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Article ; Online: Lights, camera, active! appreciation of active learning predicts positive attitudes towards lecture capture.

Nordmann, Emily / Clark, Anne / Spaeth, Elliott / MacKay, Jill R D

2021 Volume 83, Issue 3, Page(s) 481–502

Abstract: Much has been written about instructor attitudes towards lecture capture, particularly concerning political issues such as opt-out policies and the use of recordings by management. Additionally, the pedagogical concerns of lecturers have been extensively ...

Abstract	Much has been written about instructor attitudes towards lecture capture, particularly concerning political issues such as opt-out policies and the use of recordings by management. Additionally, the pedagogical concerns of lecturers have been extensively described and focus on the belief that recording lectures will impact on attendance and will reduce interactivity and active learning activities in lectures. However, little work has looked at the relationship between attitudes towards lecture capture and broader conceptions of learning and teaching. In this pre-registered study, we administered the Conceptions of Learning and Teaching scale and a novel lecture capture attitude scale to 159 higher education teachers. We found that appreciation of active learning predicted more positive attitudes towards lecture recordings as an educational support tool, whilst higher teacher-centred scores predicted greater concern about the negative educational impact of recordings. The effects observed were small; however, they are strong evidence against the view that it is instructors who value participatory and active learning that are opposed to lecture capture. Exploratory analyses also suggested that those who did not view recordings as an essential educational resource record fewer of their lectures, highlighting the real-world impact that attitudes can have, and further strengthening the need for staff to be provided with evidence-based guidance upon which to base their teaching practice. Data, analysis code, and the pre-registration are available athttps://osf.io/uzs3t/.
Language	English
Publishing date	2021-01-18
Publishing country	Netherlands
Document type	Journal Article
ZDB-ID	2015566-9
ISSN	1573-174X ; 0018-1560
ISSN (online)	1573-174X
ISSN	0018-1560
DOI	10.1007/s10734-020-00674-4
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Normative data for idiomatic expressions.

Nordmann, Emily / Jambazova, Antonia A

Behavior research methods

2017 Volume 49, Issue 1, Page(s) 198–215

Abstract: Idiomatic expressions such as kick the bucket or go down a storm can differ on a number of internal features, such as familiarity, meaning, literality, and decomposability, and these types of features have been the focus of a number of normative studies. ...

Abstract	Idiomatic expressions such as kick the bucket or go down a storm can differ on a number of internal features, such as familiarity, meaning, literality, and decomposability, and these types of features have been the focus of a number of normative studies. In this article, we provide normative data for a set of Bulgarian idioms and their English translations, and by doing so replicate in a Slavic language the relationships between the ratings previously found in Romance and Germanic languages. Additionally, we compared whether collecting these types of ratings in between-subjects or within-subjects designs affects the data and the conclusions drawn, and found no evidence that design type affects the final outcome. Finally, we present the results of a meta-analysis that summarizes the relationships found across the literature. As in many previous individual studies, we found that familiarity correlates with a number of other features; however, such studies have shown conflicting results concerning literality and decomposability ratings. The meta-analysis revealed reliable relationships of decomposability with a number of other measures, such as familiarity, meaning, and predictability. Conversely, literality was shown to have little to no relationship with any of the other subjective ratings. The implications for these relationships in the context of the wider experimental literature are discussed, with a particular focus on the importance of attaining familiarity ratings for each sample of participants in experimental work.
MeSH term(s)	Bulgaria ; Humans ; Language ; Literacy ; Recognition (Psychology) ; Semantics ; Terminology as Topic ; Translating ; Translations
Language	English
Publishing date	2017-02
Publishing country	United States
Document type	Journal Article
ZDB-ID	231560-9
ISSN	1554-3528 ; 0743-3808 ; 1554-351X
ISSN (online)	1554-3528
ISSN	0743-3808 ; 1554-351X
DOI	10.3758/s13428-016-0705-5
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Article ; Online: Ten simple rules for supporting a temporary online pivot in higher education.

Nordmann, Emily / Horlin, Chiara / Hutchison, Jacqui / Murray, Jo-Anne / Robson, Louise / Seery, Michael K / MacKay, Jill R D

PLoS computational biology

2020 Volume 16, Issue 10, Page(s) e1008242

Abstract: As continued COVID-19 disruption looks likely across the world, perhaps until 2021, contingency plans are evolving in case of further disruption in the 2020-2021 academic year. This includes delivering face-to-face programs fully online for at least part ...

