Research Methods and Methodology

How prevalent is object-based attention?

by Sarah Creighton

Citation: Pilz KS, Roggeveen AB, Creighton SE, Bennett PJ, Sekuler AB (2012) How Prevalent Is Object-Based Attention? PLoS ONE 7(2): e30693. doi:10.1371/journal.pone.0030693

Previous research suggests that visual attention can be allocated to locations in space (space-based attention) and to... more Previous research suggests that visual attention can be allocated to locations in space (space-based attention) and to objects (object-based attention). The cueing effects associated with space-based attention tend to be large and are found consistently across experiments. Object-based attention effects, however, are small and found less consistently across experiments. In three experiments we address the possibility that variability in object-based attention effects across studies reflects low incidence of such effects at the level of individual subjects. Experiment 1 measured space-based and object-based cueing effects for horizontal and vertical rectangles in 60 subjects comparing commonly used target detection and discrimination tasks. In Experiment 2 we ran another 120 subjects in a target discrimination task in which rectangle orientation varied between subjects. Using parametric statistical methods, we found object-based effects only for horizontal rectangles. Bootstrapping methods were used to measure effects in individual subjects. Significant space-based cueing effects were found in nearly all subjects in both experiments, across tasks and rectangle orientations. However, only a small number of subjects exhibited significant object-based cueing effects. Experiment 3 measured only object-based attention effects using another common paradigm and again, using bootstrapping, we found only a small number of subjects that exhibited significant object-based cueing effects. Our results show that object-based effects are more prevalent for horizontal rectangles, which is in accordance with the theory that attention may be allocated more easily along the horizontal meridian. The fact that so few individuals exhibit a significant object-based cueing effect presumably is why previous studies of this effect might have yielded inconsistent results. The results from the current study highlight the importance of considering individual subject data in addition to commonly used statistical methods.

Children as Researchers in Primary Schools: Choice, Voice and Participation

by Sue Bucknall

Published by Routledge on 24th May 2012

Children as Researchers in Primary Schools is an innovative and unique resource for practitioners supporting children... more Children as Researchers in Primary Schools is an innovative and unique resource for practitioners supporting children to become ‘real world’ researchers in the primary classroom. It will supply you with the skills and ideas you need to implement a ‘children as researchers’ framework in your school that can be adapted for different ages and abilities. Children in primary schools are accustomed to being set short-term goals and are often unaware of long-term aims or of the connections between the concepts and skills they are learning. In contrast, this book demonstrates that children engaging in the research process have authentic opportunities to apply invaluable personal, learning and thinking skills while managing their own projects, making their ‘voices’ heard and experiencing increased levels of engagement and self-esteem.

Based on the author’s 4-year research study exploring the experiences of young researchers and teachers in primary schools, and on her considerable experience of training young researchers, this book also contains:

    the history and theory behind ‘children as researchers’ initiatives;

    a model for good practice based on successful real life case studies;

    questions for reflective practice;

    practical examples of research in the classroom;

    photocopiable resources;

    opportunities for self-evaluation.

This comprehensive resource will be appeal to primary teachers, educational practitioners and students on CPD and ITT courses. It will also be of interest to teacher trainers, to academics involved in teaching and research and to all those interested in promoting children’s voices.

Des concepts et des faits La double-contradiction des sciences sociales

by Bastien Bosa

Published in Labyrinthe, 2011, No 37

Cet article prétend explorer une double-tension fondamentale pour définir l’espace logique dans lequel se déploient... more Cet article prétend explorer une double-tension fondamentale pour définir l’espace logique dans lequel se déploient les sciences sociales, en tant que « sciences empiriques de l’interprétation ». D’un côté, les sciences sociales sont des sciences des « faits », (puisqu’elles impliquent la constitution de données empiriques et qu’elles « visent » la réalité des processus sociaux), mais qui ne croient pas à l’existence de ces derniers. Pour ne pas retomber dans des formes d’empirisme pré-critique, elles reconnaissent en effet qu’il leur est impossible d’accéder au « réel » et que les faits n’existent pas indépendamment de celui qui les constate. D’un autre côté, ce sont des sciences analytiques (au sens où l’interprétation des matériaux ne peut se faire sans un travail théorique), mais qui ne croient pas aux « concepts » au sens fort du terme. Elles reconnaissent en effet leur incapacité à formaliser, à « démontrer », ou à formuler des lois de validité générale.

