University of Illinois at Urbana–Champaign

About: University of Illinois at Urbana–Champaign is a education organization based out in Urbana, Illinois, United States. It is known for research contribution in the topics: Population & Context (language use). The organization has 102114 authors who have published 225158 publications receiving 10116369 citations.

Minimum information about a single amplified genome (MISAG) and a metagenome-assembled genome (MIMAG) of bacteria and archaea

Abstract: We present two standards developed by the Genomic Standards Consortium (GSC) for reporting bacterial and archaeal genome sequences. Both are extensions of the Minimum Information about Any (x) Sequence (MIxS). The standards are the Minimum Information about a Single Amplified Genome (MISAG) and the Minimum Information about a Metagenome-Assembled Genome (MIMAG), including, but not limited to, assembly quality, and estimates of genome completeness and contamination. These standards can be used in combination with other GSC checklists, including the Minimum Information about a Genome Sequence (MIGS), Minimum Information about a Metagenomic Sequence (MIMS), and Minimum Information about a Marker Gene Sequence (MIMARKS). Community-wide adoption of MISAG and MIMAG will facilitate more robust comparative genomic analyses of bacterial and archaeal diversity.

The Classroom Social Environment and Changes in Adolescents’ Motivation and Engagement During Middle School

Abstract: The authors investigated how students’ (N = 233) perceptions of the social environment of their eighth-grade classroom related to changes in motivation and engagement when they moved from seventh to eighth grade. In general, prior motivation and engagement were strong predictors of subsequent motivation and engagement, whereas gender, race, and prior achievement were not related to changes in motivation or engagement. A higher-order classroom social environment factor accounted for significant changes in all motivation and engagement outcomes. Four distinct dimensions of the social environment were differentially important in explaining changes in various indices of motivation and engagement. In general, however, students’ perceptions of teacher support, and the teacher as promoting interaction and mutual respect were related to positive changes in their motivation and engagement. Students’ perceptions of the teacher as promoting performance goals were related to negative changes in student motivation and...

A metric for thought: a comparison of P300 latency and reaction time

Abstract: We confirm that the latency of the P300 component of the human event-related potential is determined by processes involved in stimulus evaluation and categorization and is relatively independent of response selection and execution. Stimulus discriminability and stimulus-response compatibility were manipulated independently in an "additive-factors" design. Choice reaction time and P300 latency were obtained simultaneously for each trial. Although reaction time was affected by both discriminability and stimulus-response compatibility, P300 latency was affected only by stimulus discriminability.

Studying Online Social Networks

Abstract: When a computer network connects people or organizations, it is a social network. Yet the study of such computer-supported social networks has not received as much attention as studies of human-computer interaction, online person-to-person interaction, and computer-supported communication within small groups. We argue the usefulness of a social network approach for the study of computer-mediated communication. We review some basic concepts of social network analysis, describe how to collect and analyze social network data, and demonstrate where social network data can be, and have been, used to study computer-mediated communication. Throughout, we show the utility of the social network approach for studying computer-mediated communication, be it in computer-supported cooperative work, in virtual community, or in more diffuse interactions over less bounded systems such as the Internet.

Persuasion: Theory and Research

Abstract: Preface Chapter 1: Persuasion, Attitudes, and Actions The Concept of Persuasion The Concept of Attitude Attitude Measurement Techniques Attitudes and Behaviors Assessing Persuasive Effects Conclusion Notes Chapter 2: Social Judgment Theory Judgments of Alternative Positions on an Issue Reactions to Communications Critical Assessment Conclusion Notes Chapter 3: Functional Approaches to Attitude A Classic Functional Analysis Subsequent Developments Commentary Conclusion Notes Chapter 4: Belief-Based Models of Attitude Summative Model of Attitude Research Evidence and Commentary Conclusion Notes Chapter 5: Cognitive Dissonance Theory General Theoretical Sketch Some Research Applications Revisions of, And Alternatives to, Dissonance Theory Conclusion Notes Chapter 6: Reasoned Action Theory The Reasoned Action Theory Model Influencing Intentions Intentions and Behaviors Adapting Persuasive Messages to Recipients Based on Reasoned Action Theory Commentary Conclusion Notes Chapter 7: Stage Models The Transtheoretical Model The Distinctive Claims of Stage Models Other Stage Models Conclusion Notes Chapter 8: Elaboration Likelihood Model Variations in the Degree of Elaboration: Central versus Peripheral Routes to Persuasion Factors Affecting the Degree of Elaboration Influences on Persuasive Effects under Conditions of High Elaboration: Central Routes to Persuasion Influences on Persuasive Effects under Conditions of Low Elaboration: Peripheral Routes to Persuasion Multiple Roles for Persuasion Variables Adapting Persuasive Messages to Recipients Based on the ELM Commentary Conclusion Notes Chapter 9: The Study of Persuasive Effects Experimental Design and Causal Inference Two General Challenges in Studying Persuasive Effects Conclusion Notes Chapter 10: Communicator Factors Communicator Credibility Liking Other Communicator Factors Conclusion Notes Chapter 11: Message Factors Message Structure and Format Message Content Sequential Request Strategies Conclusion Notes Chapter 12: Receiver Factors Individual Differences Transient Receiver States Influencing Susceptibility to Persuasion Conclusion Notes References Author Index Subject Index About the Author