Family Bonding with Universities     

Jonathan Meer  Harvey S. Rosen 《Research in higher education》2010,51(7):641-658

One justification offered for legacy admissions policies at universities is that that they bind entire families to the university. Proponents maintain that these policies have a number of benefits, including increased donations from members of these families. We use a rich set of data from an anonymous selective research institution to investigate which types of family members have the most important effect upon donative behavior. We find that the effects of attendance by members of the younger generation (children, children-in-law, nieces and nephews) are greater than the effects of attendance by the older generations (parents, parents-in-law, aunts and uncles). Previous research has indicated that, in a variety of contexts, men and women differ in their altruistic behavior. However, we find that there are no statistically discernible differences between men and women in the way their donations depends on the alumni status of various types of relatives. Neither does the gender of the various types of relatives who attended the university seem to matter. Thus, for example, the impact of having a son attend the university is no different from the effect of a daughter.  相似文献   

The impact of athletic performance on alumni giving: An analysis of microdata     

Jonathan Meer  Harvey S. Rosen 《Economics of Education Review》2009

An ongoing controversy in the literature on the economics of higher education centers on whether the success of a school’s athletic program affects alumni donations. This paper uses a unique data set to investigate this issue. The data contain detailed information about donations made by alumni of a selective research university as well as a variety of their economic and demographic characteristics. One important question is how to characterize the success of an athletic program. We focus not only on the performance of the most visible teams, football and basketball, but also on the success of the team on which he or she played as an undergraduate.  相似文献   

WORK AND EDUCATION: NEW FRONTIERS,NEW APPROACHES     

Sumner M. Rosen 《Review of Education, Pedagogy & Cultural Studies》2013,35(1):11-20

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Using a false biofeedback methodology to explore relationships between learners’ affect,metacognition, and performance     

Amber Chauncey Strain  Roger Azevedo  Sidney K. D’Mello 《Contemporary educational psychology》2013

We used a false-biofeedback methodology to manipulate physiological arousal in order to induce affective states that would influence learners’ metacognitive judgments and learning performance. False-biofeedback is a method used to induce physiological arousal (and resultant affective states) by presenting learners with audio stimuli of false heart beats. Learners were presented with accelerated, baseline, or no heart beat (control) while they completed a challenging learning task. We tested four hypotheses about the effect of false-biofeedback. The alarm vs. alert hypothesis predicted that false biofeedback would be appraised as either a signal of distress and would impair learning (alarm), or as a signal of engagement and would facilitate learning (alert). The differential biofeedback hypothesis predicted that the alarm and alert effects would be dependent on the type of biofeedback (accelerated vs. baseline). The question depth hypothesis predicted that these effects would be more pronounced for challenging inference questions. Lastly, the self vs. recording hypothesis predicted that effects would only occur if participants believed that false biofeedback was indicative of their own physiological arousal. In general, learners experienced more positive/activating affective states, made more confident metacognitive judgments, and achieved higher learning when they received accelerated or baseline biofeedback while answering a challenging inference question, irrespective of the perceived source of the biofeedback. Thus, our findings supported the alert and question depth hypotheses, but not the differential biofeedback or self vs. recording hypotheses. Implications of the findings for the integration of affective processes into models of cognitive and metacognitive processes during learning are discussed.  相似文献   

Music and the Music Business     

Sidney Shemel  M. William Krasilovsky  Marianne Lindvall  Caroline Coon  Mark C. Gridley  Raoul Abdul 《Communication Booknotes Quarterly》2013,44(8):124-126

Sidney Shemel and M. William Krasilovsky's This Business of Music (New York: Billboard Publications, 1977— $16.95)

Marianne Lindvall's ABBA: The Ultimate Pop Group (New York: A&W Publishers, 1977—$6.95, paper)

Caroline Coon's 1988: The New Wave Punk Rock Explosion (New York: Hawthorn Books, 1978—$4.95, paper)

Mark C. Gridley's Jazz Styles (Englewood Cliffs, N.J.: Prentice-Hall, 1978—price not given, paper)

Raoul Abdul's Blacks in Classical Music (New York: Dodd, Mead, 1977—$8.95)

David Horn's The Literature of American Music in Books and Folk Music Collections: A Fully Annotated Bibliography (Metuchen, N.J.: Scarecrow Press, 1977—$20.00)

Arthur Jacobs' British Music Yearbook: 1977-78 (New York and London: Bowker, 1977— $27.50)

The Book of Music (London: Macdonald Educational Ltd., 1977—E8.50 or about $17.00)  相似文献   

Accurate Information and Reliable Statistics: Utilizing Microsoft SharePoint to Resolve Data Collection in an Academic Library     

Sidney Eng  Derek Stadler 《图书馆管理杂志》2013,53(5):368-381

ABSTRACT

The Borough of Manhattan Community College Library is using Microsoft SharePoint as an all-encompassing intranet to streamline library operations, maintain quality, and enhance decision-making by organizing, sharing, and managing information. Digitization of collection data was deemed necessary to increase data speed and accuracy, and improve harmony between library departments. The new collection management plan is a good fit because it uses SharePoint's workflow capacity to insure an easy transition from paper-based methods and prevents fear of disruption and non-compliance.  相似文献   

