Wiki Editors' Acceptance of Additional Guidance on Talk Pages

Collaboration Script ◽

Visual Markers ◽

Contradictory Evidence ◽

Points Of View ◽

Implicit And Explicit

One purpose of wikis is the collaborative generation of content. During generation processes, controversies about content can emerge that authors might elaborate on the article's talk page. Research suggests that controversies based on opposing points of view and contradictory evidence can be fruitful to trigger individual elaboration processes. However, research also showed that many wikis are not necessarily suited to highlight relevant discussion contents and thus users could need guidance as support. In an experimental study (N = 181) on wiki talk pages, we investigated two scaffolding measures in conjunction with the Need for Cognitive Closure: (1) visual markers to highlight controversy status (implicit) and (2) a collaboration script that directs users towards discussions (explicit). The results show that both guidance types in interaction with the Need for Cognitive Closure can affect learning outcomes.

Interaction of guidance types and the Need for Cognitive Closure in wiki-based learning

10.7287/peerj.preprints.27018v1 ◽

2018 ◽

Author(s):

Sven Heimbuch ◽

Daniel Bodemer

Keyword(s):

Learning Outcomes ◽

Cognitive Closure ◽

Learning Success ◽

Collaboration Script ◽

Visual Markers ◽

Experimental Laboratory ◽

Contradictory Evidence ◽

The Individual ◽

One purpose of wikis is the collaborative generation of content. During creation processes, controversies between authors emerge that they discuss on the article's talk page. Research suggests that controversies based on opposing points of view and contradictory evidence can be fruitful to trigger individual elaboration processes. However, previous research also showed that many wikis are not necessarily suited to identify relevant discussion contents and thus users need additional support as guidance. In an experimental laboratory study (N = 181) on wiki talk pages, we investigated two guidance measures in conjunction with the need for cognitive closure: (1) visual markers to highlight controversy status (implicit guidance) and (2) a collaboration script that directs users towards discussions (explicit guidance). Effects on wiki processes and learning outcomes were analysed. The results show that both guidance types can affect user behaviours, but in interaction with the individual Need for Cognitive Closure there were no meaningful effects. With respect to learning outcomes, we found an anticipated pattern for the interaction of the Need for Cognitive Closure with both guidance principles. The data provides support for differences in the learning success depending on the provided guidance type and the individual Need for Cognitive Closure.

Interaction of guidance types and the Need for Cognitive Closure in wiki-based learning

10.31234/osf.io/y4jnm ◽

2018 ◽

Author(s):

Sven Heimbuch ◽

Daniel Bodemer

Keyword(s):

Learning Outcomes ◽

Cognitive Closure ◽

Learning Success ◽

Collaboration Script ◽

Visual Markers ◽

Experimental Laboratory ◽

Contradictory Evidence ◽

The Individual ◽

One purpose of wikis is the collaborative generation of content. During creation processes, controversies between authors emerge that they discuss on the article's talk page. Research suggests that controversies based on opposing points of view and contradictory evidence can be fruitful to trigger individual elaboration processes. However, previous research also showed that many wikis are not necessarily suited to identify relevant discussion contents and thus users need additional support as guidance. In an experimental laboratory study N = 181 on wiki talk pages, we investigated two guidance measures in conjunction with the need for cognitive closure: (1) visual markers to highlight controversy status (implicit guidance) and (2) a collaboration script that directs users towards discussions (explicit guidance). Effects on wiki processes and learning outcomes were analysed. The results show that both guidance types can affect user behaviours, but in interaction with the individual Need for Cognitive Closure there were no meaningful effects. With respect to learning outcomes, we found an anticipated pattern for the interaction of the Need for Cognitive Closure with both guidance principles. The data provides support for differences in the learning success depending on the provided guidance type and the individual Need for Cognitive Closure.

Interaction of guidance types and the Need for Cognitive Closure in wiki-based learning

10.7287/peerj.preprints.27018 ◽

2018 ◽

Author(s):

Sven Heimbuch ◽

Daniel Bodemer

Keyword(s):

Learning Outcomes ◽

Cognitive Closure ◽

Learning Success ◽

Collaboration Script ◽

Visual Markers ◽

Experimental Laboratory ◽

Contradictory Evidence ◽

The Individual ◽

One purpose of wikis is the collaborative generation of content. During creation processes, controversies between authors emerge that they discuss on the article's talk page. Research suggests that controversies based on opposing points of view and contradictory evidence can be fruitful to trigger individual elaboration processes. However, previous research also showed that many wikis are not necessarily suited to identify relevant discussion contents and thus users need additional support as guidance. In an experimental laboratory study (N = 181) on wiki talk pages, we investigated two guidance measures in conjunction with the need for cognitive closure: (1) visual markers to highlight controversy status (implicit guidance) and (2) a collaboration script that directs users towards discussions (explicit guidance). Effects on wiki processes and learning outcomes were analysed. The results show that both guidance types can affect user behaviours, but in interaction with the individual Need for Cognitive Closure there were no meaningful effects. With respect to learning outcomes, we found an anticipated pattern for the interaction of the Need for Cognitive Closure with both guidance principles. The data provides support for differences in the learning success depending on the provided guidance type and the individual Need for Cognitive Closure.