Summary :
Concepts and facts: the double double-bind of social sciences
This article explores an essential double-tension that characterizes the logical space, in which evolve the social sciences, as “empirical sciences of interpretation”. On the one hand, social sciences are sciences of “facts” (since they imply the constitution of empirical data and they pretend to account for the reality of social processes), but sciences which, at the same time, do not believe in the existence of “facts”. In order to avoid forms of pre-critical empiricism, they claim that it is impossible for them to reach “reality” as such and that the “facts” do not exist independently of the person investigating them. On the other hand, they are analytical sciences (since the interpretation of the empirical materials cannot be done without a theoretical work), but which do not believe in “concepts” (as they are unable to “formalize” or to move to a general or purely abstract level).

What symbols

by Dmitry Misyurov

This article contains 12 questions about the symbols. What are your thoughts in response? This article contains 12 questions about the symbols. What are your thoughts in response?

Cochrane and non-Cochrane systematic reviews in leading orthodontic journals: a quality paradigm?

by Zbys Fedorowicz

Fleming PS, Seehra J, Polychronopoulou A, Fedorowicz Z, Pandis N. Eur J Orthod. 2012 Apr 16. [Epub ahead of print]

The aims of this study were to assess and compare the methodological quality of Cochrane and non-Cochrane systematic... more The aims of this study were to assess and compare the methodological quality of Cochrane and non-Cochrane systematic reviews (SRs) published in leading orthodontic journals and the Cochrane Database of Systematic Reviews (CDSR) using AMSTAR and to compare the prevalence of meta-analysis in both review types. A literature search was undertaken to identify SRs that consisted of hand-searching five major orthodontic journals [American Journal of Orthodontics and Dentofacial Orthopedics, Angle Orthodontist, European Journal of Orthodontics, Journal of Orthodontics and Orthodontics and Craniofacial Research (February 2002 to July 2011)] and the Cochrane Database of Systematic Reviews from January 2000 to July 2011. Methodological quality of the included reviews was gauged using the AMSTAR tool involving 11 key methodological criteria with a score of 0 or 1 given for each criterion. A cumulative grade was given for the paper overall (0-11); an overall score of 4 or less represented poor methodological quality, 5-8 was considered fair and 9 or greater was deemed to be good. In total, 109 SRs were identified in the five major journals and on the CDSR. Of these, 26 (23.9%) were in the CDSR. The mean overall AMSTAR score was 6.2 with 21.1% of reviews satisfying 9 or more of the 11 criteria; a similar prevalence of poor reviews (22%) was also noted. Multiple linear regression indicated that reviews published in the CDSR (P < 0.01); and involving meta-analysis (β = 0.50, 95% confidence interval 0.72, 2.07, P < 0.001) showed greater concordance with AMSTAR.

How to make qualitative research more popular and public

by Phillip Vannini

Introductory chapter for the book published in 2012 by Peter Lang

See the book's website at: See the book's website at: http://www.popularizingresearch.net/

I can't get no (epistemic) satisfaction: Why the hard problem of consciousness entails a hard problem of explanation

by Brian Earp

Earp, B. D. (2012). I can’t get no (epistemic) satisfaction: Why the hard problem of consciousness entails a hard problem of explanation. Dialogues in Philosophy, Mental and Neuro Sciences, in press.

