Binocular contrast interactions:Dichoptic masking is not a single process

To decouple interocular suppression and binocular summation we varied the relative phase of mask and target in a 2IFC contrast-masking paradigm. In Experiment I, dichoptic mask gratings had the same orientation and spatial frequency as the target. For in-phase masking, suppression was strong (a log-log slope of ���1) and there was weak facilitation at low mask contrasts. Anti-phase masking was weaker (a log-log slope of ���0.7) and there was no facilitation. A two-stage model of contrast gain control [Meese, T.S., Georgeson, M.A. and Baker, D.H. (2006). Binocular contrast vision at and above threshold. Journal of Vision, 6: 1224-1243] provided a good fit to the in-phase results and fixed its free parameters. It made successful predictions (with no free parameters) for the anti-phase results when (A) interocular suppression was phase-indifferent but (B) binocular summation was phase sensitive. Experiments II and III showed that interocular suppression comprised two components: (i) a tuned effect with an orientation bandwidth of �����33�� and a spatial frequency bandwidth of >3 octaves, and (ii) an untuned effect that elevated threshold by a factor of between 2 and 4. Operationally, binocular summation was more tightly tuned, having an orientation bandwidth of �����8��, and a spatial frequency bandwidth of ���0.5 octaves. Our results replicate the unusual shapes of the in-phase dichoptic tuning functions reported by Legge [Legge, G.E. (1979). Spatial frequency masking in human vision: Binocular interactions. Journal of the Optical Society of America, 69: 838-847]. These can now be seen as the envelope of the direct effects from interocular suppression and the indirect effect from binocular summation, which contaminates the signal channel with a mask that has been suppressed by the target. �� 2007 Elsevier Ltd. All rights reserved.

Statnote 4: what if the data are not normal?

When testing the difference between two groups, if previous data indicate non-normality, then either transform the data if they comprise percentages, integers or scores or use a non-parametric test. If there is uncertainty whether the data are normally distributed, then deviations from normality are likely to be small if the data are measurements to three significant figures. Unless there is clear evidence that the distribution is non-normal, it is more efficient to use the conventional t-tests. It is poor statistical practice to carry out both the parametric and non-parametric tests on a set of data and then choose the result that is most convenient to the investigator!

"It's not my fault - but only I can change it":counterfactual and prefactual thoughts of managers

In testing for the self-serving bias in performance evaluation, the authors propose that comparing managers' counterfactual and prefactual thoughts about subordinates' performance is more conclusive than the attributional approach and also offers practical advantages. In a study with 120 managers, a 4-way interaction of subordinate performance, temporal perspective, direction, and reference confirmed the predicted pattern. Managers' thoughts about how a weak performance could have been enhanced had external references, but thoughts about how such a performance could be enhanced in the future focused on the leader. This asymmetry was only observed for weak performance. Results are discussed with regard to biases in leaders' performance evaluations and to how counter- and prefactual thoughts could be used for leadership research and practice.

Positive mood is not always good:the role of team mood and work stressors for creative work performance

Presentation of an abstract

Positive mood is not always good:the role of team mood and work stressors for creative work performance

Presentation of an abstract

Can accreditation help a leopard change its spots? Social accountability and stakeholder engagement in business schools

