Factors and processes in children's transitive deductions

Transitive tasks are important for understanding how children develop socio-cognitively. However, developmental research has been restricted largely to questions surrounding maturation. We asked 6-, 7- and 8-year-olds (N = 117) to solve a composite of five different transitive tasks. Tasks included conditions asking about item-C (associated with the marked relation) in addition to the usual case of asking only about item-A (associated with the unmarked relation). Here, children found resolving item-C much easier than resolving item-A, a finding running counter to long-standing assumptions about transitive reasoning. Considering gender perhaps for the first time, boys exhibited higher transitive scores than girls overall. Finally, analysing in the context of one recent and well-specified theory of spatial transitive reasoning, we generated the prediction that reporting the full series should be easier than deducing any one item from that series. This prediction was not upheld. We discuss amendments necessary to accommodate all our earlier findings

Thermal modelling of gas metal arc welding using finite element analysis

Thesis (M.E.Sc.) -- University of Adelaide, Dept. of Mechanical Engineering, 199

Evaluation of core loss calculation methods for highly non-sinusoidal inputs

A modular, hybrid HVDC transformer, located in the turbine nacelle has been proposed for the offshore wind industry to improve efficiency and redundancy while reducing costs. The injection of harmonics by the transformer power electronics however, complicates the core loss calculations of such a transformer. The standard Steinmetz Equation is no longer valid and the alternative loss equations proposed in the literature are significantly more complicated. Therefore, many in the industry still use the Steinmetz Equation with the signal's Fourier Transform. However, the literature suggests this to be inaccurate without quantifying it. This paper will therefore compare the accuracy of this approach to a prominent alternative presented in the literature, the improved Generalised Steinmetz Equation

Anomalous visual experience is linked to perceptual uncertainty and visual imagery vividness

An imbalance between top-down and bottom-up processing on perception (specifically, over-reliance on top-down processing) can lead to anomalous perception, such as illusions. One factor that may be involved in anomalous perception is visual mental imagery, which is the experience of “seeing” with the mind’s eye. There are vast individual differences in self-reported imagery vividness, and more vivid imagery is linked to a more sensory-like experience. We, therefore, hypothesized that susceptibility to anomalous perception is linked to individual imagery vividness. To investigate this, we adopted a paradigm that is known to elicit the perception of faces in pure visual noise (pareidolia). In four experiments, we explored how imagery vividness contributes to this experience under different response instructions and environments. We found strong evidence that people with more vivid imagery were more likely to see faces in the noise, although removing suggestive instructions weakened this relationship. Analyses from the first two experiments led us to explore confidence as another factor in pareidolia proneness. We, therefore, modulated environment noise and added a confidence rating in a novel design. We found strong evidence that pareidolia proneness is correlated with uncertainty about real percepts. Decreasing perceptual ambiguity abolished the relationship between pareidolia proneness and both imagery vividness and confidence. The results cannot be explained by incidental face-like patterns in the noise, individual variations in response bias, perceptual sensitivity, subjective perceptual thresholds, viewing distance, testing environments, motivation, gender, or prosopagnosia. This indicates a critical role of mental imagery vividness and perceptual uncertainty in anomalous perceptual experience. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1007/s00426-020-01364-7) contains supplementary material, which is available to authorized users

Developing inclusive pedagogies in HE through an understanding of the learner-consumer : promiscuity, hybridisation, and innovation

Abstract: This article contributes to debates about how to respond to the changing profile of Higher Education (HE) students, and the marketisation of HE, by challenging prevailing views about student engagement, in order to develop learner-centric and inclusive pedagogies which are relevant to the twenty-first century. The concepts of ‘participatory culture’ and ‘co-creativity’ are often associated with the digital world in which the current generation of students have grown up. But it is a mistake to assume that some learning styles are inherently more participatory than others: participation is not an effect of the medium or form, (analog vs digital), or the space (actual vs virtual), or the mode of interaction a (face-to-face vs networked) through which the learner participates – it is an effect of the practices involved. Students engage with a complex network of both digital and analog texts and spaces, and it is this postdigital hybrid setting within which student engagement takes place. Marketisation provides an opportunity to actively demonstrate our commitments to student-centredness and inclusive practice, by transcending the binary opposition between ‘Student as Partner’ and ‘Student as Consumer’ and recognizing that students are learner-consumers, and allowing students’ diversity to drive innovation, rather than continuing to disempower students by bolstering practices which privilege some learning styles above others, informed by the assumption that innovation is technology-led

Evaluating the Pedagogical Effectiveness of Study Preregistration in the Undergraduate Dissertation

Research shows that questionable research practices (QRPs) are present in undergraduate final-year dissertation projects. One entry-level Open Science practice proposed to mitigate QRPs is “study preregistration,” through which researchers outline their research questions, design, method, and analysis plans before data collection and/or analysis. In this study, we aimed to empirically test the effectiveness of preregistration as a pedagogic tool in undergraduate dissertations using a quasi-experimental design. A total of 89 UK psychology students were recruited, including students who preregistered their empirical quantitative dissertation ( n = 52; experimental group) and students who did not ( n = 37; control group). Attitudes toward statistics, acceptance of QRPs, and perceived understanding of Open Science were measured both before and after dissertation completion. Exploratory measures included capability, opportunity, and motivation to engage with preregistration, measured at Time 1 only. This study was conducted as a Registered Report; Stage 1 protocol: https://osf.io/9hjbw (date of in-principle acceptance: September 21, 2021). Study preregistration did not significantly affect attitudes toward statistics or acceptance of QRPs. However, students who preregistered reported greater perceived understanding of Open Science concepts from Time 1 to Time 2 compared with students who did not preregister. Exploratory analyses indicated that students who preregistered reported significantly greater capability, opportunity, and motivation to preregister. Qualitative responses revealed that preregistration was perceived to improve clarity and organization of the dissertation, prevent QRPs, and promote rigor. Disadvantages and barriers included time, perceived rigidity, and need for training. These results contribute to discussions surrounding embedding Open Science principles into research training

Evaluating the pedagogical effectiveness of study preregistration in the undergraduate dissertation

Research shows that questionable research practices (QRPs) are present in undergraduate final-year dissertation projects. One entry-level Open Science practice proposed to mitigate QRPs is “study preregistration,” through which researchers outline their research questions, design, method, and analysis plans before data collection and/or analysis. In this study, we aimed to empirically test the effectiveness of preregistration as a pedagogic tool in undergraduate dissertations using a quasi-experimental design. A total of 89 UK psychology students were recruited, including students who preregistered their empirical quantitative dissertation (n = 52; experimental group) and students who did not (n = 37; control group). Attitudes toward statistics, acceptance of QRPs, and perceived understanding of Open Science were measured both before and after dissertation completion. Exploratory measures included capability, opportunity, and motivation to engage with preregistration, measured at Time 1 only. This study was conducted as a Registered Report; Stage 1 protocol: https://osf.io/9hjbw (date of in-principle acceptance: September 21, 2021). Study preregistration did not significantly affect attitudes toward statistics or acceptance of QRPs. However, students who preregistered reported greater perceived understanding of Open Science concepts from Time 1 to Time 2 compared with students who did not preregister. Exploratory analyses indicated that students who preregistered reported significantly greater capability, opportunity, and motivation to preregister. Qualitative responses revealed that preregistration was perceived to improve clarity and organization of the dissertation, prevent QRPs, and promote rigor. Disadvantages and barriers included time, perceived rigidity, and need for training. These results contribute to discussions surrounding embedding Open Science principles into research training