Abstract	As continued COVID-19 disruption looks likely across the world, perhaps until 2021, contingency plans are evolving in case of further disruption in the 2020-2021 academic year. This includes delivering face-to-face programs fully online for at least part of the upcoming academic year for new and continuing cohorts. This temporary pivot will necessitate distance teaching and learning across almost every conceivable pedagogy, from fundamental degrees to professionally accredited ones. Each institution, program, and course will have its own myriad of individualized needs; however, there is a common question that unites us all: how do we provide teaching and assessment to students in a manner that is accessible, fair, equitable, and provides the best learning whilst acknowledging the temporary nature of the pivot? No "one size fits all" solution exists, and many of the choices that need to be made will be far from simple; however, this paper provides a starting point and basic principles to facilitate discussions taking place around the globe by balancing what we know from the pedagogy of online learning with the practicalities imposed by this crisis and any future crises.
MeSH term(s)	Betacoronavirus/isolation & purification ; COVID-19 ; Computer-Assisted Instruction ; Coronavirus Infections/epidemiology ; Coronavirus Infections/virology ; Education, Distance ; Humans ; Pandemics ; Pneumonia, Viral/epidemiology ; Pneumonia, Viral/virology ; SARS-CoV-2
Keywords	covid19
Language	English
Publishing date	2020-10-01
Publishing country	United States
Document type	Editorial
ZDB-ID	2193340-6
ISSN	1553-7358 ; 1553-734X
ISSN (online)	1553-7358
ISSN	1553-734X
DOI	10.1371/journal.pcbi.1008242
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Article ; Online: Familiarity breeds dissent: Reliability analyses for British-English idioms on measures of familiarity, meaning, literality, and decomposability.

Nordmann, Emily / Cleland, Alexandra A / Bull, Rebecca

Acta psychologica

2014 Volume 149, Page(s) 87–95

Abstract: To date, there have been several attempts made to build a database of normative data for English idiomatic expressions (e.g., Libben & Titone, 2008; Titone & Connine, 1994), however, there has been some discussion in the literature as to the validity and ...

Abstract	To date, there have been several attempts made to build a database of normative data for English idiomatic expressions (e.g., Libben & Titone, 2008; Titone & Connine, 1994), however, there has been some discussion in the literature as to the validity and reliability of the data obtained, particularly for decomposability ratings. Our work aimed to address these issues by looking at ratings from native and non-native speakers and to extend the deeper investigation and analysis of decomposability to other aspects of idiomatic expressions, namely familiarly, meaning and literality. Poor reliability was observed on all types of ratings, suggesting that rather than decomposability being a special case, individual variability plays a large role in how participants rate idiomatic phrases in general. Ratings from native and non-native speakers were positively correlated and an analysis of covariance found that once familiarity with an idiom was accounted for, most of the differences between native and non-native ratings were not significant. Overall, the results suggest that individual experience with idioms plays an important role in how they are perceived and this should be taken into account when selecting stimuli for experimental studies. Furthermore, the results are suggestive of the inability of speakers to inhibit the figurative meanings for idioms that they are highly familiar with.
MeSH term(s)	Adolescent ; Female ; Humans ; Language ; Male ; Recognition (Psychology) ; Reproducibility of Results ; Semantics ; United Kingdom ; Young Adult
Language	English
Publishing date	2014-06
Publishing country	Netherlands
Document type	Journal Article
ZDB-ID	1480049-4
ISSN	1873-6297 ; 0001-6918
ISSN (online)	1873-6297
ISSN	0001-6918
DOI	10.1016/j.actpsy.2014.03.009
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Article ; Online: Cat got your tongue? Using the tip-of-the-tongue state to investigate fixed expressions.

Nordmann, Emily / Cleland, Alexandra A / Bull, Rebecca

Cognitive science

2013 Volume 37, Issue 8, Page(s) 1553–1564

Abstract: Despite the fact that they play a prominent role in everyday speech, the representation and processing of fixed expressions during language production is poorly understood. Here, we report a study investigating the processes underlying fixed expression ... ...

