- Sep 2020
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scolaire.loupbrun.ca scolaire.loupbrun.ca
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In the computer science sense, interpretation refers to a kind of translation that seeks out one- to- one cor-respondences.
l'interprétation vernaculaire de la machine est stricte, contrairement à l’herméneutique pratiquée en sciences humaines
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Anderson-Carpenter, K. D., & Neal, Z. (2020). Racial disparities in COVID-19 impacts in Michigan, USA [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/v2jda
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www.pnas.org www.pnas.org
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Betsch, C., Korn, L., Sprengholz, P., Felgendreff, L., Eitze, S., Schmid, P., & Böhm, R. (2020). Social and behavioral consequences of mask policies during the COVID-19 pandemic. Proceedings of the National Academy of Sciences, 117(36), 21851–21853. https://doi.org/10.1073/pnas.2011674117
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osf.io osf.io
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Anderson, D., Hesketh, R., Kleinman, M., & Portes, J. (2020). Global City in a Global Pandemic: Assessing the Ongoing Impact of COVID Induced Trends on London’s Economic Sectors [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/7m286
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psyarxiv.com psyarxiv.com
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Daly, M., & Robinson, E. (2020). Psychological distress and adaptation to the COVID-19 crisis in the United States [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/79f5v
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osf.io osf.io
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van de Werfhorst, H. G., Kessenich, E., & Geven, S. (2020). The Digital Divide in Online Education. Inequality in Digital Preparedness of Students and Schools before the Start of the COVID-19 Pandemic [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/58d6p
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psyarxiv.com psyarxiv.com
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Franceschini, C., Musetti, A., Zenesini, C., Palagini, L., Pelosi, A., Quattropani, M. C., Lenzo, V., Freda, M. F., Lemmo, D., Vegni, E., Borghi, L., Saita, E., Cattivelli, R., De Gennaro, L., Plazzi, G., Riemann, D., & Castelnuovo, G. (2020). Poor quality of sleep and its consequences on mental health during COVID-19 lockdown in Italy [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/ah6j3
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psyarxiv.com psyarxiv.com
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Rigoli, F. (2020). The link between coronavirus, anxiety, and religious beliefs in the United States and United Kingdom. https://doi.org/10.31234/osf.io/wykeq
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psyarxiv.com psyarxiv.com
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Tutnjević, S., & Lakić, S. (2020). Psychological impact of the COVID-19 pandemic on pregnant women in Bosnia and Herzegovina and Serbia [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/su3nv
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psyarxiv.com psyarxiv.com
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Levy, N. L., & Ross, R. M. (2020). The cognitive science of fake news [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/3nuzj
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psyarxiv.com psyarxiv.com
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Masuyama, A., Shinkawa, H., & kubo, takahiro. (2020). Development and validation of the Japanese version Fear of COVID-19 Scale among adolescents. [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/jkmut
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osf.io osf.io
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Gabriel, H. T. L., & Ho, C. M. C. (2020). Effects of the Coronavirus (COVID-19) Pandemic on Social Behaviours: From a Social Dilemma Perspective. https://doi.org/10.31235/osf.io/8duvx
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psyarxiv.com psyarxiv.com
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Greene, C., & Murphy, G. (2020). Can fake news really change behaviour? Evidence from a study of COVID-19 misinformation. https://doi.org/10.31234/osf.io/qfnm3
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psyarxiv.com psyarxiv.com
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Robertson, O. M., & Pownall, M. (2020). The Expertise Paradox: Opportunities and Challenges of a Public Psychology Framework [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/sfnb9
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- Aug 2020
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Tuncgenc, B., El Zein, M., Sulik, J., Newson, M., Zhao, Y., Dezecache, G., & Deroy, O. (2020). We distance most when we believe our social circle does [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/u74wc
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psyarxiv.com psyarxiv.com
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O’Keeffe, C., & McNally, S. (2020). Perspectives of early childhood teachers in Ireland on the role of play during the pandemic [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/q74e9
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- Jul 2020
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psyarxiv.com psyarxiv.com
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Vieira, J. B., Pierzchajlo, S., Jangard, S., Marsh, A., & Olsson, A. (2020). Acute defensive emotions predict increased everyday altruism during the COVID-19 pandemic. https://doi.org/10.31234/osf.io/n3t5c
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Hisler, G., & Twenge, J. (2020). Sleep health in U.S. adults before and during the COVID-19 pandemic [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/bzqhd
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psyarxiv.com psyarxiv.com
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van Mulukom, V., Muzzulini, B., Rutjens, B. T., Van Lissa, C. J., & Farias, M. (2020). Psychological Impact of COVID-19 lockdown_PREPRINT [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/fjxze
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www.nature.com www.nature.com
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Myers, Kyle R., Wei Yang Tham, Yian Yin, Nina Cohodes, Jerry G. Thursby, Marie C. Thursby, Peter Schiffer, Joseph T. Walsh, Karim R. Lakhani, and Dashun Wang. ‘Unequal Effects of the COVID-19 Pandemic on Scientists’. Nature Human Behaviour, 15 July 2020, 1–4. https://doi.org/10.1038/s41562-020-0921-y.
