University of Stirling

About: University of Stirling is a education organization based out in Stirling, Stirling, United Kingdom. It is known for research contribution in the topics: Population & Context (language use). The organization has 7722 authors who have published 20549 publications receiving 732940 citations. The organization is also known as: Stirling University.

Constitution of the Self: Intersubjectivity and Dialogicality

Abstract: The polysemic nature of intersubjectivity stems not only from diverse pursuits and goals but also from different ontologies of intersubjectivity. More specifically, the four matrices described by Coelho and Figueiredo (2003) imply two ontologies: `I-Other(s)' and `I' versus `Other(s)'. These ontologies lead to different concepts of communication. In the former case, communication is based on the idea of attunement and fusion of the minds. In the latter case, communication seems to be either determined a priori as a moral principle or managed monologically. Despite essential differences between the two ontologies, they both aim at the reduction of diverse positions of the self and other(s). It is argued that intersubjectivity that aims at fusion with the other is too narrow to account for the constitution of subjectivity. Instead, dialogicality, that is, the capacity of the human mind to conceive, create and communicate about social realities in terms of the `Alter`, must complement intersubjectivity in co...

Encoding and retrieval in a model of the hippocampal CA1 microcircuit.

Abstract: It has been proposed that the hippocampal theta rhythm (4-7 Hz) can contribute to memory formation by separating encoding (storage) and retrieval of memories into different functional half-cycles (Hasselmo et al. (2002) Neural Comput 14:793-817). We investigate, via computer simulations, the biophysical mechanisms by which storage and recall of spatio-temporal input patterns are achieved by the CA1 microcircuitry. A model of the CA1 microcircuit is presented that uses biophysical representations of the major cell types, including pyramidal (P) cells and four types of inhibitory interneurons: basket (B) cells, axo-axonic (AA) cells, bistratified (BS) cells and oriens lacunosum-moleculare (OLM) cells. Inputs to the network come from the entorhinal cortex (EC), the CA3 Schaffer collaterals and medial septum. The EC input provides the sensory information, whereas all other inputs provide context and timing information. Septal input provides timing information for phasing storage and recall. Storage is accomplished via a local STDP mediated hetero-association of the EC input pattern and the incoming CA3 input pattern on the CA1 pyramidal cell target synapses. The model simulates the timing of firing of different hippocampal cell types relative to the theta rhythm in anesthetized animals and proposes experimentally confirmed functional roles for the different classes of inhibitory interneurons in the storage and recall cycles (Klausberger et al., (2003, 2004) Nature 421:844-848, Nat Neurosci 7:41-47). Measures of recall performance of new and previously stored input patterns in the presence or absence of various inhibitory interneurons are employed to quantitatively test the performance of our model. Finally, the mean recall quality of the CA1 microcircuit is tested as the number of stored patterns is increased.

The impact of peer mentoring on levels of student wellbeing, integration and retention: a controlled comparative evaluation of residential students in UK higher education

Abstract: Peer mentoring is becoming increasingly popular in UK higher education, however, there remains little good quality, theoretically driven and evaluative research. The current study aims to bridge the gap between theory, practice and evaluation by providing a controlled evaluation of a peer mentoring scheme within UK universities. 109 first year undergraduates from two matched universities completed questionnaires at two time points: during the first week of university and again 10 weeks later. Results focused on direct, mediating and moderating effects of mentoring on levels of wellbeing, integration and retention. Peer mentored individuals showed higher levels of integration to university. Four times as many non-peer mentored students had seriously considered leaving university compared to peer mentored students. Integration partially mediated the relationship between mentoring and intention to stay at university. Moderating effects analyses indicate that mentoring may buffer the effect of the transition to University. Results are discussed in relation to Tinto’s theory of student retention, the benefits and practicalities of peer mentoring within UK universities and the methodological limitations within this study.