Faculty Perceptions of Student Self Plagiarism: An Exploratory Multi-university Study

The purpose of this research study was to evaluate faculty perceptions regarding student self-plagiarism or recycling of student papers. Although there is a plethora of information on plagiarism and faculty who self-plagiarize in publications, there is very little research on how faculty members perceive students re-using all or part of a previously completed assignment in a second assignment. With the wide use of plagiarism detection software, this issue becomes even more crucial. A population of 340 faculty members from two private universities at three different sites was surveyed in Fall 2012 semester regarding their perceptions of student self-plagiarism. A total of 89 faculty responded for a return rate of 26.2 %. Overall, institutional policies on self-plagiarism did not exist and faculty did not clearly understand the concept and believed their students did not either. Although faculty agreed students need to be educated on self-plagiarism, faculty assumed students had previously been educated on plagiarism as well as self-plagiarism; only 13 % ensured students understood this concept.     

Why does natural scene categorization require little attention? Exploring attentional requirements for natural and synthetic stimuli

It was recently demonstrated that detecting target objects (e.g., animals) in natural scenes can be done in a dual-task paradigm, in the near absence of spatial attention. Under the same conditions, subjects were unable to perform apparently simpler tasks involving synthetic stimuli (e.g., discriminating randomly rotated Ts and Ls, or a bisected colour disc and its mirror image). Classical theories predict that attention is more critical for the recognition of complex stimuli that cannot be easily separated on a single feature dimension. Therefore, these puzzling results have raised a number of questions. If it is not the complexity of a stimulus, what then determines the recognition task's attentional requirements? How does this differ between natural and artificial stimuli? What can these observations tell us about the mechanism of natural scene processing as well as its relation to attention? Here we show that removing colour information, or doubling the amount of information to be analysed, failed to make the natural scene categorization tasks significantly more “attention demanding”. Conversely, increasing discriminability or predictability did not diminish the need for attention in the case of synthetic stimuli. However, when the familiar letters, such as Ts or Ls, were presented upright, full attention was no longer required for discrimination. This suggests that familiarity and meaningfulness might be among the factors that determine attentional requirements for both natural and synthetic stimuli.     

Modulation sensitivity in the perceptual organization of speech

In a spoken utterance, a talker expresses linguistic constituents in serial order. A listener resolves these linguistic properties in the rapidly fading auditory sample. Classic measures agree that auditory integration occurs at a fine temporal grain. In contrast, recent studies have proposed that sensory integration of speech occurs at a coarser grain, approximate to the syllable, on the basis of indirect and relatively insensitive perceptual measures. Evidence from cognitive neuroscience and behavioral primatology has also been adduced to support the claim of sensory integration at the pace of syllables. In the present investigation, we used direct performance measures of integration, applying an acoustic technique to isolate the contribution of short-term acoustic properties to the assay of modulation sensitivity. In corroborating the classic finding of a fine temporal grain of integration, these functional measures can inform theory and speculation in accounts of speech perception.     

阅读中自然学习生词的实验研究

本研究对儿童阅读时从语境中自然学习生词的过程及其多个影响因素进行了探讨。301名三、五年级小学生参加了实验。首先要求他们阅读文章,然后测验他们对文章中生词的知识。本研究在不同年级和能力的儿童中都发现了显著的自然学习效应。结果还表明,词的概念难度、词结构的语义透明度、语境线索强度和儿童课外阅读量对儿童的自然学习有重要影响。     

The Twisted Relationship Between School Spending and Academic Outputs: in Search of a New Metaphor

In this commentary we explore both putative and potential relationships between school funding and educational outcomes, for which numerous indices and variables have been examined during the past two decades. We conclude that despite large increases in real dollars, there is no readily discernable link between inputs and outputs, although when statistical control is exerted over prior ability, school mix, and teacher turn-over, certain causal inferences appear warranted. However, it can be argued that the dominant analogy should be reconsidered, and schools serving large numbers of needy children may require higher inputs to keep from further declines, much like certain departments of a hospital require disproportionately more resources than others in order to be successful because they deal with problems that are more severe.     

“Can We Talk?”: Boundary Crossing and Sexual Misconduct in Seminary Teaching

This article explores a variety of personal and professional boundary issues encountered by seminary faculty. The authors contend that boundary crossing is inevitable in contemporary theological education, which is structured such that professors engage in multiple roles with students as they attend to the education of the whole person. Guidelines are reviewed for minimizing risk to students and professors. Topics include life as a community member, student‐faculty friendship, and romantic relationships. Attention to work/life balance is seen as critical to the prevention of misconduct. The article ends with a call for continued conversation as well as institutional accountability and change.     

Using high frame rate CMOS sensors for three-dimensional eye tracking

A novel three-dimensional eye tracker is described and its performance evaluated. In contrast to previous devices based on conventional video standards, the present eye tracker is based on programmable CMOS image sensors, interfaced directly to digital processing circuitry to permit real-time image acquisition and processing. This architecture provides a number of important advantages, including image sampling rates of up to 400/sec measurement, direct pixel addressing for preprocessing and acquisition, and hard-disk storage of relevant image data. The reconfigurable digital processing circuitry also facilitatesin-line optimization of the front-end, time-critical processes. The primary acquisition algorithm for tracking the pupil and other eye features is designed around the generalized Hough transform. The tracker permits comprehensive measurement of eye movement (three degrees of freedom) and head movement (six degrees of freedom), and thus provides the basis for many types of vestibulo-oculomotor and visual research. The device has been qualified by the German Space Agency (DLR) and NASA for deployment on the International Space Station. It is foreseen that the device will be used together with appropriate stimulus generators as a general purpose facility for visual and vestibular experiments. Initial verification studies with an artificial eye demonstrate a measurement resolution of better than 0.1° in all three components (i.e., system noise for each of the components measured as 0.006° H, 0.005° V, and 0.016° T. Over a range of ±20° eye rotation, linearity was found to be <0.5% (H), <0.5% (V), and <2.0% (T). A comparison with the scierai search coil technique yieldednear equivalent values for the systemnoise and the thickness of Listing’s plane.     

Dual-task slowing and the effects of cross-task compatibility

Recent studies have shown that visual encoding requires central processing, evidenced in the form of dual-task interference on response processes of a reaction time (RT) task. We report two experiments examining such dual-task interference: (1) at global level, to establish that visual encoding indeed requires central processing; and (2) at code level, to see whether two tasks may share the same representational codes. To this end, we manipulated the compatibility relation between the response codes for an auditory choice RTtask and the stimulus codes for a logically independent visual motion detection task. The results showed significant dual-task slowing of the response for the auditory task, demonstrating the interference at a global level. The effects of cross-task compatibility (CTC) were obtained at the short stimulus onset asynchrony (SOA), showing that the RTs were faster for compatible trials. Furthermore, the CTC effect remained even when the visual stimulus did not need to be “consolidated” (Jolicoeur & Dell'Acqua, 1998) for reporting, while the response postponement effect was greatly reduced. We interpret these results as indicating that the present two tasks share both “central” processes and common representational codes, but that these two levels of dual-task interference can be dissociated.