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It is a known fact that like
people, some stars are singles, many others tend to couple in binaries, and
fewer are in triples etc. The distribution of multiplicity in the 4559
brightest nearby stars was matched with that of human adults in household in
six countries, in which this information could be dug and estimated. A strong
resemblance between the two curves is evident. Monte Carlo simulations suggest
that this result is significant at a confidence level higher than 98%.
Apparently, there should be no connection between the two populations, thus
this striking result may supply some clues about the way Nature works. It is
noted that extended versions of this work were proposed three years ago, and
two predictions of this absurd model have already been verified.
This study explored spelling development of the written form of Arabic among native Bedouin Arabic (BA) speakers in second, fourth, and sixth grades (N = 347) from two recognized authorities in south Israel. Specifically, this study focused on guttural (), uvular-velar (/q/ and ), emphatic ( , , and ), and dental (/t/) consonants. Three tasks were constructed for this study: real word dictation, pseudo-word dictation, and real word recognition. The results for the real word task, pseudo-word task, and the word recognition task indicated significant improvement in spelling accuracy of the consonants targeted among fourth graders, however there was no additional improvement among the students in the sixth grade. It was also found that with emphatic phonemes accuracy is significantly lower than with all other phonemic groups at all elementary grades. In addition, gender differences were observed with significantly higher scores for girls in all grades targeted for all tasks. Pedagogical implications of these findings are discussed.
In the present work, we
examined a phenomenon highly relevant in the educational field for assessing or
judging performance, that is, the question how the second examiner’s marking is
influenced by the evaluation of the first examiner. This phenomenon is known as
anchoring in cognitive psychology. In general, in anchoring effects numeric
information (i.e., the anchor) pulls estimations or judgments towards the
anchor. One domain which is highly important in real life has been investigated
only occasionally, that is, the marking of examinations. In three experiments,
participants were asked to evaluate a written assignment. The mark (either good
or bad) of a ficticious first examiner was used as the anchor. We found clear anchoring effects that were unaffected by feedback in a
preceding task (positive, neutral, negative) or the expert status of the
presumed first examiner. We discussed the problems related to this effect.