Learning from multiple representations (MRs) is not an easy task for most -people, despite how easy it is for experts. Different combinations of representations (e. g., text + photograph, graph + formula, map + diagram) pose different challenges for learners, but across the literature researchers find these to be challenging learning tasks. Each representation typically includes some unique information, as well as some information shared with the other representation(s). Finding one piece of information is only somewhat challenging, but linking information across representations and especially making inferences are very challenging and important parts of using multiple representations for learning. Coordination of multiple representations skills are rarely taught in classrooms, despite the fact that learners are frequently tested on them. Learning from MRs depends on the specific learning tasks posed, learner characteristics, the specifics of which representation(s) are used, and the design of each representation. These various factors act separately and in combination (which can be compensatory, additive, or interactive). Learning tasks can be differentially effective depending on learner characteristics, especially prior knowledge, self-regulation, and age/grade. Learning tasks should be designed keeping this differential effectiveness in mind, and researchers should test for such interactions.

Prior research undertaken for the purpose of identifying deceptive language has focused on deception as it is used for nefarious ends, such as purposeful lying. However, despite the intent to mislead, not all examples of deception are carried out for malevolent ends. In this study, we describe the linguistic features of humorous deception. Specifically, we analyzed the linguistic features of 753 news stories, 1/3 of which were truthful and 2/3 of which we categorized as examples of humorous deception. The news stories we analyzed occurred naturally as part of a segment named Bluff the Listener on the popular American radio quiz show Wait, Wait… Don’t Tell Me!. Using a combination of supervised learning and predictive modeling, we identified 11 linguistic features accounting for approximately 18% of the variance between humorous deception and truthful news stories. These linguistic features suggested the deceptive news stories were more confident and descriptive but also less cohesive when compared to the truthful new stories. We suggest these findings reflect the dual communicative goal of this unique type of discourse to simultaneously deceive and be humorous. © 2020 Stephen Skalicky, Nicholas Duran, and Scott A. Crossley This is an open-access article distributed under the terms of a Creative Commons Attribution License (http:==creativecommons:org=licenses=by=3:0=).

Asked to quantify the changes in area of growing rectangles, these students reasoned about multiplicative relationships in interesting new ways.

Number line estimation (NLE) performance is usually believed to depend on the magnitudes of presented numerals, rather than on the particular digits instantiating those magnitudes. Recent research, however, shows that NLE placements differ considerably for target numerals with nearly identical magnitudes, but instantiated with different leftmost digits. Here we investigate whether this left digit effect may be due, in part, to the ordering of digits in number words. In English, the leftmost digit of an Arabic numeral is spoken first (“forty-one”), but Dutch number words are characterized by the inversion property: the rightmost digit of a two-digit number word is spoken first (“eenenveertig” – one and forty in Dutch). Participants (N = 40 Dutch-English bilinguals and N = 20 English-speaking monolinguals) completed a standard 0-100 NLE task. Target numerals were read aloud by an experimenter in either English or Dutch. Preregistered analyses revealed a strong left digit effect in monolingual English speakers’ estimates: e.g., 41 was placed more than two units to the right of 39. No left digit effect was observed among Dutch-English bilingual participants tested in either language. These findings are consistent with the idea that the order in which digits are spoken might influence multi-digit number processing, and suggests linguistic influences on numerical estimation performance. © 2020, PsychOpen. All rights reserved.

Many studies have demonstrated that illustrating expository science texts with images that are interesting, but irrelevant for understanding the causal relations underlying scientific phenomena, can cause seduction effects, which can reduce understanding from text. The term seduction effects refers to the influence that images are thought to have on readers, seducing them away from deeply processing important information. The present study explores whether images relevant for instructional goals may also show some seduction effects. In this study, the presence of photographic images negatively impacted understanding compared with the presence of relevant animations or instructing students to sketch a drawing during reading. However, the results showed that both photographic images and relevant animations could lead to illusions of understanding, whereas sketching did not. The results suggest that even images that are relevant for instructional goals may sometimes result in seduction effects that deceive readers when judging their own understanding.

y Conference publications in computer science (CS) have attracted scholarly attention due to their unique status as a main research outlet, unlike other science fields where journals are dominantly used for communicating research findings. One frequent research question has been how different conference and journal publications are, considering an article as a unit of analysis. This study takes an author-based approach to analyze the publishing patterns of 517,763 scholars who have ever published both in CS conferences and journals for the last 57 years, as recorded in DBLP. The analysis shows that the majority of CS scholars tend to make their scholarly debut, publish more articles, and collaborate with more coauthors in conferences than in journals. Importantly, conference articles seem to serve as a distinct channel of scholarly communication, not a mere preceding step to journal publications: coauthors and title words of authors across conferences and journals tend not to overlap much. This study corroborates findings of previous studies on this topic from a distinctive perspective and suggests that conference authorship in CS calls for more special attention from scholars and administrators outside CS who have focused on journal publications to mine authorship data and evaluate scholarly performance.

Several studies have found that collaboration networks are scale-free, proposing that such networks can be modeled by specific network evolution mechanisms like preferential attachment. This study argues that collaboration networks can look more or less scale-free depending on the methods for resolving author name ambiguity in bibliographic data. Analyzing networks constructed from multiple datasets containing 3.4 M similar to 9.6 M publication records, this study shows that collaboration networks in which author names are disambiguated by the commonly used heuristic, i.e., forename-initial-based name matching, tend to produce degree distributions better fitted to power-law slopes with the typical scaling parameter (2 < alpha < 3) than networks disambiguated by more accurate algorithm-based methods. Such tendency is observed across collaboration networks generated under various conditions such as cumulative years, 5- and 1-year sliding windows, and random sampling, and through simulation, found to arise due mainly to artefactual entities created by inaccurate disambiguation. This cautionary study calls for special attention from scholars analyzing network data in which entities such as people, organization, and gene can be merged or split by improper disambiguation.

We evaluate the cost-effectiveness of two early childhood interventions that use instructional coaching and parent coaching as levers for improvement. The study design allows us to compare the individual effects of each intervention as well as their combined effect on student outcomes. We find that teachers receiving instructional coaching improve their use of evidence-based instructional practices, while families receiving parent coaching show increases in numerous responsive parenting behaviors associated with positive child outcomes. Both interventions demonstrate positive impacts on students, but only parent coaching shows statistically significant effects across a range of student outcomes. Instructional coaching alone is substantially less costly and may therefore be the most cost-effective of the three treatment conditions; however, small sample sizes limit our ability to reach definitive conclusions. Policy simulations suggest that implementing these interventions could raise the overall cost-effectiveness of Head Start by at least 16 percent. © 2019 by the Association for Public Policy Analysis and Management