University of Turku

About: University of Turku is a education organization based out in Turku, Finland. It is known for research contribution in the topics: Population & Galaxy. The organization has 16296 authors who have published 45124 publications receiving 1505428 citations. The organization is also known as: Turun yliopisto & Åbo universitet.

Expertise Differences in the Comprehension of Visualizations: a Meta-Analysis of Eye-Tracking Research in Professional Domains

Abstract: This meta-analysis integrates 296 effect sizes reported in eye-tracking research on expertise differences in the comprehension of visualizations. Three theories were evaluated: Ericsson and Kintsch’s (Psychol Rev 102:211–245, 1995) theory of long-term working memory, Haider and Frensch’s (J Exp Psychol Learn Mem Cognit 25:172–190, 1999) information-reduction hypothesis, and the holistic model of image perception of Kundel et al. (Radiology 242:396–402, 2007). Eye movement and performance data were cumulated from 819 experts, 187 intermediates, and 893 novices. In support of the evaluated theories, experts, when compared with non-experts, had shorter fixation durations, more fixations on task-relevant areas, and fewer fixations on task-redundant areas; experts also had longer saccades and shorter times to first fixate relevant information, owing to superiority in parafoveal processing and selective attention allocation. Eye movements, reaction time, and performance accuracy were moderated by characteristics of visualization (dynamics, realism, dimensionality, modality, and text annotation), task (complexity, time-on-task, and task control), and domain (sports, medicine, transportation, other). These findings are discussed in terms of their implications for theories of visual expertise in professional domains and their significance for the design of learning environments.

The Case Study as Disciplinary Convention Evidence From International Business Journals

Abstract: This article explores case study practices within a specific management discipline, that of international business. The authors contrast the case study debate in the general methodological literature to how this method is practiced within this particular scientific community. They review 135 case study—based articles published in four international business journals from 1995 to 2005 and 22 from 1975 to 1994, finding the disciplinary convention in these journals to be exploratory, interview-based multiple case studies, drawing on positivistic assumptions and cross-sectional designs. Alternative perspectives on the case study that the authors identify in the methodological literature have had little impact on this field. Even the most commonly cited methodological literature is not consistently followed. Given these limitations of the disciplinary convention, the authors argue for greater methodological pluralism in conducting case studies and provide suggestions for researchers seeking to adopt alternativ...

What is “enterprise education”? An analysis of the objectives and methods of enterprise education programmes in four European countries

Abstract: This paper explores what constitutes “enterprise education” in four European countries. It proposes a conceptual schema for capturing the various objectives of enterprise education programmes and initiatives. This conceptual schema is then used to categorise the objectives of 50 enterprise programmes from Austria, Finland, Ireland, and the UK. The paper reviews the teaching/learning methods used in these programmes. It discusses what factors are associated with “effective” enterprise education, illustrating the discussion with “best practice” from the programmes studied. The paper argues that in order to operate effective enterprise education programmes, policy makers and educators need a thorough understanding of the diverse and alternative aims and objectives of enterprise education interventions, of the alternative forms such interventions can take, and of the need to “train the trainers”.

Sudden transition between classical and quantum decoherence.

Abstract: We study the dynamics of quantum and classical correlations in the presence of nondissipative decoherence. We discover a class of initial states for which the quantum correlations, quantified by the quantum discord, are not destroyed by decoherence for times $tl\overline{t}$. In this initial time interval classical correlations decay. For $tg\overline{t}$, on the other hand, classical correlations do not change in time and only quantum correlations are lost due to the interaction with the environment. Therefore, at the transition time $\overline{t}$ the open system dynamics exhibits a sudden transition from classical to quantum decoherence regime.