Purpose: Neo-institutional theory suggests that organisations change occurs when institutional contradictions, caused by exogenous and endogenous dynamics, increase over time to the point where change can no longer be resisted. Human praxis will result, but only when sufficiently powerful interests are motivated to act. This paper aims to examine the role that the accreditation of business schools can play in increasing institutional contradictions and hence fostering organisational change towards stakeholder engagement and engagement with social responsibility and sustainability issues. Numerous accreditations are promulgated within the higher education and business school contexts and a number of these relate to, or have aspects that relate to, ethics, social responsibility and sustainability. Design/methodology/approach: The paper first analyses the take up of accreditations across UK business schools and then uses a case study to illustrate and explore stakeholder engagement and changes related to ethics, social responsibility and sustainability linked to accreditation processes. Findings: Accreditations are found to be an increasingly common interest for UK business schools. Further, a number of these accreditations have evolved to incorporate issues related to ethics, social responsibility and sustainability that may cause institutional contradictions and may, therefore, have the potential to foster organisational change. Accreditation alone, however, is not sufficient and the authors find that sufficiently powerful interests need to be motivated to act and enable human praxis to affect change. Research limitations/implications: This paper draws on previous research that considers the role of accreditation in fostering change that has also been carried out in healthcare organisations, public and professional bodies. Its findings stem from an individual case study and as such further research is required to explore whether these findings can be extended and apply more generally in business schools and universities in different contexts. Practical implications: This paper concludes by recommending that the newly established UK & Ireland Chapter of PRME encourages and supports signatory schools to further embed ethics, social responsibility and sustainability into all aspects of university life in the UK. This also provides an opportunity to engage with the accrediting bodies in order to further support the inclusion of stakeholder engagement and issues related to this agenda in their processes. Originality/value: This paper contributes by introducing accreditation as an institutional pressure that may lead indirectly to organisational change and supports this with new evidence from an illustrative case study. Further, it draws on the role of institutional contradictions and human praxis that engender organisational change. �� Emerald Group Publishing Limited.

Postural control is not systematically related to reading skills:implications for the assessment of balance as a risk factor for developmental dyslexia

Impaired postural control has been associated with poor reading skills, as well as with lower performance on measures of attention and motor control variables that frequently co-occur with reading difficulties. Measures of balance and motor control have been incorporated into several screening batteries for developmental dyslexia, but it is unclear whether the relationship between such skills and reading manifests as a behavioural continuum across the range of abilities or is restricted to groups of individuals with specific disorder phenotypes. Here were obtained measures of postural control alongside measures of reading, attention and general cognitive skills in a large sample of young adults (n = 100). Postural control was assessed using centre of pressure (CoP) measurements, obtained over 5 different task conditions. Our results indicate an absence of strong statistical relationships between balance measures with either reading, cognitive or attention measures across the sample as a whole. �� 2014 Loras et al.

modern foreign languages classroom:is inclusion of all exclusion in disguise?

The past decade has seen a drive to give all pupils the opportunity to study a Modern Foreign Language (MFL) in schools in England, making the teaching and learning of foreign languages part of the primary school curriculum. The Languages for All: Languages for Life (DfES, 2002) policy was introduced through the National Languages Strategy with an objective to increase the nation���s language capability. Raising the educational standard for all pupils is another government initiative with a strong emphasis on inclusion. As the Languages for All policy stresses the importance and benefits of language learning, and inclusion suggests equality and provision for all, this study examines the inclusion of all key stage 2 pupils in foreign language learning and describes perceptions and experiences of pupils, particularly those identified as having special educational needs (SEN) in their performances and negotiations in learning French. As a small scale, qualitative and ethnographically informed, this research is based on participant observation and semi-structured interviews with pupils, teachers of French, teaching assistants and parents. This study draws upon Nussbaum���s capabilities approach and Bourdieu���s concepts as theoretical foundations to analyse the ���inclusive��� French classroom. As the capabilities approach takes people as ends not means, and goes beyond a focus on resources, it lends itself to critical thinking on issues around inclusion in education. In this context, this researcher investigates the experiences of pupils who struggle with foreign language learning because of their abilities or disabilities, and frames the discussion around the capabilities approach. The study also focuses on motivation and identity in foreign language learning, and draws upon Bourdieu���s concepts of capital, habitus and field to analyse how the participants make sense of and respond to their own circumstances in relation to their performances in the language learning process. This research thus considers Bourdieu���s concepts for a deeper understanding of issues of inequality in learning French and takes up Nussbaum���s insight that pupils may differ in what learning French means to them, and it is not how they differ, but the difference between their capability to choose and achieve what they value that should matter. The findings indicate that although, initially, the French classroom appears ���inclusive��� due to the provision and practices of inclusion, a closer look shows it to be exclusionary. In addition, responses from the participants on the usefulness and benefits of foreign language learning are contradictory to the objectives of the Languages for All policy, illustrating the complexity of the ���inclusive��� MFL classroom. This research concludes that structural and interpersonal practices of inclusion contribute to the disguising of exclusion in a classroom deemed ���inclusive���. Implications are that an understanding and consideration of other aspect of life such as well-being, interests, needs and values should form a necessary part of the language policy.