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osf.io osf.io
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Adjiwanou, V., Alam, N., Alkema, L., Asiki, G., Bawah, A., Béguy, D., Cetorelli, V., Dube, A., Feehan, D., Fisker, A. B., Gage, A., Garcia, J., Gerland, P., Guillot, M., Gupta, A., Haider, M. M., Helleringer, S., Jasseh, M., Kabudula, C., … You, D. (2020). Measuring excess mortality during the COVID-19 pandemic in low- and lower-middle income countries: The need for mobile phone surveys [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/4bu3q
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Luppi, F., Arpino, B., & Rosina, A. (2020). The impact of COVID-19 on fertility plans in Italy, Germany, France, Spain and UK [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/wr9jb
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- Apr 2020
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sites.google.com sites.google.com
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NODO COVID-19
Portal Nodo Covid-19
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airtable.com airtable.com
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Airtable con Etiquetas
unidad_COVID19
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- Mar 2020
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doi.org doi.org
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datastudio.google.com datastudio.google.com
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unidad_COVID2019 21 colección de datos de investigación.
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www.semanticscholar.org www.semanticscholar.org
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unidad_COVID2019 Investigaciones revisadas por pares de la fuente más confiable del mundo Página de acceso libre sin fines de lucro. Herramienta impulsada por la inteligencia artificial.
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www.cidrap.umn.edu www.cidrap.umn.eduCOVID-191
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www.education.gouv.fr www.education.gouv.fr
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Comment aborder la démarche expérimentale en sciences à distance?L’objectif de la continuité pédagogique est de maintenir les acquis déjà développés depuis le débutde l’année (consolidation, enrichissement...) et d’acquérir des compétences nouvelles lorsque les modalités d’apprentissage le permettent. Dans cette perspective, dans la mesure du possible, le professeur de sciences peut aborder la démarche expérimentale et proposer un ensemble de documents, interactifs ou non, qui permettent aux élèves de comprendre les situations choisies. En aucun cas, il n’est demandé à l’élève de mener des expériences seul chez lui et qui puissent présenter un quelconque danger. Le recours à des vidéos pédagogiques, montrant des expériences, sur lesquelles l’élève est ensuite interrogé, peut constituer un complément utile.
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stm-sciencemag-org.pbidi.unam.mx:2443 stm-sciencemag-org.pbidi.unam.mx:2443
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www-nature-com.pbidi.unam.mx:2443 www-nature-com.pbidi.unam.mx:2443
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watermark.silverchair.com watermark.silverchair.com
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www-ncbi-nlm-nih-gov.pbidi.unam.mx:2443 www-ncbi-nlm-nih-gov.pbidi.unam.mx:2443
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onlinelibrary-wiley-com.pbidi.unam.mx:2443 onlinelibrary-wiley-com.pbidi.unam.mx:2443
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www-ncbi-nlm-nih-gov.pbidi.unam.mx:2443 www-ncbi-nlm-nih-gov.pbidi.unam.mx:2443
- Nov 2019
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biblioteca.uoc.edu biblioteca.uoc.edu
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Units of analysis, then, are those things we examine in arder to create summary descriptions of ali such units and to explain differences among them
Definition of units of analysis
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Units of Analysis
Definition of units of analysis
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biblioteca.uoc.edu biblioteca.uoc.edu
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A given variable can sornetimes be measured at different levels. When in doubt, researchers should use the highest leve! of rneasurement ap-propriate to that variable so they can capture the greatest amount of information.
Variable
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The Importance of Variable Names
Variables
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Conceptions, Concepts, and Reality
Defining concepts
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www.scribbr.com www.scribbr.com
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Checklist: Theoretical Framework
Use this checklist with your theoretical framework.
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Concepts often have multiple definitions, so the theoretical framework involves clearly defining what you mean by each term
It's to know exactly what we mean using a specific concept.