Daniel Dennett (1996) has disputed David Chalmers’ (1995) assertion that there is a “hard problem of consciousness”... more Daniel Dennett (1996) has disputed David Chalmers’ (1995) assertion that there is a “hard problem of consciousness” worth solving in the philosophy of mind. In this paper I defend Chalmers against Dennett on this point: I argue that there is a hard problem of consciousness, that it is distinct in kind from the so-called easy problems, and that it is vital for the sake of honest and productive research in the cognitive sciences to be clear about the difference. But I have my own rebuke for Chalmers on the point of explanation. Chalmers (1995, 1996) proposes to “solve” the hard problem of consciousness by positing qualia as fundamental features of the universe, alongside such ontological basics as mass and space-time. But this is an inadequate solution: to posit, I will urge, is not to explain. To bolster this view, I borrow from an account of explanation by which it must provide “epistemic satisfaction” to be considered successful (Rowlands, 2001; Campbell, 2009), and show that Chalmers’ proposal fails on this account. I conclude that research in the science of consciousness cannot move forward without greater conceptual clarity in the field.

Gatekeepers in Conflict Research Settings: Ethics, Access & Safety

by Patrick James Christian

Research Methods in Emerging Culture Zones of Violent Conflict

Nova Southeastern University
Graduate School of Humanities & Social Sciences
Department of Conflict Analysis & Resolution

The role of the gatekeeper in qualitative research set in places of violent conflict is sufficiently different in its... more The role of the gatekeeper in qualitative research set in places of violent conflict is sufficiently different in its complexities to warrant study and review by conflict interventionists.  In traditional research, a gatekeeper is simply an individual with whom the researcher must negotiate access to participant subjects. Such a role implies a related condition such as ownership, stewardship or other executive authority in line with the existing cultural norms of the research setting (Sanders, 2006).  Depending on the place, nature and participant body of research subjects, the role of gatekeeper can be one of simple formality to one of extraordinary complexity where sought after access is deeply embedded into the research project such as when gate-keepers are also participants and subjects. This paper focuses on research settings involving the latter and discusses the various ethical considerations that need to be taken into account when working with gatekeepers during qualitative research in zones of emerging culture conflict. The purpose for focusing on this particular area of emerging research is because of an increase in the number and type of research projects by state and international-multinational governments as well as profit/non-profit private sector NGOs. This change is a direct reflection of growing de-politicalization of intra-state conflicts by the most influential members of the international community. In emerging culture conflict research, the normative participant group consists of participants to violent conflict that involves extended loss of life and property. Their participation can be as victim, perpetrator, witness or all three simultaneously. The settings these participants are found in are usually ungoverned or under-governed spaces and involve what Hobbs (2006) calls “dangerous fieldwork”...

Türkiye’de Uluslararası İlişkiler Akademisyenlerinin Bilimsel Araştırma ve Eğitim Uygulamaları ile Disipline Bakış Açıları ve Siyasi Tutumları Anketi

by Uluslararası İlişkiler

Mustafa Aydın, " Türkiye’de Uluslararası İlişkiler Akademisyenlerinin Bilimsel Araştırma ve Eğitim Uygulamaları ile Disipline Bakış Açıları ve Siyasi Tutumları Anketi ", Uluslararası İlişkiler, Cilt 4, Sayı 15 (Güz), 2007

Nisan-Haziran 2007′de Türkiye’deki üniversitelerin Uluslararası İlişkiler (UAİ) bölümlerinde görevli öğretim üyeleri... more Nisan-Haziran 2007′de Türkiye’deki üniversitelerin Uluslararası İlişkiler (UAİ) bölümlerinde görevli öğretim üyeleri arasında dünyadaki değişimlerin disiplin üzerinde etkili olup olmadığı ve eğitime ne kadar yansıdığını sorgulayan bir anket çalışması yapılmıştır. Katılımcıların kişisel deneyimlerinden akademik tercihlerine, siyasi yönelimlerinden eğitim modellerine, disiplinin gelişimiyle ilgili öngörülerinden alanın önde gelen akademisyen ve dergilerine kadar 87 soruya cevap arayan anketin, temel amacı Türkiye’de uluslararası ilişkiler alanında çalışan akademisyenlerin küresel, bölgesel ve ulusal gündemdeki temel meselelere ilişkin tutumları, siyasi süreçlere katılımları ve disiplinin Türkiye’deki geleceğini değerlendirmekti. Ayrıca, UAİ disiplininin Türkiye’de geldiği nokta ve gelişim yönü, alanın çalışanlarınca görüldüğü şekliyle, ortaya çıkartılmaya çalışıldı.

