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Ernest Eugster Robin Day Glenn Graham Mytton Sayed A. Rahim Dan J. Wedemeyer L.S. Harms 《Communication Booknotes Quarterly》2013,44(3-4):33-36
TELEVISION PROGRAMMING ACROSS NATIONAL BOUNDARIES: THE EBU AND OIRT EXPERIENCE by Ernest Eugster (Dedham, Mass.: Artech House, 1983---$50.00) CULTURES IN COLLISION: THE INTERACTION OF CANADIAN AND U.S. TELEVISION BROADCAST POLICIES (New York: Praeger, 1984---price not given) INTERNATIONAL COMPETITIVENESS IN ELECTRONICS (Washington, D.C.: Government Printing Office, 1983---price not given, paper) FINANCING OF UNITED STATES EXPORTS OF TELECOMMUNICATIONS EQUIPMENT by Robin Day Glenn (International Law Institute, 1920 N St., N.W., Suite 430, Washington, DC 20036---price not given, paper) UNISPACE '82: A CONTEXT FOR INTERNATIONAL COOPERATION AND COMPETITION (Washington, D.C.: Government Printing Office, 1983---price not given, paper) MASS COMMUNICATION IN AFRICA by Graham Mytton (London: Edward Arnold, 1983---price not given, paper) TELECOMMUNICATIONS FOR DEVELOPMENT (Geneva: International Telecommunications Union, 1983---price not given, paper) TELECOM PACIFIC edited by Sayed A. Rahim and Dan J. Wedemeyer (Honolulu: University of Hawaii Press, 1983---$25.00, paper) PTC '84 PROCEEDINGS edited by Dan J. Wedemeyer and L.S. Harms (Honolulu: University of Hawaii Press, 1984---price not given, paper) Two recent papers from Unesco (available from Unipub, 345 Park Ave. South, New York, NY 10010) INTERGOVERNMENTAL COUNCIL OF THE INTERNATIONAL PROGRAMME FOR THE DEVELOPMENT OF COMMUNICATION (Fourth Session, September 1983, Final Report, about 50 pages---price not given) 相似文献
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Ernest S. Park Timothy R. Levine Chad M. Harms Merissa H. Ferrara 《Communication Research Reports》2013,30(2):99-106
Previous research examining the accuracy of deception detection judgments by individuals has concluded that the ability to detect deception is only slightly better than chance. Research has also found that individuals tend to be over‐confident, truth‐biased, and reliant on nonverbal behavior when making veracity judgments. This study (N = 129) tested if differences in deception detection accuracy, truth‐bias, judgmental confidences, and self‐reported cue reliance exist between individual judges and groups of individuals working in collaboration. No significant differences between groups and individuals emerged for accuracy, truth‐bias, or self‐reported cue reliance. Individuals within groups, however, were significantly more confident in their decisions than individuals working alone. 相似文献
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The success of online communities depends heavily on the providers' abilities to motivate potential users to adopt the service and to actively participate. Because research in this field of media economics is rare, especially with regard to newly established communities, this study analyzes what drives community adoption and how direct and indirect financial incentives influence user participation. Extending Ajzen's (1991) Theory of Planned Behavior, this article shows, in 2 empirical studies, that network size significantly affects adoption in newly established communities. The results of the first study indicate a strong effect of indirect financial incentives (saving money) on the intention to adopt. The second study indicates that direct financial incentives (earning money) may well help increase the network's size without altering user motivation through crowding-out effects. It is interesting to note that the presence of direct financial incentives attracts new users, but it does not increase usage. 相似文献
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This study evaluates the validity of a similarity judgments test (SJT) for assessing conceptual knowledge. 89 high school seniors judged the semantic similarity of a set of concepts. The resulting scores are calculated using a correlational approach as well as the MDS and Pathfinder approaches, respectively. The validity of the SJT is estimated by comparing (a) the scores with the test scores resulting from a multiple-choice test, (b) the scores resulting from pre- and post-instruction, and (c) the scores of students with high vs. low expertise. Our results support the validity of the SJT and show that both the correlational and the Pathfinder approach outclass the MDS approach. Recommendations to evaluate the SJT are provided. 相似文献
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The study examined the effects of two different instructional interventions as support for scientific discovery learning using computer simulations. In two well-known categories of difficulty, data interpretation and self-regulation, instructional interventions for learning with computer simulations on the topic “ecosystem water” were developed and tested using a sample of 124 eighth graders in science classes. The results demonstrate the effectiveness of instructional support for domain-specific factual, conceptual, and procedural knowledge acquisition. Students who received either only instructional support for data interpretation or only for self-regulation achieved the highest learning outcomes. However, a combination of instructional support for data interpretation and self-regulation seemed detrimental for knowledge acquisition. Students who received instructional interventions for both data interpretation and self-regulation also showed the highest values of perceived cognitive load. High cognitive load could be a reason for why a combination of particular instructional interventions does not lead to the expected positive learning outcomes. 相似文献
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Modern evolutionary theory is both a central theory and an integrative framework of the life sciences. This is reflected in the common references to evolution in modern science education curricula and contexts. In fact, evolution is a core idea that is supposed to support biology learning by facilitating the organization of relevant knowledge. In addition, evolution can function as a pivotal link between concepts and highlight similarities in the complexity of biological concepts. However, empirical studies in many countries have for decades identified deficiencies in students’ scientific understanding of evolution mainly focusing on natural selection. Clearly, there are major obstacles to learning natural selection, and we argue that to overcome them, it is essential to address explicitly the general abstract concepts that underlie the biological processes, e.g., randomness or probability. Hence, we propose a two-dimensional framework for analyzing and structuring teaching of natural selection. The first—purely biological—dimension embraces the three main principles variation, heredity, and selection structured in nine key concepts that form the core idea of natural selection. The second dimension encompasses four so-called thresholds, i.e., general abstract and/or non-perceptual concepts: randomness, probability, spatial scales, and temporal scales. We claim that both of these dimensions must be continuously considered, in tandem, when teaching evolution in order to allow development of a meaningful understanding of the process. Further, we suggest that making the thresholds tangible with the aid of appropriate kinds of visualizations will facilitate grasping of the threshold concepts, and thus, help learners to overcome the difficulties in understanding the central theory of life. 相似文献
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