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In your thesis or dissertation, the theoretical framework is where you define, discuss and evaluate theories relevant to your research problem.
It's a place for definitions, right?
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www.scribbr.com www.scribbr.com
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Sample theoretical framework
Sample theoretical framework
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- Oct 2019
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biblioteca.uoc.edu biblioteca.uoc.edu
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Conceptualization is the process of specifying observations and measurements that give concepts definite meaning for the purposes of a research study.
What is conceptualization? The way to give meaning to a concept for the ressearch.
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Concepts are constructs; they represent the agreed-on meanings we assign to terms
Concepts represent agreements
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Concepts are mental irnages we use as sumrnary devices for bringing together observations and experiences that seem to have something in corn-mon. We use terms or labels to reference these concepts
What is a concept? Mental images.
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Conceptualization, Operationalization, and Measurement
Conceptualization, Operationalization, and Measurement: an essencial part of this process involves transforming the relatively vague terms of ordinary language into precise objects of study with wel-defined and measurable meanings
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biblioteca.uoc.edu biblioteca.uoc.edu
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Research Design
Research design
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www.scribbr.com www.scribbr.com
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The theoretical framework: what and how?
The theoetical framework
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journals.sagepub.com journals.sagepub.com
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Liberal and Conservative Representations of the Good Society: A (Social) Structural Topic Modeling Approach
I chose this article, because it is timely, relevant, easy-to-follow (because it is intuitive), and innovative (using data sources, Twitter, and an innovative method, textual analysis). I hope you enjoy the reading. Please follow my annotations (comments + questions) and respond to the questions I pose. Try to answer them in your own words.
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biblioteca.uoc.edu biblioteca.uoc.edu
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It is generally agreed that literature surveys and descriptive compilations do not meet the contribution-to-knowledge re-quirement for the dissertation
What is not accepted.
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Positivist versus postpositivist.
My research is postpositivist
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Experimental versus descriptive.
My research is going to be descriptive.
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Quantitative versus qualitative.
My research is qualitative.
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NEW OR IMPROVED ANALYSIS Analysis may be based on existing evidence or include new data.
Maybe my research leads in this way, but I think is more the previous one.
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The evidence may be collected by an experiment, simulation, observations, questionnaire, interviews, or measurements.
Maybe my research goes in this way: new or improved evidence.
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The additive contribution of a dissertation may arise from 1. new or improved evidence; 2. new or improved methodology; 3. new or improved analysis; 4. new or improved concepts or theories.
Four kind of contributions
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The dissertation should be based on a significant question, problem, or hypothesis.
The power of a good question. That's why we need to learn how and what to ask.
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Different approaches to testing of important results. If a researcher has reported interesting results with one research technique and a given research population, a doctoral student may consider replicating the experiment, altering either the research technique or the research population.
Open science and reproductible science is key here.
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Writers of disserta-tions commonly describe further research that needs to be done.
Work on the results of others.
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If there is likely to be a continuing interest, either academically or otherwise on the topic, then a student can continué to maintin scholarly capability in the área and continué to be a significant authority on the subject.
This is like Bret Victor's Inventing on principle and the question is: what is your principle?
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A research project will typicaliy have more than one potential outcome. For example, a research experiment may fail to dis-prove the nuil hypothesis, it may disprove it, or it may be incon-clusive.
A database of unsuccessful cases is a good thing to have too.
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The exploratory investigation, definition of problem, and writing normally take about half of the total time.
I can use this to measure my time.
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If no theory base can be identified, the topic should be rejected
Theory is mandatory
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Observations lead to theory to classify, explain, and predict the observations.
Sounds like grounded theory, or at least the prediction is something very useful.
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Research needed and interesting
Why my research is needed and interesting?
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In reading dissertations, the student should begin to formúlate a general understanding of the structure and scope of a disserta-tion, and the meaning of contribution to knowledge as applied to doctoral dissertations.
Structure and scope.
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The Selection of a Dissertation Topic
The selection of a dissertation topic
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biblioteca.uoc.edu biblioteca.uoc.edu
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. To summarize: Your aim is to explain 1. what you are writing about —I am working on the topic of... 2. what you don't know about it—because / want tofind out... 3. why you want your reader to know and care about it—m order to help my reader understand better...
Short and sweet.
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add a second indirect question that explains why you asked your first question.
Here is the so what? in the sentence you are building.
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When you add that because I want tofind out how/why/whether clause, you state why you are pursuing your topic: to answer a question important to you.
