scholarly journals Corrections to: Contrast integration over area is extensive: A three-stage model of spatial summation

2012 ◽  
Vol 12 (1) ◽  
pp. 27-27 ◽  
Keyword(s):  
Spatial Summation ◽  
Stage Model

scholarly journals Contrast integration over area is extensive: A three-stage model of spatial summation

2011 ◽  
Vol 11 (14) ◽  
pp. 14 ◽  
Author(s):  
Daniel H. Baker ◽  
Tim S. Meese
Keyword(s):  
Spatial Summation ◽  
Stage Model

The Solution Strategy as an Indicator of the Developmental Stage of Preschool Children’s Mental-Rotation Ability

2010 ◽  
Vol 31 (2) ◽  
pp. 95-100 ◽  
Author(s):  
Claudia Quaiser-Pohl ◽  
Anna M. Rohe ◽  
Tobias Amberger
Keyword(s):  
Preschool Children ◽  
Mental Rotation ◽  
Latent Class ◽  
Preschool Age ◽  
Stage Model ◽  
Solution Strategy ◽  
Thinking Aloud ◽  
Transition Analysis ◽  
Solution Strategies ◽  
Close Relationship

The solution strategies of preschool children solving mental-rotation tasks were analyzed in two studies. In the first study n = 111 preschool children had to demonstrate their solution strategy in the Picture Rotation Test (PRT) items by thinking aloud; seven different strategies were identified. In the second study these strategies were confirmed by latent class analysis (LCA) with the PRT data of n = 565 preschool children. In addition, a close relationship was found between the solution strategy and children’s age. Results point to a stage model for the development of mental-rotation ability as measured by the PRT, going from inappropriate strategies like guessing or comparing details, to semiappropriate approaches like choosing the stimulus with the smallest angle discrepancy, to a holistic or analytic strategy. A latent transition analysis (LTA) revealed that the ability to mentally rotate objects can be influenced by training in the preschool age.

Timing of repeated movements: Test of a two-stage model

1997 ◽  
Author(s):  
Saul Sternberg ◽  
Teresa Pantzer
Keyword(s):  
Stage Model ◽  
Two Stage

The Purdue Three-Stage Model for a college course

1973 ◽  
Author(s):  
John F. Feldhusen ◽  
Russel E. Ames ◽  
Kathryn W. Linden
Keyword(s):  
Stage Model ◽  
College Course

Consideration of Geopolitical Challenges within the Analysis of Geoenvironmental Risks for Oil and Gas Development of the Russian Arctic

2019 ◽  
Vol 16 (6) ◽  
pp. 50-59
Author(s):  
O. P. Trubitsina ◽  
V. N. Bashkin
Keyword(s):  
Oil And Gas ◽  
Oil And Gas Industry ◽  
Optimal Operation ◽  
The Arctic ◽  
Stage Model ◽  
Oil And Gas Development ◽  
Gas Industry ◽  
The Impact ◽  
Further Development ◽  
Geopolitical Risks

The article is devoted to the consideration of geopolitical challenges for the analysis of geoenvironmental risks (GERs) in the hydrocarbon development of the Arctic territory. Geopolitical risks (GPRs), like GERs, can be transformed into opposite external environment factors of oil and gas industry facilities in the form of additional opportunities or threats, which the authors identify in detail for each type of risk. This is necessary for further development of methodological base of expert methods for GER management in the context of the implementational proposed two-stage model of the GER analysis taking to account GPR for the improvement of effectiveness making decisions to ensure optimal operation of the facility oil and gas industry and minimize the impact on the environment in the geopolitical conditions of the Arctic.The authors declare no conflict of interest

Attitude Datives in Social Context – The Analytic Tools

2018 ◽  
Author(s):  
Youssef A. Haddad
Keyword(s):  
Social Context ◽  
Cognitive Grammar ◽  
Stage Model ◽  
Sociocultural Context ◽  
Present Material ◽  
Situational Context ◽  
Pragmatic Markers ◽  
Activity Types ◽  
Contextualization Cues

This chapter defines attitude datives as evaluative and relational pragmatic markers that allow the speaker to present material from a specific perspective and to invite the hearer to view the material from the same perspective. It identifies three types of context that are pertinent to the analysis of these datives. These are the sociocultural context (e.g., values, beliefs), the situational context (i.e., identities, activity types), and the co-textual context (e.g., contextualization cues). The chapter draws on Cognitive Grammar and Theory of Stance and puts forth a sociocognitive model called the stancetaking stage model. In this model, when a speaker uses an attitude dative construction, she directs her hearer’s attention to the main content of her message and instructs him to view this content through the attitude dative as a filter. In this sense, the attitude dative functions as a perspectivizer and the main content becomes a perspectivized thought.

Faculty Development: A Stage Model Matched to Blended Learning Maturation

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Michael L. Fetters ◽  
Tova Garcia Duby
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Lessons Learned ◽  
Technology Enhanced Learning ◽  
Stage Model ◽  
Years Of Experience ◽  
Development Programs ◽  
Curriculum Innovation ◽  
Enhanced Learning

Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty development, and important lessons for success as well as current challenges are delineated and discussed.

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