Diversity promotes abstraction and cognitive flexibility in collective problem solving

Social interaction plays an important role in many contexts of human reasoning and problem solving, and groups are often found to outperform individuals. We suggest that this benefit is associated with the dialogical sharing and integration of diverse perspectives and strategies. Here, we investigated whether diversity in prior experience affects groups’ problem representations and performance. In a game-like experiment, participants categorized aliens based on combinations of their features. Whenever a specific feature combination was learned, the rule changed and a new feature combination had to be learned. However, unbeknown to participants, rule changes were governed by an abstract meta-rule and awareness of this provided an advantage when rules changed. We compared categorization performance between individuals, groups composed of members trained on the same rule, and groups composed of members trained on different rules before entering the collaborative test phase. Following preregistered predictions, groups with diverse task experience outperformed groups with similar task experience, which in turn outperformed individuals. These findings were unaffected diversity in personality (Big Five) and motivational factors, suggesting that diversity in experience plays the key role. We conclude that cognitive diversity impact problem solving by stimulating processes of abstraction and flexibility at the level of the group.

Sikap Terhadap Konsentrasi Belajar Siswa Pada Mata Pelajaran Fisika di Sekolah Menengah Atas

The purpose of this study is to explore the relationship between attitudes and student learning in physics. The research method used is quantitative research with associative design. The research instrument used was a questionnaire. The data analysis technique used is descriptive statistical analysis and inferential analysis. Descriptive statistics used are the mean, median, mode, and standard deviation. Whereas the inferential statistics that can be used is the collaborative test. Based on research that has been done, there is a positive relationship between attitude and concentration in physics at SMAN 8 Jambi City which is also quite strong when viewed from the sig value generated, which is equal to 0.04.

Quantification of Wheat, Rye, and Barley Gluten in Oat and Oat Products by ELISA RIDASCREEN® Total Gluten: Collaborative Study, First Action 2018.15

Background: Since its introduction to the analytical community, the R5 method to quantify gluten led to a strong improvement of the situation for the food industry and celiac patients. During recent years, some questions arose on the use of the Codex Alimentarius factor of two to convert from prolamins to gluten, an overestimation of rye and barley, inadequate detection of glutelins, and the inhomogeneous distribution of gluten in oats. These limitations of the R5 method, especially when measuring oat samples, led to AOAC Standard Method Performance Requirement (SMPR®) 2017.021, which was approved by stakeholders in 2017. Objective: We present a collaborative study of a method for the quantitative analysis of wheat, rye, and barley gluten in oat and oat products using a sandwich ELISA that is based on four different monoclonal antibodies including the R5 monoclonal anitbody. Methods: The sandwich ELISA detects intact gliadins and related prolamins from rye and barley, high-molecular-weight (HMW) glutenin subunits (GS) from wheat, HMW secalins from rye, and low-molecular-weight (LMW) GS from wheat. It does not detect D-hordeins from barley. Samples are extracted by Cocktail solution, subsequently followed by 80% ethanol, and analyzed within 50 min. Results: The measurement range is between 5 and 80 mg/kg gluten using a calibrator made out of a gluten extract from four different wheat cultivars. The results of the collaborative test with 19 participating laboratories showed recoveries ranging from 99 to 137% for all three grain sources. Relative reproducibility SDs for samples >10 mg/kg gluten ranged from 10 to 53%. Conclusions: The collaborative study results confirmed that the method is accurate and suitable to measure gluten from all three grain sources and has demonstrated performance on oat matrices, which meets the criteria as specified in SMPR 2017.021. Data from in-house validation experiments are available as Annex B to this publication.

