Syntactic structure of information and information processes

Issued as Final report, Project no. G-36-63

The audiographic learning facility: research and development

Issued as Annual progress report, and Final report, Project no. G-36-606Final report has title: The audiographic learning facility: research and developmen

Semiotic foundations of information science

Issued as Progress report no.1, Final fiscal report, and Final report, Project no. G-36-611Final report has number GIT-ICS-77-0

NSF management support for aid-funded development of Egyptian scientific and technical information services

Issued as Monthly progress reports no. [1-11], Technical memorandum report, Reprint, Letter reports no. [1-5], and Technical reports no. [1-9], Project no. G-36-644 (subproject is A-51-604/Dodd/Library

Multilevel D-loop PCR identification of hunting game

AbstractThe control region of mtDNA (D-loop) was used for hair samples of the five hunting game species identification: red deer (Cervus elaphus), roe deer (Capreolus capreolus), fallow deer (Dama dama), mouflon (Ovis aries musimon), and wild boar (Sus scrofa). For D-loop multilevel PCR detection scheme was applied in six primers (CE CVZV 1=5′-GATCACGAGCTTGATCACCA-3′; CE CVZV 2=5′-AGGAGTGGGCGATTTTAGGT-3′; DD CVZV 3=5′-CGCGTGAAACCAACAACCCGC-3′; DD CVZV 4=5′-CCGGGTCGGGGCCTTAGACG-3′; SSW CVZV 5=5′-ACACGTGCGTACACGCGCATA-3′; SSW CVZV 6=5′-GGTGCCTGCT T TCGTAGCACG-3′) designed to identify unknown biological samples of the hunting game animals. The PCR reaction volume was 25μl at conditions 95°C for 2min, 94°C for 30s, 60°C for 30s, 72°C for 30s, 35cycles, with last extension at 72°C for 10min. D-loop mtDNA amplicons of the game animals are characterized with specific PCR product sizes depending on species: red deer=163bp and 140bp, fallow deer=280bp and 138bp, roe deer=303bp, 280bp, 160bp and 138bp, mouflon=299bp and 178bp, wild boar=137bp and 229bp

Supporting parent-child conversations in a history museum

BACKGROUND: Museums can serve as rich resources for families to learn about the social world through engagement with exhibits and parent-child conversation about exhibits. AIMS: This study examined ways of engaging parents and child about two related exhibits at a cultural and history museum. Sample participants consisted of families visiting the Animal Antics and the Gone Potty exhibits at the British Museum. METHODS: Whilst visiting two exhibits at the British Museum, 30 families were assigned to use a backpack of activities, 13 were assigned to a booklet of activities, and 15 were assigned to visit the exhibits without props (control condition). RESULTS: Compared to the families in the control condition, the interventions increased the amount of time parents and children engaged together with the exhibit. Additionally, recordings of the conversations revealed that adults asked more questions related to the exhibits when assigned to the two intervention conditions compared to the control group. Children engaged in more historical talk when using the booklets than in the other two conditions. CONCLUSIONS: The findings suggest that providing support with either booklets or activities for children at exhibits may prove beneficial to parent-child conversations and engagement with museum exhibits

Part-set cuing of texts, scenes and matrices

In four experiments we extended the study of part-set cuing to expository texts and pictorial scenes. In Experiment 1 recall of expository text was tested with and without part-set cues in the same order as the original text; cues strongly impaired recall. Experiment 2 repeated Experiment 1 but used cues in random order and found significant but reduced impairment with cuing. Experiments 3 and 4 examined the part-set cuing of objects presented in a scene or matrix and found virtually no effect of cuing. More objects were recalled from the scene than from the matrix, indicating that the scene’s organization aided memory, but the cues did not assist recall. These results extend the domains in which part-set cues have either impaired or failed to improve recall. Implications for education and eye-witness accounts are briefly considered

Generating References in Naturalistic Face-to-Face and Phone-Mediated Dialog Settings

During dialog, references are presented, accepted, and potentially reused (depending on their accessibility in memory). Two experiments were conducted to examine reuse in a naturalistic setting (a walk in a familiar environment). In Experiment 1, where the participants interacted face to face, self-presented references and references accepted through verbatim repetition were reused more. Such biases persisted after the end of the interaction. In Experiment 2, where the participants interacted over the phone, reference reuse mainly depended on whether the participant could see the landmarks being referred to, although this bias seemed to be only transient. Consistent with the memory-based approach to dialog, these results shed light on how differences in accessibility in memory (due to how these references were initially added to the common ground or the media used) affect the unfolding of the interaction