Combining Information to Answer Questions about Names and Categories

Children\u27s language and world knowledge grows explosively in the preschool years. One critical contributor to this growth is their developing ability to infer relations beyond those that have been directly taught or modeled. Categorization is one type of skill commonly taught in preschool in which inference is an important aspect. This study explored the development of specific types of inferences within a categorization relation: those among naming items and categories, selecting items based on their names and categories, and answering questions that relate names and categories. Children learned names and categories for a set of unfamiliar cartoon characters through one of two training protocols: (a) Listener training involved selecting a picture upon hearing an item name or category; (b) Expressive training involved saying an item name or category upon seeing a picture. Following training, we tested whether children derived several kinds of untrained responses. Those children who received Expressive training (saying names) completed tests of listener responses (selecting pictures); similarly, those children who received Listener training (selecting pictures) completed tests of expressive responses (saying names). Next, children answered oral questions in the absence of pictures. Results show that children receiving Expressive and Listener training produce naming and question answering responses at levels above chance. However, many children failed to answer all questions correctly. The Expressive group produced naming and question answering responses at significantly higher levels than the Listener group. This suggests that Listener training is a weaker form of instruction when the goal of instruction is the production of untrained responses. However, these results are tentative because unequal proportions of children completed each type of training. Finally, we examined the relationship between naming and question answering. Few children answered questions at a higher level than they produced names. This study shows that children learn to infer responses from both Listener and Expressive trainings. This study also suggests that naming and question answering responses are related responses. The current study highlights the need for later research on teaching inference skills such as naming and question answering to those who do not develop them in the absence of specific instruction

Fruits and Vegetables: A Survey of Ohio Fruit and Vegetable Producers and Market Operators - Summarized Results Apple Businesses Only

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A Comparative Analysis of Gender and Public Opinion on Democracy in Poland, Romania, and the United States, 1995-2020

Research on attitudes toward democracy in Poland and Romania is timely given 2019’s three-decade anniversary of freedom from communism in Central and Eastern Europe. The U.S. makes an interesting comparison case given its history involving the American Dream and the Dream’s essential component of democracy. Using the World Values Surveys and a conceptual framework linking gender and democracy attitudes, we examine beliefs about democracy in Poland, Romania, and the U.S. between 1990 and 2020. Findings show significant cross-country, cross-time, and cross-gender variation on most of the belief measures and, contrary to much previous research, Americans do not always provide the strongest support for democracy. We conclude that simple assumptions about American exceptionalism on democracy attitudes are often inaccurate, as are assumptions that women are universally more positive about democracy than men. Consensus on democracy related attitudes in Romania and Poland is also not supported by our results, suggesting that unique historical, political, and socio-economic experiences among formerly communist nations play an important role in shaping beliefs about democracy

Conditions for Analysis of Native Protein Structures Using Uniform Field Drift Tube Ion Mobility Mass Spectrometry and Characterization of Stable Calibrants for TWIM-MS

Determination of collisional cross sections (CCS) by travelling wave ion mobility mass spectrometry (TWIM-MS) requires calibration against standards for which the CCS has been measured previously by drift tube ion mobility mass spectrometry (DTIM-MS). The different extents of collisional activation in TWIM-MS and DTIM-MS can give rise to discrepancies in the CCS of calibrants across the two platforms. Furthermore, the conditions required to ionize and transmit large, folded proteins and assemblies may variably affect the structure of the calibrants and analytes. Stable hetero-oligomeric phospholipase A2 (PDx) and its subunits were characterized as calibrants for TWIM-MS. Conditions for acquisition of native-like TWIM (Synapt G1 HDMS) and DTIM (Agilent 6560 IM-Q-TOF) mass spectra were optimized to ensure the spectra exhibited similar charge state distributions. CCS measurements (DTIM-MS) for ubiquitin, cytochrome c, holo-myoglobin, serum albumin and glutamate dehydrogenase were in good agreement with other recent results determined using this and other DTIM-MS instruments. PDx and its β and γ subunits were stable across a wide range of cone and trap voltages in TWIM-MS and were stable in the presence of organic solvents. The CCS of PDx and its subunits were determined by DTIM-MS and were used as calibrants in determination of CCS of native-like cytochrome c, holo-myoglobin, carbonic anhydrase, serum albumin and haemoglobin in TWIM-MS. The CCS values were in good agreement with those measured by DTIM-MS where available. These experiments demonstrate conditions for analysis of native-like proteins using a commercially available DTIM-MS instrument, characterize robust calibrants for TWIM-MS, and present CCS values determined by DTIM-MS and TWIM-MS for native proteins to add to the current literature database

An Evaluation of Audio-Visual and Self-Learning Programs for Agricultural Economic Students

Exact date of working paper unknown