Why Media Matter     

Craig Locatis 《Performance Improvement Quarterly》2007,20(1):9-22

Whether media affect learning has been debated for decades. The discussion of media's effectiveness has raised questions about the usefulness of comparison studies, not only in assessing applications of technology but in other areas as well. Arguments that media do not affect learning are re‐examined and issues concerning media effects on expert performance are examined. Studies of mediated expert performance in telemedicine are used to show media affect performance and suggest media contribute to learning. Media present information crucial to performing certain tasks and the use of identical or similar media in learning these tasks should have positive effects on transfer. The usefulness of media comparison studies in telemedicine is discussed and it is argued that such studies are valuable for practical decision making regarding the deployment and application of technology in training and the workplace.  相似文献   

Surface patterning of bonded microfluidic channels   总被引：1，自引：0，他引：1  

Priest C 《Biomicrofluidics》2010,4(3):32206

Microfluidic channels in which multiple chemical and biological processes can be integrated into a single chip have provided a suitable platform for high throughput screening, chemical synthesis, detection, and alike. These microchips generally exhibit a homogeneous surface chemistry, which limits their functionality. Localized surface modification of microchannels can be challenging due to the nonplanar geometries involved. However, chip bonding remains the main hurdle, with many methods involving thermal or plasma treatment that, in most cases, neutralizes the desired chemical functionality. Postbonding modification of microchannels is subject to many limitations, some of which have been recently overcome. Novel techniques include solution-based modification using laminar or capillary flow, while conventional techniques such as photolithography remain popular. Nonetheless, new methods, including localized microplasma treatment, are emerging as effective postbonding alternatives. This Review focuses on postbonding methods for surface patterning of microchannels.  相似文献   

The Use of Epidemiological Methodology as a Means of Influencing Public Policy   总被引：1，自引：0，他引：1  

Keith G. Scott  Craig A. Mason  & Derek A. Chapman 《Child development》1999,70(5):1263-1272

To best influence policymakers, researchers need to provide information and measures of effects that reflect the nature of policy decisions. Specifically, policymakers are often interested in factors associated with changes in the number of cases or rate of disorders in a community. Regression/analysis of variance (ANOVA) models, which focus on the prediction of means, slopes, and variances, do not directly address such questions. In contrast, epidemiological statistics, which focus on differences in proportions of cases, do provide such information. Three epidemiological measures of effect (the risk-ratio, the odds-ratio, and the population attributable fraction) are reviewed; their value as tools for informing public policy is discussed; and examples are provided illustrating their use. Researchers are encouraged to consider adopting an epidemiological perspective as part of their work.  相似文献   

Reviews     

John Hedley Brooke  Terry Dartnall  Celia Roberts  Sally Newcomb  Rafe Champion  Andrew Milne  Martin Kelly  Wendy Varney  Orin Thomas  Craig R. Stillwell  Leonard G. Wilson  Peter Anstey  Jay L. Garfield  Mark Colyvan  Mark Cortiula  John Merson  Nicolas Rasmussen  Nickolas Vakas  John Forge  Sunny Y. Auyang  Clair Scrine  Katharina Rowold 《Metascience》1999,8(3):444-514

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A Step Beyond Univision Evaluations Using a Systems Model of Performance Improvement     

Catherine M. Sleezer  Jiping Zhang  Deane B. Gradous  Craig Maile 《Performance Improvement Quarterly》1999,12(3):119-131

The article examines three views of performance improvement-scientific management, instructional design, and systems thinking, Each provides a unique view of performance improvement and specific roles for evaluation. Envisioning performance improvement from a single view may be insufficient for evaluating the performance improvement situations found in today's dynamic organisations. The articie provides an integrated definition of performance and a synthesis, model, the Systems Model of Performance.  相似文献   

The cognitive levels test: Its relationship with reading and mathematics achievement     

Ronald C. Eaves  Craig Darch  Lester Mann  R. Hubert Vance 《Psychology in the schools》1990,27(1):22-28