A kutat��si ��s fejleszt��si tev��kenys��g lehet��s��gei ��s korl��tai a kkv szektorban A vezet�� szerepe az innov��ci��ban ��s az innov��ci�� ��rtelmez��se a kkv szektorban = Opportunities and constrains in the r&d activities of the SMEs: The role of the entrepreneur in the innovation processes and how it is manifasted in their everyday activities

Jelen tanulm��ny arra keresi a v��laszt, hogy a v��llalkoz��nak milyen szerepe van az innov��ci��ban, ��s az innov��ci��nak milyen k��l��nb��z�� ��rtelmez��si lehet��s��gei fedezhet��ek fel kis- ��s k��z��pv��llalkoz��si szektorban. Kiindul��si pontja a v��llalkoz�� vezet�� szem��lye ��s innovat��v magatart��sa, mellyel folyamatosan keresi a fejl��d��s ��j lehet��s��geit. A v��llalkoz�� az er��forr��sok kreat��v felhaszn��l��sa ��s v��llalkoz��i magatart��sa r��v��n a v��llalkoz��s motorj��nak tekinthet��. A tanulm��ny alapj��t kvalitat��v m��lyinterj��kon alapul��, 14 interj��b��l ��ll�� kutat��s k��pezi, melyek m��lyrehat�� elemz��se al��t��masztotta, hogy az innov��ci��s hajland��s��g er��sen ��sszef��gg a v��llalkoz��i magatart��ssal, ��s mindk��t t��nyez�� szorosan k��thet�� a v��llalkoz��s vezet��j��hez. / === / This paper focuses on the entrepreneur���s role in the innovation process and on the way the entrepreneurs interpret the phenomena of innovation and they perceive their role in this process. The paper begins with the presentation of different entrepreneurial models, focusing especially on entrepreneurial management and its linkages to variable forms of innovation. Based on the deep examination of 14 interviews made with Hungarian entrepreneurs, the paper identifies the entrepreneur���s decisive role in the innovation process, furthermore the article confirms the importance of entrepreneurial and risk-taking behavior in innovative organizations.

Do long-tailed macaques (Macaca fascicularis) know what others can and cannot hear?

Theory of mind has been defined as the ability to attribute mental sates such as perceptions, knowledge, and belief to others. Studies examining theory of mind in primates have been the center of intense controversy. Much of the research on this subject has focused on designing methodologies to test a primate���s ability to discern the perceptions of others. Namely, many studies have examined an individual���s knowledge of what others can and cannot see. However, other sensory modalities have not undergone as much extensive research. This study aimed to replicate the methodology of a previous experiment with the addition of two novel experimental conditions. Individual long-tailed macaques (Macaca fascicularis) were allowed to approach one of two identical, lidded, clear boxes which had jingle bells attached to them. One of the boxes had the metal bits removed from inside of the jingle bells attached to it, thus creating one ���silent��� box and leaving the remaining one ���noisy���. The experimenter either looked directly at the subject, down at the ground between their knees, or in the novel conditions, turned their back to the subject, or wore a welder���s mask while facing the subject after demonstrating each box���s auditory properties. It was predicted that subjects would choose to approach the silent container in the latter three conditions. The results indicated that subjects selected boxes at random in all conditions. Additionally, in order to explore the possibility of perspective-taking representing a derived trait in the genus Macaca, a phylogeny of the genus was created and annotated to display the presence of perspective-taking as a phenotypic trait in extant species. Three likely evolutionary scenarios leading to the current distribution of perspective-taking are postulated and analyzed for parsimony through the number of assumed gains and losses. The most parsimonious tree suggests that perspective taking could be a conserved trait among the order, giving credence to the argument that some other variable was responsible the negative results in this experiment. It is suggested that the results of the present study represent an artifact of the social environment of the subject population. Moreover, arguments are made for the development of more naturalistic studies for examining mental state attribution in primates.

South American Defense Council: What it Means for Regional Security?