Back to the beginning: a question important to you.
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because I want to find out who/what/when/where/whether/ why/how .
This is the flavour: the indirect question.
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start by naming your project:
Put a name to that baby.
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SO WHAT?
Miles Davis was right.
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If you are an experienced researcher, look for questions that other researchers ask but don't answer.
Remember: the idea is to make it interesting. It can lead you where nobody else knows.
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How does your topic fit into the context of a larger structure or function as part of a larger system?
Structure and composition.
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Ask about the History of Your Topic
History of the topic
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So the best way to begin working on your focused topic is not to find all the information you can on it, but to formúlate questions that direct you to just that information you need to answer them
What is my question to find information?
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If a writer asks no specific question worth asking, he can offer no specific answer worth supporting.
The power of the questions.
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Caution: Don't narrow your topic so much that you can't find information on it
Where to stop while you are narrowing.
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We narrowed those topics by adding words and phrases, but of a special kind: conflict, description, contribution, and developing. Those nouns are derived from verbs expressing actions or relation-ships: to conflict, to describe, to contribute, and to develop. Lacking such "action" words, your topic is a .static thing.
Be careful: you need words that describes actions.
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A topic is probably too broad if you can state it in four or five words
How to narrow a topic.
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Few experi-enced researchers trust Wikipedia, so under no circumstances cite it as a source of evidence (unless your topic is Wikipedia itself).
Lucky me! I can cite Wikipedia.
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Google your topic,
Or use DuckDuckGo if you care about your privacy.
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Once you have a list of topics, choose the one or two that inter-est you most and explore their research potential. Do this:
Choose one or two topics.
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Start by listing as many interests as you can that you'd like to explore.
Make a list
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But also ask yourself: What interests me about this tapie? What would interest others?
I should answer this questions.
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Some questions raise problems; others do not.
Question and problems are not the same.
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But other questions may intrigue only the researcher:
Write an interesting question is key.
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A subject is a broad área of knowledge (e.g., climate change), while a topic is a specific interest within that área (e.g., the effect of climate change on migratory birds).
The hierarchy is:
- Subject
- Topic
- Subject
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As you begin a research project, you will want to distinguish a topic from a sub-ject.
There is a difference between topic and subject.
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From Topics to Questions
Lectura de Research Design in Social Sciences (GH)
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- Mar 2019
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www.theatlantic.com www.theatlantic.com
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Perhaps, he realized, these viruses don’t actually need to unite their segments in the same host cell. “If theory was saying that this is impossible, maybe the viruses just don’t do it,” he says. “And once we had this stupid idea, testing it was very easy.”
This is different from the theory of evolution or the theory of electromagnetism. It's a smaller things, like an assumption. Evolution, also in biology, is a more encompassing set of ideas. So the theoretical framework has a hierarchy. Perhaps at the top is a Kuhnian paradigm or a Lakatosian research program.
Does this hierarchy different between sciences, though? Like, how hard is it to take a new assumption and grow it into a fully-fledged theory? Biology is more complex than physics, with more "facts" and forms to understand. Evolution is different from electromagnetism because it doesn't limit as much. EM clearly prescribes what's possible and what isn't, whereas evolution doesn't make the distinction so clearly.
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- Feb 2019
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www.nature.com www.nature.com
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Biological sciences
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vocabularies.unesco.org vocabularies.unesco.org
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Life sciences
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www.wikidata.org www.wikidata.org
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life sciences
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static1.squarespace.com static1.squarespace.com
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But the greatest drawback of our educational methods is that we pay an excessive amount of altention to the natural sciences and not enough to ethics.
How would society be different if we paid more attention to ethics as opposed to the natural sciences? What would an ethics-oriented society look like?
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- Oct 2018
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advances.sciencemag.org advances.sciencemag.org
Tags
Annotators
URL
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www.nature.com www.nature.comNature1
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www.youtube.com www.youtube.com
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Annotators
URL
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www.sciencechannel.com www.sciencechannel.com
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www.pariscope.fr www.pariscope.fr
Tags
Annotators
URL
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- Oct 2017
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www-tandfonline-com.eproxy2.lib.hku.hk www-tandfonline-com.eproxy2.lib.hku.hk
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but the occupation reported as having the largest number of former master’s students was kindergarten–Grade 12 (K–12) teacher. These results demonstrate that master’s degree graduates in learning sciences have the potential to influence practice in a diverse range of applied settings.
Considering that 31% of master graduates are in the K-12 teachers or educational leaders and administrators, it would be interesting to see what would happen if they implement the learning theories into their classrooms and schools.