Physical activity, function, and quality of life: Design and methods of the< i> FlexToBa™</i> trial

by Sean Mullen

Stereoskopie und Trigonometrie. Jüngers Methode im Licht des Sizilischen Briefes an den Mann im Mond

by Vincent Blok

Zarska, N., Diesener, G., Kunicki, W. (ed.), Ernst Jünger – eine Bilanz (Leipziger Universitätsverlag: Leipzig 2010), pp. 58-73.

Technological pedagogical content knowledge – a review of the literature

by Jo Tondeur

Joke Voogt, Petra Fisser, Natalie Pareja Roblin, Jo Tondeur & Johan van Braak, In Journal of Computer Assisted Learning

Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge... more Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful alignment of content, pedagogy and the potential of technology, and that teachers who want to integrate technology in their teaching practice therefore need to be com- petent in all three domains. This study is a systematic literature review about TPACK of 55 peer-reviewed journal articles (and one book chapter), published between 2005 and 2011. The purpose of the review was to investigate the theoretical basis and the practical use of TPACK. Findings showed different understandings of TPACK and of technological knowledge. Impli- cations of these different views impacted the way TPACK was measured. Notions about TPACK in subject domains were hardly found in the studies selected for this review. Teacher knowledge (TPACK) and beliefs about pedagogy and technology are intertwined. Both deter- mine whether a teacher decides to teach with technology. Active involvement in (re)design and enactment of technology-enhanced lessons was found as a promising strategy for the develop- ment of TPACK in (student-)teachers. Future directions for research are discussed.

The Decipherment of the Phaistos Disc as an Example of the Use of the Historical-Intuitive Method

by Roberta Rio

The Rationale of Variation In Methodological and Evidential Pluralism

by Federica Russo

A Method to Constrain Review and Reporting of Literature in Transdisciplinary Research

by A. Idil Gaziulusoy

work in progress

Transdisciplinary projects pose unique challenges to individual researchers. One of these challenges is the... more Transdisciplinary projects pose unique challenges to individual researchers. One of these challenges is the requirement to cover a very wide area of literature effectively. The purpose of this paper is to propose a method to aid researchers of transdisciplinary projects in systematic structuring and prioritisation of literature review/reporting process. The method is explained through a case of a Ph.D. research from which the method has emerged. Guidelines are provided to help individual researchers to work through the complexity of their own literature review task. An example is provided to demonstrate how the method is used by an individual researcher. In this method, the researcher, who is undertaking transdisciplinary research, identifies and reflects on a long-term vision that he/she aims to contribute towards its achievement. Identification of a vision is the starting point for setting filters for narrowing the literature review. Further narrowing is done through an iterative process of identifying other filters by inquiring about the mission, context and content of the research and by answering some reflective questions. This method will help the individual researchers in tackling the daunting task of broad preparation required by transdisciplinary research projects during a -hopefully- transitionary period towards an academia fully embracing transdisciplinary praxis in order to solve socially-relevant complex problems.

Multilevel analysis in family business studies

by Aaron McKenny

2013 in SAGE Handbook of Family Business

Multilevel research is of key importance to family business research given the interaction of individuals working... more Multilevel research is of key importance to family business research given the interaction of individuals working within different groups, organizations, and environments. Understanding phenomena at one level (e.g., the family business) often requires a knowledge of contextual and compositional characteristics from higher (e.g., the industry) and lower levels (e.g., an individual family member). To improve understanding and execution of multilevel research, this chapter: 1) reviews the past 10 years of empirical research in family business to identify characteristics of well-executed multilevel research, and 2) makes suggestions for future research based on our findings. Specifically, our analysis reviews empirical techniques used, identifying where multilevel techniques such as within and between analysis, random coefficients modeling, and multilevel logistic regression have been used in the family business literature. Our discussion describes best practices for selecting levels of analysis, choosing an analytical technique in multilevel research designs, as well as presenting opportunities for future multilevel research in the family business literature using these techniques.

