DOES HEURISTIC BEHAVIOR LEAVE ANOMALIES IN THE CAPITAL MARKET?

Introduction/Main Objectives: This study aims to examine the role of heuristics behavior towards the formation of fundamental and technical anomalies in the capital market. Besides, this study also aims to examine the role of fundamental and technical anomalies on investment performance. Background Problems: EMH is not always able to explain all events or phenomena so that it still raises questions and gives results from research that do not meet the expectations, and in the end, this phenomenon is categorized as a market anomaly. This study investigates whether heuristics have an effect on fundamental and technical anomalies and whether the anomalies have an effect on investment performance. Novelty: There is no research that uses hindsight variables incorporated into heuristics; therefore, this study confirms that the indicators used in hindsight measurements are appropriate for measuring what will be measured. Previous research did not involve hindsight in the heuristic category. Research Methods: Data management is done by using SEM with the help of the Warp-PLS analysis tool. Mediation exploration testing with the VAF (Variance Accounted For). Findings/Results: The results of the study show that heuristics (availability, representativeness, and hindsight) are proven to be one of the factors that cause fundamental and technical anomalies in the capital market except for availability heuristics. Conclusion: A large number of anomalies in the capital market do not stop investors from continuing to invest so that at a certain level of investors are satisfied with their investment performance because they use heuristics in an efficient way.

Observing and assessing young children’s digital play in the early years: Using the Digital Play Framework

Early childhood education settings are characterized by the use of play-based learning and the assessment of children’s play by teachers to promote further learning. A problem with technology use in early childhood settings is that little is known about how children learn to use technologies through play. This lack of knowledge makes it difficult for teachers to observe and assess how young children in their settings are learning to use technologies. In this article, we report on the use of a new framework we have previously developed to help educators observe and assess young children’s learning to use technologies through play. Known as the Digital Play Framework, the framework draws on Vygotsky’s ideas about tool mediation to position technologies as tools that children learn to master according to Hutt’s conceptualization of epistemic and ludic play. We suggest that the Digital Play Framework holds potential for supporting educators to identify children’s learning to use technologies through play and therefore opportunities for extending the provision of play-based technology education in the early years.

Tool mediation in Focus on Form activities: case studies in a grammar-exploring environment

We present two case studies of two different pedagogical tasks in a Computer Assisted Language Learning environment called Grim. The main design principle in Grim is to support ‘Focus on Form’ in second language pedagogy. Grim contains several language technology-based features for exploring linguistic forms (static, rule-based and statistical), intended to be used while writing. Our question is, in what ways does Grim support Focus on Form in actual classroom use. We have explored this question within sociocultural theory, emphasizing tool mediation and how tools shape the learner’s activity. The first case concerns a text-reconstruction exercise in which students worked in a pair within the Grim environment. The second case was conducted with another group of students, who engaged in collaborative revision of texts, written in advance by one of the students, in student pairs. In both studies, students were instructed and encouraged to use the different features of Grim. Data was collected by recording dialogue during the sessions with Grim. Our results show how learners put the features of Grim into use in their writing tasks. In some instances, the program was used creatively, in combination with external tools such as the users’ own dictionaries, knowledge of other languages, or teachers. In other instances, we note that Grim was used for error correction, rather than as a language resource. The learners’ activities are thus transformed by their use of the program, from the tasks of revision and text-reconstruction into error correction. The application shapes the activity, in conjunction with the pedagogical tasks. We argue for studying the activities of students with CALL tools, in order to find out in detail how tasks and technology concur in use and what view on language and pedagogy they mediate.

Editorial

If some readers are surprised to receive a copy of ReCALL at this early stage in the year, let me remind you that we are now moving from two to three issues a year, for publication in January, May and September instead of May and November. The changeover has proved rather difficult, in terms of allowing time for authors to make revisions in the light of reviewers’ comments, which is why this issue is rather late.In this issue, as well as regular papers from Dermot Campbell, Fenfang Hwu and Elke Stracke, we have included two papers from the EUROCALL 2006 conference in Granada. Melor Md Yunus discusses Malaysian ESL Teachers’ Use of ICT in Their Classrooms, whilst Petter Karlström and colleagues explore Tool mediation in focus-on-form activities. Having received 39 conference paper submissions, so far 13 have been rejected (but some of these have been advised to submit a version of their paper to the EUROCALL Review) and the remainder are at various stages in the process of bringing them to publication. Tony Harris, organiser of the Granada conference, will have more to say about conference submissions in the next issue of ReCALL, where the bulk of the selected papers will be published.