluations of student performance (Anderson, 1998). Within this trend, it is important to consider the potential of technology. The use of student-generated videos as assessment tools can be one way to incorporate technology into the classroom when taking a blended learning approach. This can increase student motivation, improve attitudes and learning behaviors, and increase learning performance. Generating videos is a move from passive to active learning. This project aimed to produce a how-to guide for the creation of video assignments within a specific module. We intend this guide to serve as a resource for lectures to aid the students when using this innovative assessment method. The graphic nature of the resource makes it easy to follow and student-centred, especially when compared to existing resources which tend to be text-based and more difficult to follow. In addition, it is our hope that our guide can encourage uniformity, be reusable, and provide a clear process that students can follow when taking on video assessments

Learning Objects as Tools for Teaching Information Literacy Online: A Survey of Librarian Usage

Based on information gathered from two discussion sessions moderated by members of the Education and Behavioral Sciences Section’s Online Learning Research Committee a survey was conducted to identify how librarians use course/learning management systems and learning objects to deliver instruction. Objectives of the study were to identify the experiences of librarians who are using course/learning management systems; in what context learning objects are being developed and used; and the pedagogical considerations by librarians when creating online learning materials. In addition to discussing the results of the survey, a description of a “Toolkit for Online Learning” created by the Online Learning Research Committee is provided

The Grizzly, September 28, 2023

Recovery Friendly Workplace • Fall-ing for Ursinus Crossword • Study Tips With Coffeestudi • Correction to Student Responses to Changes in Good Samaritan Policy • Two Gentlemen of Lenfest • Two Gentlemen of Verona Rehearsal Photos • Renie and Kate\u27s Meme Corner • A Tasty Trip to the Trappe Tavern • Volleyball Veterans • A Healthy Lifestyle: The Importance of Food and Nutritionhttps://digitalcommons.ursinus.edu/grizzlynews/2016/thumbnail.jp

Satellite tagging and flipper tag recoveries reveal migration patterns and foraging distribution of loggerhead sea turtles (Caretta caretta) from eastern Australia

Marine turtles encounter different threats during various life-history stages. Therefore, understanding their movements and spatial distribution is crucial for effectively managing these long-lived migratory organisms. This study combines satellite telemetry data with long-term capture-mark-recapture data derived from flipper tag studies to determine distribution patterns of endangered loggerhead turtles (Caretta caretta) during post-nesting migrations from different eastern Australian nesting sites. Individuals from the K’gari-Fraser Island and Great Barrier Reef island rookeries typically migrated northward, whereas individuals from mainland rookeries migrated equally northward and southward. Despite this difference in foraging distribution, loggerheads from the different rookeries did not differ substantially in their migration duration or distance travelled. The foraging distribution identified from successful satellite tag deployments represented 50% of the foraging distribution identified from a large long-term flipper tag recovery database. However, these satellite telemetry results have identified new migration and foraging habitats not previously recognised for loggerhead turtles nesting in eastern Australia. Additionally, they support the conclusion from a past study using flipper tag recovery data that the mainland nesting turtles migrate to different foraging grounds than the turtles nesting on Great Barrier Reef islands. Collectively, the two data sources provide valuable data on the migration route, habitat distribution and ecological range for a threatened genetic stock of loggerhead turtles

The Grizzly, November 2, 2023

Homecoming Recap • Berman Receives Grant for Upcoming Exhibition • Midweek Meditation • Brave in Season: Jon Volkmer\u27s New Novel is a Damn Good Read • Victims of Duty: Absurdism and Ambiguity • Diving All in on Troubles End Brewing • Weekly Crossword Puzzle • From North Carolina to Southeast PA: The Future of Ursinus Basketball • UC Cross Country Chasing Historyhttps://digitalcommons.ursinus.edu/grizzlynews/2020/thumbnail.jp

Burden of Acute Gastrointestinal Illness in Gálvez, Argentina, 2007

This study evaluated the magnitude and distribution of acute gastrointestinal illness (GI) in Gálvez, Argentina, and assessed the outcome of a seven-day versus 30-day recall period in survey methodology. A cross-sectional population survey, with either a seven-day or a 30-day retrospective recall period, was conducted through door-to-door visits to randomly-selected residents during the ‘high’ and the ‘low’ seasons of GI in the community. Comparisons were made between the annual incidence rates obtained using the seven-day and the 30-day recall period. Using the 30-day recall period, the mean annual incidence rates was 0.43 (low season of GI) and 0.49 (high season of GI) episodes per person-year. Using the seven-day recall period, the mean annual incidence rate was 0.76 (low season of GI) and 2.66 (high season of GI) episodes per person-year. This study highlights the significant burden of GI in a South American community and confirms the importance of seasonality when investigating GI in the population. The findings suggest that a longer recall period may underestimate the burden of GI in retrospective population surveys of GI