How do farmers research and learn? The example of organic farmers’ experiments and innovations: A research concept

Experimenting, adapting and innovating are central features of farmers’ activities all over the world. Farmers hold valuable knowledge about their environment, they actively do experiments, and have their own research traditions. The development of organic farming systems is continually evolving through the experiments and innovations of organic farmers. So far, there has been little attempt to study the nature, characteristics, and factors associated with the experimental processes of farmers in a systematic, comprehensive way. A current research project investigates learning processes of organic farmers in Austria, Cuba and Israel through researching the multifaceted experiments they conduct and the innovations they obtain as possible results. This paper presents the research concept of the project

The dynamics of syntax acquisition: facilitation between syntactic structures

This paper sets out to show how facilitation between different clause structures operates over time in syntax acquisition. The phenomenon of facilitation within given structures has been widely documented, yet inter-structure facilitation has rarely been reported so far. Our findings are based on the naturalistic production corpora of six toddlers learning Hebrew as their first language. We use regression analysis, a method that has not been used to study this phenomenon. We find that the proportion of errors among the earliest produced clauses in a structure is related to the degree of acceleration of that structure's learning curve; that with the accretion of structures the proportion of errors among the first clauses of new structures declines, as does the acceleration of their learning curves. We interpret our findings as showing that learning new syntactic structures is made easier, or facilitated, by previously acquired ones

Correspondence between geometrical and differential definitions of the sine and cosine functions and connection with kinematics

In classical physics, the familiar sine and cosine functions appear in two forms: (1) geometrical, in the treatment of vectors such as forces and velocities, and (2) differential, as solutions of oscillation and wave equations. These two forms correspond to two different definitions of trigonometric functions, one geometrical using right triangles and unit circles, and the other employing differential equations. Although the two definitions must be equivalent, this equivalence is not demonstrated in textbooks. In this manuscript, the equivalence between the geometrical and the differential definition is presented assuming no a priori knowledge of the properties of sine and cosine functions. We start with the usual length projections on the unit circle and use elementary geometry and elementary calculus to arrive to harmonic differential equations. This more general and abstract treatment not only reveals the equivalence of the two definitions but also provides an instructive perspective on circular and harmonic motion as studied in kinematics. This exercise can help develop an appreciation of abstract thinking in physics.Comment: 6 pages including 1 figur

Geometrical Features Underlying the Perception of Colinearity

The magnitude of the Poggendorff bias in perceived collinearity was measured with a 2AFC task and roving pedestal, and was found to be in the region of 6–8 deg, within the range of previous estimates. Further measurements dissected the bias into several components: (1) The small (∼1 deg) repulsion of the orientation of the pointer from the parallel, probably localized in the part of the line near the intersection (2) A small (1 deg) bias in the orientation of virtual lines crossing the gap between two parallels, towards the orientation of the parallels, or equivalently (4) An orthogonal bias in actively constructing a virtual line across the gap. We conclude that orientation repulsion by itself is an inadequate explanation of the Poggendorff effect, and that a full explanation must take account of the way in which observers construct virtual lines in visual space in order to carry out elementary geometrical tasks such as extrapolation

Randomized controlled trial of a book-sharing intervention in a deprived South African community: effects on carer-infant interactions, and their relation to infant cognitive and socio-emotional outcome

Background: Consistent with evidence from high income countries, we previously showed that, in an informal peri-urban settlement in a low-middle income country, training parents in book-sharing with their infants benefitted infant language and attention (Vally et al., 2015). Here, we investigated whether these benefits were explained by improvements in carer-infant interactions in both book-sharing and non-book-sharing contexts. We also explored whether infant socio-emotional development benefitted from book-sharing. Methods: We conducted a randomized controlled trial in Khayelitsha, South Africa. Carers of 14-16 month-old infants were randomized to 8 weeks’ training in book-sharing (n = 49) or a wait list control group (n = 42). In addition to the cognitive measures reported previously, independent assessments were made at base line and follow-up of carer-infant interactions during book-sharing and toy play. Assessments were also made, at follow-up only, of infant pro-social behaviour in a ‘help task’, and of infant imitation of doll characters’ non-social actions and an interpersonal interaction. Eighty-two carer-infant pairs (90%) were assessed at follow-up. (Trial registration ISRCTN39953901). Results: Carers who received the training showed significant improvements in book-sharing interactions (sensitivity, elaborations, reciprocity), and, to a smaller extent, in toy-play interactions (sensitivity). Infants in the intervention group showed a significantly higher rate of pro-social behaviour, and tended to show more frequent imitation of the interpersonal interaction. Improvements in carer behaviour during book-sharing, but not during toy play, mediated intervention effects on all infant cognitive outcomes, and tended to mediate intervention effects on infant interpersonal imitation. Conclusions: Training in book sharing, a simple, inexpensive intervention that has been shown to benefit infant cognitive development in a low-middle income country, also shows promise for improving infant socio-emotional outcomes in this context. Benefits are mediated by improvements in carer-infant interactions, particularly in book-sharing contexts