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engagements2017-18.as.virginia.edu engagements2017-18.as.virginia.edu
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Some good men, and even of respectable information, consider the learned sciences as useless acquirements; some think that they do not better the condition of men; and others that education like private & individual concerns, should be left to private & individual effort
In this quote, there is this all or nothing mentality; many of the founders seem to take different stances. The question: is the teaching and education of "learned sciences" beneficial? Universities in the 21st century seem to promote goals aimed at developing deeper thinkers, people with a desire and curiosity to continue learning, even after college. The fact that there was such a debate over whether "learned sciences" were an important factor of the UVA curriculum is shocking to me since the University seems to be so centered around creating "informed citizens" nowadays. I have a hard time understanding how learned sciences are useless since I believe they do "better the conditions of men." Learned sciences promote engagement throughout all disciplines and create better students and sharper thinkers as they have stronger abilities to collaborate with others. I think they included this statement to avoid criticism; they decided to ultimately leave the decision of whether or not to include learned sciences to the “private and individual effort,” exhibiting that this decision would be less contested if left to the specific individuals (i.e. professors and students). This surprised me to read because it’s easy to see how much values have changed to bring us to today’s version of the University of Virginia. From my “Doing Fieldwork” engagement, it is easy to see how much other people influence our own perceptions and ideas, so I think that Learned Sciences are an essential part of a college education.
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- Apr 2017
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Local file Local file
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p. 2
Originally wanted to study HSS and STEM but scientists didn't qulify. See chapter III
Tags
Annotators
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- Feb 2017
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cognitionandinstruction.com cognitionandinstruction.com
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professional forums
I'm curious how platforms like Hypothesis, and more broadly the social practices afforded by open annotation, help create the conditions for new types of professionally-relevant (online) forums. I think a stance toward engagement with the political dimensions of learning is complementary to the work organizations like Hypothesis who are building tools and partnerships for a more democratic, peer-reviewed web. https://youtu.be/QCkm0lL-6lc
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to prompt and engage a dialogue
One means of engaging such dialogue is through the public annotathon scheduled for February 27th through March 3rd, and which will occur right here - in the margins of this pre-print turned blog post. See my post for more information about the annotathon, and how to join and use Hypothesis.
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This pre-publication version of "The Learning Sciences in a New Era of U.S. Nationalism" is the featured text of an annotathon, scheduled for Monday, February 27th through Friday, March 3rd, in collaboration with The Politics of Learning Writing Collective and Cognition & Instruction. Thanks to Thomas Phillip, Susan Jurow, Shirin Vossoughi, Megan Bang, and Miguel Zavala for graciously agreeing to participate in the annotathon of their article, and to Noel Enyedy and Jamie Gravell for their assistance in organizing and promoting the event.
Questions can be addressed here via Page Notes (a type of annotation attached to an entire document/URL, and not in-line), or via Twitter (@remikalir).
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www.popsci.com www.popsci.com
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exposed two groups to a series of visual perception learning exercises
How does study this account for other cues of perception? e.g. listening and such. Isn't it biased against Visual only?
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retrograde interference
It is part of the Interference Theory. See more here: https://en.wikipedia.org/wiki/Interference_theory
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- Oct 2016
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www.air.org www.air.org
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ValuesIn striving to achieve our mission, we place high value on:Providing client-oriented services characterized by personal, professional, and organizational integrity. Producing quality work products anchored in science.Creating a nurturing environment responsive to individual needs for growth and professional development.Maintaining a spirit of openness, constructive communication, collegiality, and teamwork in all our work.Striking an appropriate balance between the demands of work and the private lives of our staff.Diversity of ideas, opinions, backgrounds, life styles, and experiences of our staff.Individual initiative and entrepreneurship on the part of our staff.Making a better world while enjoying work.
Example of values articulated by the American Institutes for Research
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URL
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- Jul 2016
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books.google.ca books.google.ca
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Page 204
Borgman on the different types of data in the social sciences:
Data in the social sciences fall into two general categories. The first is data collected by researchers through experiments, interviews, surveys, observations, or similar names, analogous to scientific methods. … the second category is data collected by other people or institutions, usually for purposes other than research.
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Page 202
Borgman on information artifacts in the social sciences
like the sciences, the social sciences create and use minimal information. Yet they differ in the sources of the data. While almost all scientific data are created by for scientific purposes, a significant portion of social scientific data consists of records credit for other purposes, by other parties.
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