Integration in Interdisciplinarity and Transdisciplinarity. Report from the international TD-Net conference in Bern

by Machiel Keestra

Co-authored with Julie Klein and Rick Szostak for the March 2010 newsletter of the Association for Integrative Studies

The Network for Transdisciplinary Research,
known as td-net, is the largest multilingual
international... more The Network for Transdisciplinary Research,
known as td-net, is the largest multilingual
international organization devoted to
transdisciplinary research (http://www.
transdisciplinarity.ch/). It was started in 2000 by
the Swiss Academic Society for Environmental
Research & Ecology and since 2008 has been
overseen by the Swiss Academies of Arts and
Sciences. In addition to hosting a website, td-net
sponsors a bibliographical database of literature
on transdisciplinary research (TDR), publications,
projects, conferences, and a biannual award
for outstanding projects. AIS members Julie
Thompson Klein (former President), Machiel Keestra
(International Liaison), and Rick Szostak (Board of
Directors member) attended the latest td-net conference
November 19-21, 2009, in Berne, Switzerland and
present here a report on the meeting and our reflections.

Better Without (Lateral) Frontal Cortex? Insight Problems Solved by Frontal Patients

by Alessio Toraldo

Reverberi C., Toraldo A., D’Agostini S., Skrap M. (2005). Brain 128, 2882-2890.

A recently proposed theory on frontal lobe functions claims that the prefrontal cortex, particularly its dorso-lateral... more A recently proposed theory on frontal lobe functions claims that the prefrontal cortex, particularly its dorso-lateral aspect, is crucial in defining a set of responses suitable for a particular task, and biasing these for selection. This activity is carried out for virtually any kind of non-routine tasks, without distinction of content. The aim of this study is to test the prediction of Frith's ‘sculpting the response space’ hypothesis by means of an ‘insight’ problem-solving task, namely the matchstick arithmetic task. Starting from Knoblich et al.'s interpretation for the failure of healthy controls to solve the matchstick problem, and Frith's theory on the role of dorsolateral frontal cortex, we derived the counterintuitive prediction that patients with focal damage to the lateral frontal cortex should perform better than a group of healthy participants on this rather difficult task. We administered the matchstick task to 35 patients (aged 26–65 years) with a single focal brain lesion as determined by a CT or an MRI scan, and to 23 healthy participants (aged 34–62 years). The findings seemed in line with theoretical predictions. While only 43% of healthy participants could solve the most difficult matchstick problems (‘type C’), 82% of lateral frontal patients did so (Fisher's exact test, P < 0.05). In conclusion, the combination of Frith's and Knoblich et al.'s theories was corroborated.

Educational Technology Research Trends in Turkey: A Content Analysis of the 2000-2009 Decade

by Yuksel Goktas

Goktas, Y., Küçük, S., Aydemir, M., Telli, E., Arpacık, Ö., Yıldırım, G., & Reisoğlu, İ. (2012). Educational technology research trends in Turkey: A content analysis of the 2000-2009 decade. Educational Sciences: Theory & Practice, 12(1),177-199.

The purpose of this study is to examine Turkish educational technology studies in the academic literature within the... more The purpose of this study is to examine Turkish educational technology studies in the academic literature within the scope of SSCI, and to reveal methodological trends within these studies. For this purpose, 460 Turkeyaddressed articles, published between the years of 2000-2009 in 32 international journals, within the scope of 2010 SSCI were collected as data through ETPCF. The data were examined via content analysis and presented using descriptive statistical methods. According to the results, “educational environments” and “technology” were the topics mostly focused on in the articles. Regarding the research methods, quantitative analysis was generally used in these studies. Questionnaires were used as a data collection tool, and convenience sampling methods were also used widely. Descriptive analyses were mainly preferred as a data analysis method. The results coming out of this study will be helpful for directing the future studies.

Illa fenginn mjöður: lesið í miðaldatexta

by Ármann Jakobsson

http://www.haskolautgafan.hi.is/illa_fenginn_mjodur