Tailored Fuel Treatment Enables Optimizing the Operation of Heavy-Fueled Gas Turbines

The combustion of heavy fuel oil (HFO) in gas turbines (GT) generates some operational constraints and expenses which are too often accepted fatalistically. A first development has addressed the technical challenge caused by the deposition of ash on the hot parts of the turbines. Indeed, the combustion of HFO significantly increases the volume of ash as one must treat the fuel with a “vanadium inhibitor” that acts as an ash modifier preventing hot corrosion by vanadium. This fouling effect is the most serious drawback of HFO operation as it progressively shrinks the performances and reduces the availability of the machines. To tackle this issue, a genuine bimetallic vanadium inhibitor has been developed and field tested step by step between 2015 and 2018. The last step that took place at Yugadanavi in March-April 2018 has allowed validating a ready-to-use version of this bimetallic inhibitor product. Upon the completion of this program, the rate of power degradation during HFO operation has been halved and the GT availability significantly increased while the emission of particulates has been substantially reduced. As a further improvement effort, the teams have tested in the field the effect of changing the temperature of the HFO on its viscosity and monitored the impact induced on the quality of fuel atomization that underlies namely the level of particulate emissions. This second program devoted to the optimization of HFO heating, has enabled defining a rational minimum temperature of the fuel which establishes a fair compromise between atomization effectiveness and thermal energy consumption. This paper summarizes the main outcome of this multi-year collaborative test program.

The effects of collaborative testing on higher order thinking: Do the bright get brighter?

Collaborative testing has been shown to enhance student performance compared to individual testing. It is suggested that collaborative testing promotes higher order thinking, but research has yet to explore this assumption directly. The aim of this study was to explore the benefits of collaborative testing on overall performance, as well as performance on higher order thinking questions. It was hypothesised that, compared to individual test results, students would perform better overall and on higher order thinking questions under collaborative testing conditions. It was expected that these differences would be equal when comparing students of different academic abilities (i.e. ‘upper’, ‘middle’ and ‘lower’ performers). Undergraduate students completed an individual followed by a collaborative test as part of summative assessment. Analyses revealed that with the exception of upper performers, students performed better overall on the collaborative test. Additionally, regardless of their academic abilities, students performed better on the higher order thinking questions under collaborative conditions. This improvement was equal across different academic abilities, suggesting that collaborative testing promotes higher order thinking even when taking into account previous academic achievement. The acceptability and application of collaborative testing is discussed.

Determination of Gluten in Processed and Nonprocessed Corn Products by Qualitative R5 Immunochromatographic Dipstick: Collaborative Study, First Action 2015.16

In September 2013, the AACC International (AACI) Protein Technical Committee (now Protein and Enzymes Technical Committee) initiated a collaborative study of a method for the qualitative analysis of intact gluten in processed and nonprocessed corn products, using an R5 immunochromatographic dipstick system. It was validated to demonstrate that potential gluten-free products contain gluten lower than the Codex threshold of 20 mg/kg gluten. The results of the collaborative test with 18 participants confirmed that the method is suitable to detect gluten contaminations that are clearly lower than the threshold. It is recommended that the method be accepted by AOAC as Official First Action.

SUCCESSES WITH TWO-STAGE EXAMS IN MECHANICAL ENGINEERING

Two-stage exams consist of a traditionalpencil-and-paper examination written in class byindividual students, followed immediately by a secondsitting in which the students retake the same exam inteams (i.e. a collaborative test). The team test providesan immediate opportunity for students to discuss, debate,teach, and receive feedback on the subject matter. Itdraws on principles of goal-directed practice, timelytargeted feedback, and collaborative learning.The practice of two-stage testing is a defining featureof the Team-Based Learning approach, and is used forintroductory reading quizzes that begin each coursemodule. These have been part of the instructionalapproach in Mechanical Engineering at the University ofBritish Columbia for over a decade. In 2014, we haveextended two-stage testing to include midterm and finalexaminations. To accommodate the team portion, examswere shortened by approximately one third and questionswere reformatted to be easier to complete in teams.Students report a strong preference this approach(72% in favour) and report a resulting improvement intheir understanding of the course material (75%). Examperformance gains have also been observed. In almost allcases, teams outperform their strongest member, and it isnot uncommon that the weakest team outperforms thestrongest individual in the class. As an added benefit, therevised question structure that makes it easier for studentsto collaborate on exam writing has also simplified andexpedited the marking process.