Effects of the Need for Cognitive Closure and guidance on contribution quality in wiki-based learning

10.31234/osf.io/8c45p ◽

2019 ◽

Author(s):

Sven Heimbuch ◽

Daniel Bodemer

Keyword(s):

Cognitive Closure ◽

Collaboration Script ◽

Visual Markers ◽

Experimental Laboratory ◽

Research Findings ◽

Contradictory Evidence ◽

Points Of View ◽

The Individual

Controversies based on opposing points of view and contradictory evidence can be fruitful to trigger individual elaboration processes. However, research showed that many wikis are not necessarily suited to make relevant content salient and thus users need further guidance. In an experimental laboratory study on wikis, we investigated two guidance types in conjunction with the Need for Cognitive Closure: (1) visual markers to highlight controversy status (implicit guidance) and (2) a collaboration script that directs users towards discussions (explicit guidance). We analysed the quality of N = 724 wiki contributions, namely final edits to an article and corresponding discussion replies. The results show that both guidance types do neither directly affect the user contributions to the wiki nor the learning outcome. In interaction with the individual Need for Cognitive Closure there was a meaningful effect on the quality of discussion contributions, matching previous research findings on the quantitative learning outcomes.

Interaction of guidance types and the Need for Cognitive Closure in wiki-based learning

PeerJ ◽

10.7717/peerj.5541 ◽

2018 ◽

Vol 6 ◽

pp. e5541 ◽

Cited By ~ 1

Author(s):

Sven Heimbuch ◽

Daniel Bodemer

Keyword(s):

Learning Outcomes ◽

Cognitive Closure ◽

Learning Success ◽

Collaboration Script ◽

Visual Markers ◽

Experimental Laboratory ◽

Contradictory Evidence ◽

The Individual ◽

One purpose of wikis is the collaborative generation of content. During creation processes, controversies between authors emerge that they discuss on the article’s talk page. Research suggests that controversies based on opposing points of view and contradictory evidence can be fruitful to trigger individual elaboration processes. However, previous research also showed that many wikis are not necessarily suited to identify relevant discussion contents and thus users need additional support as guidance. In an experimental laboratory study (N = 181) on wiki talk pages, we investigated two guidance measures in conjunction with the need for cognitive closure: (1) visual markers to highlight controversy status (implicit guidance) and (2) a collaboration script that directs users towards discussions (explicit guidance). Effects on wiki processes and learning outcomes were analysed. The results show that both guidance types can affect user behaviours, but in interaction with the individual Need for Cognitive Closure there were no meaningful effects. With respect to learning outcomes, we found an anticipated pattern for the interaction of the Need for Cognitive Closure with both guidance principles. The data provides support for differences in the learning success depending on the provided guidance type and the individual Need for Cognitive Closure.

The History of the Creation of the VII State Pharmacopoeia of the USSR (Review)

Drug development & registration ◽

10.33380/2305-2066-2021-10-2-128-135 ◽

2021 ◽

Vol 10 (2) ◽

pp. 128-135

Author(s):

K. S. Guzev

Keyword(s):

Detailed Analysis ◽

The State ◽

Main Text ◽

Scien Tists ◽

History Of ◽

Points Of View ◽

The Creation ◽

Objective Necessity

Introduction. The objective necessity of the appearance of this code of laws for the pharmaceu-tical industry is shown. The proofs of the readiness of all branches of pharmacy to develop the text of the Pharmacopoeia, taking into account modern international requirements for scientific and practical activities in the development, manufacture and production of medicines, are presented.Text. The work presents the history of the creation of the VII edition of the State Pharmacopoeia of the USSR. The sequence of steps for the formation of the Pharmacopoeia Commission, the stages of its activities for the preparation of the updated text of the Pharmacopoeia is described, a detailed analysis of the prepared text is given in comparison with the current Pharmacopoeia of the VI edition (1910). Various points of view of experts on the content of the main text are cited, which served as the basis for the new document. The role of domestic scien-tists-pharmacists in the development and publication of the VII edition of the State Pharmacopoeia of the USSR is evaluated.Conclusion. The role of the Pharmacopoeia Commission in the timely development of the text of the new edition of the State Pharmacopoeia is emphasized. The fact of its wide discussion among experts and the novelty of the approach, which gave a powerful impetus to the development of the entire industry, are noted.