Abstract	Despite the fact that they play a prominent role in everyday speech, the representation and processing of fixed expressions during language production is poorly understood. Here, we report a study investigating the processes underlying fixed expression production. "Tip-of-the-tongue" (TOT) states were elicited for well-known idioms (e.g., hit the nail on the head) and participants were asked to report any information they could regarding the content of the phrase. Participants were able to correctly report individual words for idioms that they could not produce. In addition, participants produced both figurative (e.g., pretty for easy on the eye) and literal errors (e.g., hammer for hit the nail on the head) when in a TOT state, suggesting that both figurative and literal meanings are active during production. There was no effect of semantic decomposability on overall TOT incidence; however, participants recalled a greater proportion of words for decomposable rather than non-decomposable idioms. This finding suggests there may be differences in how decomposable and non-decomposable idioms are retrieved during production.
MeSH term(s)	Adult ; Comprehension ; Female ; Humans ; Language ; Male ; Metaphor ; Psycholinguistics
Language	English
Publishing date	2013-11
Publishing country	United States
Document type	Journal Article
ZDB-ID	2002940-8
ISSN	1551-6709 ; 0364-0213
ISSN (online)	1551-6709
ISSN	0364-0213
DOI	10.1111/cogs.12060
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Article ; Online: The approximate number system and domain-general abilities as predictors of math ability in children with normal hearing and hearing loss.

Bull, Rebecca / Marschark, Marc / Nordmann, Emily / Sapere, Patricia / Skene, Wendy A

The British journal of developmental psychology

2017 Volume 36, Issue 2, Page(s) 236–254

Abstract: Many children with hearing loss (CHL) show a delay in mathematical achievement compared to children with normal hearing (CNH). This study examined whether there are differences in acuity of the approximate number system (ANS) between CHL and CNH, and ... ...

Abstract	Many children with hearing loss (CHL) show a delay in mathematical achievement compared to children with normal hearing (CNH). This study examined whether there are differences in acuity of the approximate number system (ANS) between CHL and CNH, and whether ANS acuity is related to math achievement. Working memory (WM), short-term memory (STM), and inhibition were considered as mediators of any relationship between ANS acuity and math achievement. Seventy-five CHL were compared with 75 age- and gender-matched CNH. ANS acuity, mathematical reasoning, WM, and STM of CHL were significantly poorer compared to CNH. Group differences in math ability were no longer significant when ANS acuity, WM, or STM was controlled. For CNH, WM and STM fully mediated the relationship of ANS acuity to math ability; for CHL, WM and STM only partially mediated this relationship. ANS acuity, WM, and STM are significant contributors to hearing status differences in math achievement, and to individual differences within the group of CHL. Statement of contribution What is already known on this subject? Children with hearing loss often perform poorly on measures of math achievement, although there have been few studies focusing on basic numerical cognition in these children. In typically developing children, the approximate number system predicts math skills concurrently and longitudinally, although there have been some contradictory findings. Recent studies suggest that domain-general skills, such as inhibition, may account for the relationship found between the approximate number system and math achievement. What does this study adds? This is the first robust examination of the approximate number system in children with hearing loss, and the findings suggest poorer acuity of the approximate number system in these children compared to hearing children. The study addresses recent issues regarding the contradictory findings of the relationship of the approximate number system to math ability by examining how this relationship varies across children with normal hearing and hearing loss, and by examining whether this relationship is mediated by domain-general skills (working memory, short-term memory, and inhibition).
MeSH term(s)	Academic Success ; Aptitude/physiology ; Child ; Child Development/physiology ; Child, Preschool ; Female ; Hearing Loss/physiopathology ; Humans ; Inhibition (Psychology) ; Male ; Mathematical Concepts ; Mathematics ; Memory, Short-Term/physiology
Language	English
Publishing date	2017-08-29
Publishing country	England
Document type	Journal Article ; Research Support, N.I.H., Extramural
ZDB-ID	2028059-2
ISSN	2044-835X ; 0261-510X
ISSN (online)	2044-835X
ISSN	0261-510X
DOI	10.1111/bjdp.12204
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Article: Ten simple rules for supporting a temporary online pivot in higher education

Nordmann, Emily / Horlin, Chiara / Hutchison, Jacqui / Murray, Jo-Anne / Robson, Louise / Seery, Michael K / MacKay, Jill R D

PLoS Comput Biol

Abstract	As continued COVID-19 disruption looks likely across the world, perhaps until 2021, contingency plans are evolving in case of further disruption in the 2020-2021 academic year. This includes delivering face-to-face programs fully online for at least part of the upcoming academic year for new and continuing cohorts. This temporary pivot will necessitate distance teaching and learning across almost every conceivable pedagogy, from fundamental degrees to professionally accredited ones. Each institution, program, and course will have its own myriad of individualized needs; however, there is a common question that unites us all: how do we provide teaching and assessment to students in a manner that is accessible, fair, equitable, and provides the best learning whilst acknowledging the temporary nature of the pivot? No "one size fits all" solution exists, and many of the choices that need to be made will be far from simple; however, this paper provides a starting point and basic principles to facilitate discussions taking place around the globe by balancing what we know from the pedagogy of online learning with the practicalities imposed by this crisis and any future crises.
Keywords	covid19
Publisher	WHO
Document type	Article
Note	WHO #Covidence: #810272
Database	COVID19

