Discussion of context focuses on the various contexts surrounding the design and use of intelligent tutoring systems and proposes an initial framework of contexts by classifying them into three major groupings: interactional; environmental, including classifications of knowledge and social environment; and objectival contexts. (Author/LRW)

Presents a mechanism for organizing and manipulating groups of nodes and links in large World Wide Web sites. Topics include the Web as a hypertext system, information-retrieval problems, a model for organizing Web sites based on perspectives, a prototype system, versioning, configuration management, parallel activities, and future plans.…

An analytic procedure is presented that estimates the expected benefits of personnel classification decisions for which it is assumed that the available criterion estimates are both equi-correlated and equally valid, with equal quotas for the jobs, and the equal importance of all jobs. The numerical method developed for the estimation is…

The effectiveness of the affect trait scales of the revised Multiple Affect Adjective Check List (MAACL-R) (M. Zuckerman and B. Lubin, 1985) in differentiating anxiety, mood, and schizophrenic disorders was studied with 185 psychiatric patients and 185 matched comparisons. Results indicate that the MAACL-R is valid for both global and specific…

Suggests eight guidelines to help an analyst investigate whether rating-scale categories are cooperating to produce observations on which valid measurement can be based. Presents these guidelines in the context of Rasch analysis and illustrates their use. (SLD)

Explored the role of motion versus shape in children's categorization of animal and non-animal kinds. Found that 4-year olds significantly used motion cues over shape cues to categorize objects. Seven-year olds and adults tended to use motion more than shape to categorize animals but not geometric figures. Findings support view that children are…

Seven studies involving 256 undergraduates examined how people represent, access, and make inferences about the real-world category domain, foods. Results give a detailed picture of the use of cross-classification in a complex domain. (SLD)

Presents a reaction to Thompson and Neville's (1999) article, "Racism, Mental Health, and Mental Health Practice" and proposes that the unifying theme is categorization. Extends the concept of categorization, demonstrates it as the "lowest common denominator" of racism, and discusses the implications of categorization for…

Identifies the structure and composition of profile types most representative of the 2,200 children comprising the normative sample for the Wechsler Intelligence Scale for Children--Third Edition. Provides a case example using the method recommended for "everyday" decision making. (Author/MKA)

Examines the terminology used for "physical disability" in proto-Bantu and contemporary Bantu languages. Support for differing regional and historical meanings is developed, with the most ancient meaning linking physical disability to "becoming heavy" and contemporary Bantu emphasizing categorization in both human and non-human…

Develops a method of rough retrieval, an application of the rough set theory to information retrieval. The aim is to: (1) show that rough sets are naturally applied to information retrieval in which categorized information structure is used; and (2) show that a fuzzy retrieval scheme is induced from the rough retrieval. (AEF)

Examines basic issues of data mining using the theory of rough sets, a recent proposal for generalizing classical set theory. Demonstrates that a generalized rough set model can be used for generating rules from incomplete databases. Discusses the importance of rule extraction from incomplete databases in data mining. (AEF)

Describes the four group-work categories developed by the Association for Specialists in Group Work as problematic in that the goal and process dimensions of group work are combined within each category. Proposes a new model for classification that separates goals and process dimensions, forming a matrix that allows for more accurate…

Describes two class activities for moving new words into students' productive vocabulary. (RS)

Two experiments examined 4- to 5-year-olds' acquisition of family-resemblance categories for fictitious animals. Results showed that children who performed theory-guided learning were more successful at making feature/category associations than children who performed similarity-guided learning and categorized attributes significantly better than…