Can being scared cause tummy aches? Naive theories, ambiguous evidence, and preschoolers' causal inferences.

Causal learning requires integrating constraints provided by domain-specific theories with domain-general statistical learning. In order to investigate the interaction between these factors, the authors presented preschoolers with stories pitting their existing theories against statistical evidence. Each child heard 2 stories in which 2 candidate causes co-occurred with an effect. Evidence was presented in the form: AB→E; CA→E; AD→E; and so forth. In 1 story, all variables came from the same domain; in the other, the recurring candidate cause, A, came from a different domain (A was a psychological cause of a biological effect). After receiving this statistical evidence, children were asked to identify the cause of the effect on a new trial. Consistent with the predictions of a Bayesian model, all children were more likely to identify A as the cause within domains than across domains. Whereas 3.5-year-olds learned only from the within-domain evidence, 4- and 5-year-olds learned from the cross-domain evidence and were able to transfer their new expectations about psychosomatic causality to a novel task. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Estimating thermal stress in BIPV modules

The thermal stress on building‐integrated photovoltaic modules (BIPV) in Espoo, Finland, was studied with field‐testing of amorphous silicon modules. Based on these results, the thermal stress at two other European locations (Paris and Lisbon) was estimated. The estimation procedure entailed thermal modelling of heat transfer in the façade with meteorological data as input. The results indicate that the thermal stress on BIPV modules in Lisbon is, in this case, approximately 50% higher that in Espoo and between 80 and 200% higher than in Paris, depending on the activation energy of the degradation process. The difference in stress between a BIPV module and a free‐standing module in Espoo was 50–200%. Copyright © 2006 John Wiley & Sons, Ltd.     

Barriers to Increased Engineering Graduate Enrollments: Counterforces and Their Implementation

This paper highlights the role of the faculty member in recruiting students currently enrolled in B.S. programs in engineering and the sciences into full-time pursuit of a graduate-level engineering degree. The faculty member is demonstrated to be in a unique position to influence such students, providing strong counterforces to a confluence of attitudes and pressures experienced during the B.S. experience which effectively create a barrier to full-time engineering graduate study. We analyze this barrier via the method of force field analysis, and demonstrate that effective recruitment into full-time graduate study must be based on a four-fold strategy of education, expectations, improved B.S. experience and better control of the B.S. environment. Approaches to implement these strategies are discussed.     

Structural modelling of coprecipitated VTiO catalysts

A statistical study of the particle shape and size of pure V₂O₅ and TiO₂, and samples of coprecipitated V₂O₅---TiO₂ catalysts with different V/Ti ratios, has been performed. They were also characterized by XRD, EDAX, SEM and XPS. The results showed that pure vanadium pentoxide is compose by large square or needle-shaped particles, while pure titanium dioxide has small and rounded ones. VTiO samples presented an area and shape, depending on the V/Ti ratio.

These results and the spectroscopical characterization conducted to a particle model of the catalysts. Those VOTi samples with high V/Ti ratio would have large V₂O₅ crystals acting as support of a V/TiO₂ solid solution. In contrast, those samples with a low V/Ti ratio, would have the solid solution supporting vanadium pentoxide crystals.