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Book ; Online: 10 simple rules for supporting a temporary online pivot in higher education

Nordmann, Emily / Horlin, Chiara / Hutchison, Jacqui / Murray, Jo-Anne / Robson, Louise / Seery, Michael / MacKay, Jill R D

2020

Abstract	As continued COVID-19 disruption looks likely across the world, perhaps until 2021, contingency plans are evolving in case of further disruption in the 2020-2021 academic year. This includes delivering face-to-face programmes fully-online for at least part of the upcoming academic year for new and continuing cohorts This temporary pivot will necessitate distance teaching and learning across almost every conceivable pedagogy, from fundamental degrees to professionally accredited ones. Each institution, programme, and course will have its own myriad of individualised needs , however, there is a common question that unites us all: how do we provide teaching and assessment to students in a manner that is accessible, fair, equitable, and provides the best learning whilst acknowledging the temporary nature of the Pivot? No ‘one size fits all’ solution exists and many of the choices that need to be made will be far from simple, however, this paper provides a starting point and basic principles to facilitate discussions taking place around the globe by balancing what we know from the pedagogy of online learning with the practicalities imposed by this crisis.
Keywords	covid19
Publisher	Center for Open Science
Publishing country	us
Document type	Book ; Online
DOI	10.31234/osf.io/qdh25
Database	BASE - Bielefeld Academic Search Engine (life sciences selection)

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Article: Do You See What I See? School Perspectives of Deaf Children, Hearing Children, and Their Parents.

Marschark, Marc / Bull, Rebecca / Sapere, Patricia / Nordmann, Emily / Skene, Wendy / Lukomski, Jennifer / Lumsden, Sarah

European journal of special needs education

2012 Volume 27, Issue 4, Page(s) 483–497

Abstract: Perspectives on academic and social aspects of children's school experiences were obtained from deaf and hearing children and their (deaf or hearing) parents. Possible differences between (1) the views of children and their parents and (2) those of ... ...

Abstract	Perspectives on academic and social aspects of children's school experiences were obtained from deaf and hearing children and their (deaf or hearing) parents. Possible differences between (1) the views of children and their parents and (2) those of hearing children and their parents compared to deaf children and their parents were of particular interest. Overall, parents gave their children higher school friendship ratings than the children gave themselves, and hearing children and their parents were more positive about children's friendships than were deaf children and their parents. Both children and parents also saw deaf children as less successful in reading than hearing children. However, deaf children's having deaf parents, attending a school for the deaf, and using sign language at home all were associated with more positive perceptions of social success. Use of cochlear implants was not associated with perceptions of greater academic or social success. These and related findings are discussed in the context of parent and child perspectives on social and academic functioning and particular challenges confronted by deaf children in regular school settings.
Language	English
Publishing date	2012-09-03
Publishing country	England
Document type	Journal Article
ZDB-ID	2018380-X
ISSN	1469-591X ; 0885-6257
ISSN (online)	1469-591X
ISSN	0885-6257
DOI	10.1080/08856257.2012.719106
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Article: Numerical Estimation in Deaf and Hearing Adults.

Bull, Rebecca / Marschark, Marc / Sapere, Patty / Davidson, Wendy A / Murphy, Derek / Nordmann, Emily

Learning and individual differences

2011 Volume 21, Issue 4, Page(s) 453–457

Abstract: Deaf students often lag behind hearing peers in numerical and mathematical abilities. Studies of hearing children with mathematical difficulties highlight the importance of estimation skills as the foundation for formal mathematical abilities, but ... ...

Abstract	Deaf students often lag behind hearing peers in numerical and mathematical abilities. Studies of hearing children with mathematical difficulties highlight the importance of estimation skills as the foundation for formal mathematical abilities, but research with adults is limited. Deaf and hearing college students were assessed on the Number-to-Position task as a measure of estimation, and completed standardised assessments of arithmetical and mathematical reasoning. Deaf students performed significantly more poorly on all measures, including making less accurate number-line estimates. For deaf students, there was also a strong relationship showing that those more accurate in making number-line estimates achieved higher scores on the math achievement tests. No such relationship was apparent for hearing students. Further insights into the estimation abilities of deaf individuals should be made, including tasks that require symbolic and non-symbolic estimation and which address the quality of estimation strategies being used.
Language	English
Publishing date	2011-05-24
Publishing country	United States
Document type	Journal Article
ISSN	1041-6080
ISSN	1041-6080
DOI	10.1016/j.lindif.2011.02.001
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