Microcomputer learning in small groups: Cognitive requirements and group processes.

35 self-selected 11–14 yr olds learned LOGO for 1 wk in 3-person groups that were homogeneous with respect to previous experience with computers. A battery of cognitive pretests yielded different profiles that were used to predict different programming outcomes. Ss were posttested for achievement. Results show that mathematics ability was the best predictor of knowledge of syntax, interpreting graphics programs, and generating relations programs. Spatial ability was the best predictor of knowledge of basic commands. A combination of spatial ability and field independence best predicted generating graphics programs. Of 11 group process variables examined, 5 predicted programming outcomes: receiving explanations in response to errors (positively related), receiving explanations in response to questions (negatively related), not receiving explanations after an error (negatively related), receiving no response to a question (negatively related), and time at the keyboard (positively related). No student demographic characteristic or ability was related to the 5 group process variables. (34 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Between-class and within-class effects in a reported aptitude * treatment interaction: Reanalysis of a study by G. L. Anderson.

Reanalyzed a study by G. L. Anderson (1941) which found an interaction of drill and meaningful methods of arithmetic instruction with student ability and achievement. Drill was superior for "overachievers" and meaningful instruction for "underachievers" in 18 4th-grade classrooms. Pretest measures were the Minnesota School Ability Test and the Compass Survey Test. In a reanalysis to separate between- and within-class components of the outcome on aptitude regression, the Aptitude * Treatment interaction finding disappeared. An apparent interaction in the between-class analysis was dismissed as unreliable. No interaction was found within classes. The importance of separating class, individual, and individual-within-class interaction effects is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Peer interaction and learning in cooperative small groups.

77 7th and 8th graders in mathematics classrooms learned a 2-wk unit on exponents and scientific notation in mixed- or uniform-ability groups. Group interaction was tape recorded. Three categories of interaction were related to achievement (ACH): Receiving no explanation for a question or error (receiving no response or receiving only the correct answer) was negatively related to ACH; giving and receiving explanations were positively related to ACH; and ACH and interaction in the group were related to group composition, sex, ability, and personality. Medium-ability Ss in uniform-ability groups showed higher ACH and received more explanations than medium-ability Ss in mixed-ability groups. Males showed higher ACH than females. There was a curvilinear relationship between ability and ACH in mixed groups: Highs performed best, and mediums and lows showed similar ACH. High-ability Ss gave more explanations than low-ability Ss. Introverts outperformed extroverts, but extroverts received more explanations. (45 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Fabrication and evaluation studies of novel polyvinylpyrrolidone and 2-acrylamido-2-methylpropane sulphonic acid-based crosslinked matrices for controlled release of acyclovir

Polymer Bulletin - The aim of the present study was to fabricate chemically crosslinked matrix system of polyvinylpyrrolidone (PVP)-co-poly 2-acrylamido-2-methylpropane sulphonic acid (AMPS)...     

Statistical experimental design to optimize formulations for foam vinyl applications

Statistical experimental design has been used to study the effects of blowing agents, processing aids and fillers in rigid vinyl foam formulations. It is shown how this approach provides information about interactions between variables and can be used to help to predict an optimum formulation.     

Experimental and theoretical studies on the corrosion inhibition of vitamins – Thiamine hydrochloride or biotin in corrosion of mild steel in aqueous chloride environment

The corrosion inhibition of thiamine hydrochloride (vitamin B1) or biotin (vitamin B7) on corrosion of mild steel in 240 ppm chloride ions solution was studied using weight loss method, potentiodynamic polarization curves and electrochemical impedance spectroscopy. UV–Vis, FTIR and surface analysis using SEM and EDS characterization were carried out to understand the corrosion inhibition property of these inhibitors in 240 ppm aqueous chloride medium. Experimental results show that both thiamine hydrochloride and biotin act as a good corrosion inhibitors. Quantum chemical parameters obtained from density functional theory (DFT) calculations were discussed with experimental results.