The South American Defense Council (CSD), created in March 2009 as a military coordinating body of the Union of South American Nations (UNASUR) demonstrates a growing trend among Latin American countries to approach matters of regional security independent of the United States. The CSD also indicates a maturation of democratic civil military relations in a region once dominated by authoritarian military regimes. The CSD aims to facilitate the exchange of information about regional defense policies, promote collaboration for disaster relief, and promote civil-military engagement. In less than a year it is hardly a tested entity, but the presence of 12 South American states coming together around security policy marks an important moment in the evolution of civil-military relations in the region. Brazil has taken on an important leadership role in the CSD, acting as a leader in recent regional peacekeeping efforts. As a geopolitical move, Brazil also sees a benefit in promoting good relationships with all countries of South america, given its common border with nine of them. Although the United States is not a member of the CSD, the organization's agenda of infromation exchange of defense policies, military cooperation, and capacity building, including disaster assistance and preparedness provide opportunities for greater collaboration. The CSD is not part of the Inter-American System created after the Second World War. It is unclear how its work will coincide with the OAS Committee on Hemispheric Security or its Secretariat for Multidimensional Security. The U.S. should view the CSD as a mechanism to promote joint initiatives that encourage democratic governance in the region.

Is Our Students Learning - QuestionMark: Extending E-Assessment Systems for Adapative Marking and Feedback

Our key contribution is a flexible, automated marking system that adds desirable functionality to existing E-Assessment systems. In our approach, any given E-Assessment system is relegated to a data-collection mechanism, whereas marking and the generation and distribution of personalised per-student feedback is handled separately by our own system. This allows content-rich Microsoft Word feedback documents to be generated and distributed to every student simultaneously according to a per-assessment schedule. <br/><br/>The feedback is adaptive in that it corresponds to the answers given by the student and provides guidance on where they may have gone wrong. It is not limited to simple multiple choice which are the most prescriptive question type offered by most E-Assessment Systems and as such most straightforward to mark consistently and provide individual per-alternative feedback strings. It is also better equipped to handle the use of mathematical symbols and images within the feedback documents which is more flexible than existing E-Assessment systems, which can only handle simple text strings.<br/><br/>As well as MCQs the system reliably and robustly handles Multiple Response, Text Matching and Numeric style questions in a more flexible manner than Questionmark: Perception and other E-Assessment Systems. It can also reliably handle multi-part questions where the response to an earlier question influences the answer to a later one and can adjust both scoring and feedback appropriately.<br/><br/>New question formats can be added at any time provided a corresponding marking method conforming to certain templates can also be programmed. Indeed, any question type for which a programmatic method of marking can be devised may be supported by our system. Furthermore, since the student���s response to each is question is marked programmatically, our system can be set to allow for minor deviations from the correct answer, and if appropriate award partial marks.<br/>

���It is through others that we become ourselves.��� A study of Vygotskian play in Russian and Irish schools.

50 years after publishing his seminal work on play and its role in child development, Vygotskian theory is still highly influential in education, and particularly in early years. This paper presents two examples of full integration of Vygotskian principles into schools in two very different settings. Both report improvements in learning and in well-being, and exemplify the theory-practice-theory cycle, highlighting the development of new theoretical constructs arising out of putting theory firmly into practice. In both settings, the positive results have come from years of effort, in which school personnel who may have been skeptical at first, have been inspired by the impact of adopting Vygotskian play on the children they teach. The Northern Ireland study shows that at least some of the Golden Key principles (mixed-age play and enhanced home-school links) translate perfectly into very different cultural-historical contexts.

Siblings��� Sex is linked to Mental Rotation Performance in Males but not Females

Research has consistently found sex differences in mental rotation. Twin research has suggested that females with male co-twins perform better than females with female co-twins on mental rotation. Because twins share both pre-natal and post-natal environments, it is not possible to test whether this advantage is due to in-uterine transmission of testosterone from males to females or due to socialisation processes. The present study explored whether the advantage of females with brothers can be observed in non-twin siblings. Participants (N = 1799) were assessed on mental rotation. The observed group differences were overall small: males performed significantly better than females; females with sisters performed similarly to females with brothers; importantly, males with brothers performed significantly better than both female groups. The results suggest that sex differences in mental rotation are driven by the group of males with brothers.