Designing collaborative,constructionist and contextual applications for handheld devices

This paper explores current applications for handheld devices and questions which of these make full use of the unique attributes of handheld devices in order to facilitate learning in a pedagogically sensible manner. In order to do so, the paper presents a functional framework which analyses handheld application in relation to their use as well as the pedagogical underpinning, if any, that informs their development. Our framework currently consists of seven distinct categories of application, which we term: administrative, referential, interactive, microworld, data collection, location aware and collaborative. We argue that three categories, namely data collection, location aware and collaborative, are particularly suited to learning with handheld devices when they are informed by collaborative, contextual and constructionist learning theories. Furthermore, we contend that applications of the type just outlined deserve further research since they are not attempting to replicate, or even augment, existing learning scenarios but rather they try to create new learning opportunities which would not be possible without (mobile) technology. Finally, the authors introduce a number of applications and learning scenarios that they have developed for handheld devices and explain their position within the framework.     

Salmonella carriage in an Irish pig herd: correlation between serological and bacteriological detection methods

Salmonella carriage in pigs represents a serious health problem that undoubtedly contributes to the spread of human disease. Thus, the efficient and reliable testing of farm animals for bacteria such as Salmonella is an important aspect of any efficient control strategy. Serological analysis of 15 meat juice samples detected antibodies against Salmonella in some. but not all, of the animals identified bacteriologically as harboring the pathogen, indicating a lack of correlation between the bacteriological and serological methods used for Salmonella detection. The results suggest that testing by enzyme-linked immunosorbent assay is appropriate at the herd level, with culture methods preferable for individual animal analysis. A novel culture protocol detected Salmonella in the cecal contents of 15 pigs, whereas a method based on the European Standard identified only 9 pigs as being Salmonella-positive. During the study, an unusual finding was the relatively high incidence of Salmonella London carriage in the pigs tested.     

Mobile Learning

Works in progress from selected papers presented at the 2006 IADIS International Conference on Mobile Learning provide an overview of the diverse research being conducted in this field.     

Are shame and guilt related to distinct self-discrepancies? A test of Higgins's (1987) hypotheses.

A study of 229 undergraduates examined whether specific self-discrepancies are differentially related to shame proneness and guilt proneness. Contrary to E. T. Higgins (1987), but in line with the present authors' expectations, the tendency to experience shame, but not guilt, was positively related to all types of self-discrepancies. An attempt was also made to replicate E. T. Higgins, Klein, and Strauman's (1985) findings that specific self-discrepancies are associated with distinct emotion syndromes. No support was found for the central hypotheses of self-discrepancy theory. Finally, the authors evaluated the utility of two methods for assessing self-discrepancies: Higgins's qualitative method and quantitative adjective ratings. The two methods yielded essentially identical relationships to other variables. The very high correlations among different types of self-discrepancies within each method, however, raise discriminant validity concerns. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Are shame, guilt, and embarrassment distinct emotions?

182 undergraduates described personal embarrassment, shame, and guilt experiences and rated these experiences on structural and phenomenological dimensions. Contrary to popular belief, shame was no more likely than guilt to be experienced in "public" situations; all 3 emotions typically occurred in social contexts, but a significant proportion of shame and guilt events occurred when respondents were alone. Analyses of participants' phenomenological ratings clearly demonstrated that shame, guilt, and embarrassment are not merely different terms for the same affective experience. In particular, embarrassment was a relatively distant neighbor of shame and guilt, and the differences among the 3 could not be explained simply by intensity of affect or by degree of moral transgression. Finally, participants generally were their own harshest critics in each type of event, evaluating themselves more negatively than they believed others did. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"If only I weren't" versus "If only I hadn't": Distinguishing shame and guilt in conterfactual thinking.

Examined the role of counterfactual thinking in 2 emotions: shame and guilt. In 1 series of studies, Ss read about situations evocative of shame and guilt or described personal experiences of guilt or shame. They then generated counterfactual alternatives to "undo" the distressing outcomes. Consistent with predictions derived from J. P. Tangney (see record 1992-05447-001), Ss tended to undo shame situations by altering qualities of the self and to undo guilt situations by altering actions. In a 2nd series of studies, Ss imagined themselves in a situation that could evoke either guilt or shame. Ss were then led to mutate the self or behavior to undo the situation. Mutation manipulations amplified shame and guilt such that the former Ss anticipated feeling greater shame, whereas the latter anticipated feeling greater guilt. The role of counterfactual thinking in specific emotions and in differentiating shame and guilt-prone personalities is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assessing individual differences in constructive versus destructive responses to anger across the lifespan.

Scenario-based, self-report measures were developed to assess how people characteristically experience and manage anger from middle childhood through adulthood. The Anger Response Inventories ( ARIs) for children, adolescents, and adults each assess (a) anger arousal, (b) intentions, (c) cognitive and behavioral responses, and (d) long-term consequences. Several independent studies provide support for the reliability and validity of the ARIs. Theoretically consistent patterns of correlations were observed with (a) global self-report measures of hostility, aggression, and anger-management strategies (adult version); ( b) teacher reports of behavioral and emotional adjustment (child and adolescent versions); and (c) self- and family-member reports of behaviors in specific anger episodes (adolescent and adult versions ) . Findings from additional personality and developmental studies are summarized, further supporting construct validity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)