Chungpritchard1130

Implementation of Quality Management Systems (QMS) has increased greatly in recent years at a wide variety of institutions. The main purpose of this work is to evaluate and compare the impact of having implemented ISO9001 standards and the EFQM model on the communication system and external relations at schools. This was done by applying a validated evaluation instrument to 2901 subjects of 116 schools in 4 Spanish Autonomous Communities. The results show that the QMS have a medium-high level of impact on the communication system and a moderate level on the external relations dimension. Furthermore, schools with EFQM feature significantly higher levels of impact on the dimensions studied than schools implementing ISO standards. Significant differences were found in the levels of impact as a function of the number of years of implementation and the type of funding received, among other variables. In addition, an interaction effect was found between the type and size of schools in regard to their external relations. The processes and mechanisms of human learning are central to inquiries in a number of fields including psychology, cognitive science, development, education, and artificial intelligence. Arguments, debates, and controversies linger over the questions of human learning with one of the most contentious being whether simple associative processes could explain human children's prodigious learning, and in doing so, could lead to artificial intelligence that parallels human learning. One phenomenon at the center of these debates concerns a form of far generalization, sometimes referred to as "generative learning", because the learner's behavior seems to reflect more than co-occurrences among specifically experienced instances and to be based on principles through which new instances may be generated. In two experimental studies (N = 148) of preschool children's learning of how multi-digit number names map to their written forms and in a computational modeling experiment using a deep learning neural network, we show that data sets with a suite of inter-correlated imperfect predictive components yield far and systematic generalizations that accord with generative principles and do so despite limited examples and exceptions in the training data. Implications for human cognition, cognitive development, education, and machine learning are discussed. Research on speech comprehension in noise indicates that a multilinguistic experience may confer advantages in filtering out verbal interference, an effect observed both in children acquiring two or more languages since birth (Filippi, Morris, Richardson, et al., 2015) and in second language learner adults (Filippi, Leech, Thomas, et al., 2012). A possible interpretation for this advantage is that the multilingual mind is "trained" to control interference from the language not in use. This constant effort may support optimization of cognitive resources that are necessary for successfully selecting, processing and interpreting complex linguistic information. The present study aimed to extend this line of research by including a non-verbal interference condition. 209 typically developing children (132 English monolinguals and 77 multilinguals from different linguistic backgrounds) carried out a sentence interpretation task in the presence of verbal and non-verbal interference. We found no evidence for a reliable group difference in our data. Instead, findings indicated that background cognitive ability and socioeconomic status were the best indicators of successful control of interference, irrespective of whether participants were bilingual or monolingual. These findings are discussed in the light of previous research and, more widely, on the account of the current debate on the bilingual advantage. According to a prominent account of inflectional encoding (Pinker, 1999; Pinker & Ullman, 2002b), regular forms are encoded by a rule-governed combination of stems and affixes, whereas irregular forms are retrieved from memory while inhibiting rule application. Sahin, Pinker, and Halgren (2006) suggested that this concerns a domain-general mechanism. Previous research on domain-general inhibition has shown that when switching between tasks, languages, or phrase types, an asymmetrical switch cost is obtained, which has been attributed to overcoming previous inhibition of the predominant response. If generating an irregular form involves rule inhibition, then switching from an irregular to a regular form should require overcoming previous inhibition and delay responding. We tested this in three experiments on producing the past tense in Dutch. We observed that an asymmetrical switch cost is obtained when switching between inflecting and reading verbs, but not when switching between encoding irregular and regular forms. These results suggest that the production of irregular forms does not involve the type of domain-general inhibition involved in switching between tasks, languages, or phrase types. INTRODUCTION Social-media can contribute to building up adolescents' relationships, but they might also bring negative exclusionary experiences. Being excluded is a subtle yet hurtful form of relational aggression, which affects people's psychological wellbeing, especially during developmental stages. In this study, we (1) analyzed the effects of social-media exclusion adapting the Ostracism Online paradigm to a cohort of Italian preadolescents (Mage = 11.47, 53% girls) and (2) tested the efficacy of two potential recovery strategies (i.e., social bonds vs. social surrogate). METHOD Inclusionary status was manipulated through the number of "likes" participants received on a fictitious online social network. In the exclusion condition, participants received fewer likes than everyone else. In the inclusion condition, participants received a similar number of likes of other users. Then, all participants were asked to think of a significant positive relationship with a family member (social bonds), a celebrity (social surrogate), their present moment thoughts (control). RESULTS Preadolescents who received fewer likes than others reported higher levels of need threat (i.e., belong, self-esteem, meaningful existence, but not control) and negative emotions. Moreover, the social-bonds strategy generally brought a faster psychological recovery from social-media exclusion than the control condition. The efficacy of social-surrogates strategy was greater for boys than for girls, probably due to different choices in their favorite celebrities. CONCLUSION These findings show how offline life offers compensatory opportunities for adolescents' online life. When the lack of "Likes" signal exclusion on social-media, thinking of an existing social relationship help adolescents to cope with this negative experience. fMLP