Use of the Structural Analysis Hypothesis Testing Model to Improve Social Interactions via Peer-Mediated Intervention

1997 ◽  
Vol 12 (4) ◽  
pp. 219-230 ◽  
Author(s):  
Janine Peck ◽  
Gary M. Sasso ◽  
Kristine Jolivette
1988 ◽  
Vol 12 (3) ◽  
pp. 329-340 ◽  
Author(s):  
Louise F. Fitzgerald ◽  
Lauren M. Weitzman ◽  
Yael Gold ◽  
Mimi Ormerod

Although much has been written concerning the sexual harassment of university students, no research has yet directly examined the behaviors of university professors themselves. The present study describes the responses of 235 male faculty members of a prestigious, research-oriented university who responded to a survey inquiring about social and sexual interaction among faculty and students. Although the majority of the responses focused on mentoring and social interactions, a sizable minority (26%) reported sexual involvement with women students. In addition to item frequencies, a structural analysis of the phenomenon of academic harassment is presented, and discussed in the context of the subjects' responses to an open-ended invitation to comment on the study.


2021 ◽  
Vol 73 (4) ◽  
pp. 71-78
Author(s):  
Konstantin I. Zubkov ◽  

The article analyzes the conceptual novelties in the regional history studies, which in the 1980s led to the formation of a “new” regional paradigm in historical researches, and later, in the 1990–2000s, — the concept of “settler colonialism” as one of its applications to the study of colonization processes. A regional “turn” in historiography associated with the use of descriptions of regional situations as a model for analyzing larger levels of historical reality (including region-oriented institutionalism in economic history), as well as with changes in the thematic focus of regional history studies (environmentalism, structures of everyday life, ethnic history, history of mentality), formed — mostly on the materials of the colonized regions of the U.S. West — the paradigm of “new” regional history. In line with the criticism of the shortcomings inherent in F. J. Turner’s “frontier” concept, the “new” regionalism offers as a research paradigm a deeper and multidimensional view of the natural basis of the region and its typical everyday life structures, identifying the unique specifics of each region, structural analysis of the region’s societal composition, emphasizing the multicultural and multi-actor nature of the colonization process, the multiplicity of development strategies and the “nodal” character of social interactions. In turn, these methodological ideas formed the basis of the “settler colonialism” concept focused on the structural analysis of “societies” arising in the process of colonization, and their characteristic array of complicated socio-institutional and interethnic interactions. This allows us to characterize the “new” regionalism and its application to the analysis of the colonization phenomenon as an important stage in a more in-depth and multifaceted study of colonization problems.


2012 ◽  
Vol 102 (6) ◽  
pp. 2410-2436 ◽  
Author(s):  
Pietro Ortoleva

Bayes' rule has two well-known limitations: 1) it does not model the reaction to zero-probability events; 2) a sizable empirical evidence documents systematic violations of it. We characterize axiomatically an alternative updating rule, the Hypothesis Testing model. According to it, the agent follows Bayes' rule if she receives information to which she assigned a probability above a threshold. Otherwise, she looks at a prior over priors, updates it using Bayes' rule for second-order priors, and chooses the prior to which the updated prior over priors assigns the highest likelihood. We also present an application to equilibrium refinement in game theory. (JEL D11, D81, D83)


2009 ◽  
Vol 51 (11) ◽  
pp. 1573-1585 ◽  
Author(s):  
Zhenyu Zhang ◽  
W.K. Chan ◽  
T.H. Tse ◽  
Peifeng Hu ◽  
Xinming Wang

2010 ◽  
Vol 224 ◽  
pp. 012056 ◽  
Author(s):  
Andy Adler ◽  
Pascal Gaggero ◽  
Yasheng Maimaitijiang

2010 ◽  
Vol 9 (1) ◽  
pp. 68-96
Author(s):  
HOLLYLYNNE STOHL LEE ◽  
ROBIN L. ANGOTTI ◽  
JAMES E. TARR

We examined how middle school students reason about results from a computer-simulated die-tossing experiment, including various representations of data, to support or refute an assumption that the outcomes on a die are equiprobable. We used students’ actions with the software and their social interactions to infer their expectations and whether or not they believed their empirical data could be used to refute an assumption of equiprobable outcomes. Comparisons across students illuminate intricacies in their reasoning as they collect and analyze data from the die tosses. Overall, our research contributes to understanding how students can engage in informal hypothesis testing and use data from simulations to make inferences about a probability distribution. First published May 2010 at Statistics Education Research Journal: Archives


1981 ◽  
Vol 18 (2) ◽  
pp. 173-189 ◽  
Author(s):  
Robert M. Pruzek ◽  
Stanley N. Rabinowitz

Simple modifications of principal component methods are described that have distinct advantages for structural analysis of relations among educational and psychological variables. Advantages include the provision for the incorporation of prior beliefs about errors in the variables, computational efficiency, tractability for large battery analysis, and the availability of hypothesis testing procedures. The methods are contrasted theoretically and empirically with conventional principal component methods and with maximum likelihood factor analysis.


2019 ◽  
Author(s):  
Paul Smaldino

Science involves both theory building and fact finding. This chapter focuses on the fact- finding aspect. In this sense, science can be viewed as a process of signal detection for facts. We wish to discover true associations between variables. However, our methods for measurement are imprecise. We sometimes mistake noise for signal, and vice versa. How we conceptualize the scientific enterprise shapes how we go about the business of conducting research as well as how we strive to improve scientific practices. In this chapter, I’ll present several models of science. I’ll begin by showing ways in which the classic “hypothesis testing” model of science is misleading, and leads to flawed inferences. As a remedy, I’ll discuss models that treat science as a population process, with important dynamics at the group level that trickle down to the individual practitioners. Science that is robust and reproducible depends on understanding these dynamics so that institutional programs for improvement can specifically target them.


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