An experimental study of the role of social factors in language change: The case of loanword adaptations

Laboratory Phonology Journal of the Association for Laboratory Phonology ◽

10.1515/lp-2014-0013 ◽

2014 ◽

Vol 5 (3) ◽

Cited By ~ 5

Author(s):

Shiri Lev-Ari ◽

Sharon Peperkamp

Keyword(s):

Experimental Study ◽

Social Factors ◽

Language Change ◽

Sound Change ◽

Experimental Setting ◽

Experimental Paradigm ◽

Semantic Domain ◽

The Creation

AbstractThere is great variation in whether foreign sounds in loanwords are adapted or retained. Importantly, the retention of foreign sounds can lead to a sound change in the language. We propose that social factors influence the likelihood of loanword sound adaptation, and use this case to introduce a novel experimental paradigm for studying language change that captures the role of social factors. Specifically, we show that the relative prestige of the donor language in the loanword’s semantic domain influences the rate of sound adaptation. We further show that speakers adapt to the performance of their ‘community', and that this adaptation leads to the creation of a norm. The results of this study are thus the first to show an effect of social factors on loanword sound adaptation in an experimental setting. Moreover, they open up a new domain of experimentally studying language change in a manner that integrates social factors.

Promotion of Early and Exclusive Breastfeeding in Neonatal Care Units in Rural Rwanda: a Quasi-experimental Study

10.21203/rs.3.rs-119415/v1 ◽

2020 ◽

Author(s):

Saidath Gato ◽

Francois Biziyaremye ◽

Catherine M. Kirk ◽

Chiquita Palha De Sousa ◽

Alain Mukuralinda ◽

...

Keyword(s):

Experimental Study ◽

Exclusive Breastfeeding ◽

Child Survival ◽

Neonatal Care ◽

Post Intervention ◽

Factors Associated ◽

Before And After ◽

Quasi Experimental ◽

Evidenced Based ◽

Abstract Background: Early initiation of breastfeeding after birth and ongoing exclusive breastfeeding for the first 6 months improves child survival, nutrition and health outcomes. However, only 42% of newborns worldwide are breastfed within the first hour of life. Small and sick newborns are at greater risk of not receiving breastmilk and often require additional support for feeding. This study compares breastfeeding practices in Rwandan neonatal care units (NCUs) before and after the implementation of a package of interventions aimed to improve breastfeeding, aligned with the Baby Friendly Hospital Initiative for small and sick newborns.Methods: A pre-post quasi experimental study was conducted at two District hospital NCUs in rural Rwanda from October 2017–December 2017 (pre-intervention) and September 2018–March 2019 (post-intervention). Only newborns admitted before their second day of life (DOL) were included. Data was extracted from patient charts for clinical and demographic characteristics, feeding throughout admission, and patient outcomes. Bivariate analyses were conducted using Fisher’s exact and Wilcoxon rank sum tests. Logistic regression was used to evaluate factors associated with exclusive breastfeeding at discharge following a backwards stepwise procedure.Results: Pre-intervention, 255 newborns were admitted in the NCUs and 793 were admitted in the post-intervention period. The percentage of infants who were exclusively breastfed on their day of birth, or day-of-life zero (DOL0) increased from 5.4% to 35.9% (p<0.001). For newborns discharged alive, the proportion exclusively breastfeeding increased from 69.6% to 87.0% (p<0.001). The mortality rate for all admitted newborns decreased from 16.1% to 10.5% (p<0.019). Factors associated with greater odds of exclusive breastfeeding at discharge included post-intervention time point (Odds Ratio (OR): 4.91, 95% Confidence Interval (CI) 1.99-12.11, p<0.001), and admission for infection (OR 2.99, 95%CI 1.13-7.93, p=0.027). Home deliveries (OR 0.15, 95%CI 0.05-0.47, p=0.001), preterm delivery (OR 0.36, 95%CI 0.15-0.87, p=0.0260 and delayed first breastmilk feed (OR=0.04 for DOL3 vs. DOL0, 95%CI 0.01, 0.35, p=0.004) reduced odds of exclusive breastfeeding at discharge. Conclusion: Expansion and adoption of evidenced-based guidelines, using innovative approaches, aimed at the unique needs of small and sick newborns should be expanded and adapted in similar settings to improve outcomes for these infants.

Supporting awareness of content-related controversies in a wiki-based learning environment

10.31234/osf.io/7zka9 ◽

2017 ◽

Author(s):

Sven Heimbuch ◽

Daniel Bodemer

Keyword(s):

Experimental Study ◽

Learning Environment ◽

Knowledge Construction ◽

Learning Processes ◽

User Generated Content ◽

External Representations ◽

Study Results ◽

Discussion Threads ◽

Contradictory Evidence ◽

Awareness Support

User generated content in wikis is mainly distributed on the article view and its corresponding talk page. Potentials of analyzing and supporting discussants' knowledge construction processes on the level of talk pages have still been rarely researched. The presented experimental study addresses this issue by providing external representations of content-related controversies which were led by contradictory evidence between discussants to foster awareness on socio-cognitive conflicts which can be beneficial for learning. Its aim is to investigate how increased salience of controversies can guide participants' (N = 81) navigation and learning processes. Three conditions differing in their degree of awareness support were implemented in this study. Results indicate that the implementation of awareness representations helped students to focus on meaningful discussion threads. Findings suggest that wiki talk page users can benefit from additional structuring aids.