Professor Kagan responds     

Sidney A. Ellis 《Academic Questions》1995,8(4):11-12

Letters

Professor Kagan responds  相似文献   

Motor imagery and cortico-spinal excitability: A review     

Sidney Grosprêtre  Célia Ruffino  Florent Lebon 《European Journal of Sport Science》2016,16(3):317-324

Motor imagery (MI) has received a lot of interest during the last decades as its chronic or acute use has demonstrated several effects on improving sport performances or skills. The development of neuroimagery techniques also helped further our understanding of the neural correlates underlying MI. While some authors showed that MI, motor execution and action observation activated similar motor cortical regions, transcranial magnetic stimulation (TMS) studies brought great insights on the role of the primary motor cortex and on the activation of the cortico-spinal pathway during MI. After defining MI and describing the TMS technique, a short report of MI activities only at cortical level is provided. Then, a main focus on the specificities of cortico-spinal modulations during MI, investigated by TMS, is provided. Finally, a brief overview of sub-cortical mechanisms gives importance to the activation of peripheral neural structures during MI.  相似文献   

Recall of Key Words as a Function of Bloom's Cognitive Level     

Gaye Rosen  Robert Solman 《教育心理学》1984,4(2):125-138

Two experiments were designed to pursue the levels of processing analysis of Bloom's taxonomy of the cognitive domain proposed by Kunen, Cohen & Solman (1981). In the first experiment four groups of students processed 20 principles at the levels of knowledge, application, synthesis and evaluation respectively. The times required by students in the first two of these groups were significantly shorter than the times required by the last two groups, but in conrast to the Kunen et al. study, no mathematical problems were included to correct for these differences. The percentages of correctly recalled principle names showed the same pattern of differences as previously obtained by Kunen et al. for their Australian sample and it was concluded that the interpolated problems used by these authors had not interfered with performance. However, since the levels of performance did not differ for application and synthesis (although they were superior to the levels obtained for knowledge and evaluation), the results did not unambiguously indicate that synthesis should occupy the pinnacle of the hierarchy. It was suggested, therefore, that a precise ordering of the taxonomic levels required further investigation including all six categories. Also, observation of the questions used for the knowledge category, suggested that the recall scores obtained at this level were an underestimate of incidental memory, and, as a consequence, these questions were revised for use in Experiment 2. The results of Experiment 2 showed that the revised knowledge questions improved recall and the actual level of performance did not differ significantly from the levels obtained for comprehension, synthesis and evaluation. The percentage of recalled words obtained in the synthesis category was, however, observably superior to all other levels and this was consistent with the similar Kunen et al. finding. However, since the results of both of the present experiments failed to support a hierarchical arrangement of the taxonomic levels, it was suggested that the Kunen et al. results should be interpreted with caution.

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Overregularization in language acquisition.     

G F Marcus  S Pinker  M Ullman  M Hollander  T J Rosen  F Xu 《Monographs of the Society for Research in Child Development》1992,57(4):1-182

Children extend regular grammatical patterns to irregular words, resulting in overregularizations like comed, often after a period of correct performance ("U-shaped development"). The errors seem paradigmatic of rule use, hence bear on central issues in the psychology of rules: how creative rule application interacts with memorized exceptions in development, how overgeneral rules are unlearned in the absence of parental feedback, and whether cognitive processes involve explicit rules or parallel distributed processing (connectionist) networks. We remedy the lack of quantitative data on overregularization by analyzing 11,521 irregular past tense utterances in the spontaneous speech of 83 children. Our findings are as follows. (1) Overregularization errors are relatively rare (median 2.5% of irregular past tense forms), suggesting that there is no qualitative defect in children's grammars that must be unlearned. (2) Overregularization occurs at a roughly constant low rate from the 2s into the school-age years, affecting most irregular verbs. (3) Although overregularization errors never predominate, one aspect of their purported U-shaped development was confirmed quantitatively: an extended period of correct performance precedes the first error. (4) Overregularization does not correlate with increases in the number or proportion of regular verbs in parental speech, children's speech, or children's vocabularies. Thus, the traditional account in which memory operates before rules cannot be replaced by a connectionist alternative in which a single network displays rotelike or rulelike behavior in response to changes in input statistics. (5) Overregularizations first appear when children begin to mark regular verbs for tense reliably (i.e., when they stop saying Yesterday I walk). (6) The more often a parent uses an irregular form, the less often the child overregularizes it. (7) Verbs are protected from overregularization by similar-sounding irregulars, but they are not attracted to overregularization by similar-sounding regulars, suggesting that irregular patterns are stored in an associative memory with connectionist properties, but that regulars are not. We propose a simple explanation. Children, like adults, mark tense using memory (for irregulars) and an affixation rule that can generate a regular past tense form for any verb. Retrieval of an irregular blocks the rule, but children's memory traces are not strong enough to guarantee perfect retrieval. When retrieval fails, the rule is applied, and overregularization results.  相似文献