Any instrument designed to measure broad cognitive ability is expected to correlate substantially with valid measures of academic achievement. This report describes an investigation designed to evaluate the relationship between the Cognitive Levels Test, a newly available instrument, and two tests of academic achievement that have been widely used for nearly two decades: the Woodcock Reading Mastery Tests and the KeyMath Diagnostic Arithmetic Test. The study included children in grades K-2 who were enrolled in a remedial summer school program. The results showed the Cognitive Levels Test (Cognitive Index) to be rather highly correlated with the KeyMath Diagnostic Arithmetic Test Total score (r=.72) and moderately correlated with the Woodcock Reading Mastery Tests Total Reading score (r=.55). A repeated measures analysis of variance comparing standard scores for the Cognitive Levels Test with those of the Woodcock Reading Mastery Tests indicated few mean differences between the two sets of scores. Implications concerning the validity of the Cognitive Levels Test were discussed.  相似文献   

Development of expertise in elite and sub-elite British rugby league players: A comparison of practice experiences     

Martyn Rothwell  Joseph A. Stone  Keith Davids  Craig Wright 《European Journal of Sport Science》2017,17(10):1252-1260

Previous studies have investigated how individuals reach an expert level by counting the number of hours engaged in specific practice types. Here we sought to understand and compare the microstructure (e.g. practice tasks undertaken) of these practice hours experienced by elite and sub-elite British rugby league players. Semi-structured interviews explored the practice experiences of eight international and eight domestic level players. A two-staged thematic analysis was used to interpret the data. The analysis revealed that both player groups experienced a rich and narrow landscape of affordances and were exposed to early diversification of sports experiences during childhood. Differences were identified in domestic level players’ experiences of amateur and professional sports, where episodes of negative developmental environments were reported. International players’ practice experiences revealed differences in their professional careers, where exposure to scenario-based practice and dynamic learning environments were reported. The findings suggest that insights from ecological dynamics provide a suitable theoretical framework to guide coaches in the design of practice environments that should consider the physical, psychological, emotional and social dimensions of expertise acquisition.  相似文献   

Variety is the key to learning experiences     

Craig A. Polak 《Performance Improvement》1990,29(4):30-31

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The concurrent validity of the peabody individual achievement test and woodcock reading mastery tests among students with mild learning problems     

Ronald C. Eaves  Craig Darch  Maureen Haynes 《Psychology in the schools》1989,26(3):261-266

Previous research has revealed moderate to high validity coefficients between the Peabody Individual Achievement Test and the Woodcock Reading Mastery Tests. However, the same research has indicated rather consistently that the latter instrument provides significantly lower means than do several screening tests currently being used in the field. This investigation replicated and extended previous research by comparing the two instruments across three grade clusters in order to determine whether the lower Woodcock scores are equally robust for each level. As in prior research, validity coefficients were moderate to high in magnitude. However, the differences between the means of two instruments were found to decrease in size from earlier to later grades. That is, seven of the eight significantly different means were found to occur in grades 1 through 4. Only one significant difference was found for grades 5 through 8. Discussion sought to explain the results in terms of the representativeness of the Woodcock norms and the novel method that Woodcock used to estimate sample means and standard deviations.  相似文献   

Information Retrieval Systems and Learning     

Craig Locatis 《Performance Improvement Quarterly》1989,2(3):4-15

In the past, systems of instruction and retrieval have delivered different information, have served different functions, and have varied in content coverage, control, interaction, and amount of monitoring and guidance provided. However, technological trends that increase the amount and kind of information available on-line and that increase the speed and ease with which it can be searched are eroding these differences. It is now possible to put more primary information online in more varied forms and to make it more easily accessible to those who lack knowledge of computers or retrieval systems. Consequently, retrieval systems are becoming an alternative to instruction as a way to learn. In certain circumstances, letting people learn from information retrieval systems might be preferable to more formal approaches to instruction. Cognitive psychology provides clues about when to use retrieval systems to teach and train. Using retrieval systems or instructional systems is not an all-or-nothing decision. New instructional designs like hypermedia and “parallel systems” are appearing that integrate formal instruction and information retrieval.  相似文献