York University

About: York University is a education organization based out in Toronto, Ontario, Canada. It is known for research contribution in the topics: Population & Politics. The organization has 18899 authors who have published 43357 publications receiving 1568560 citations.

Engaging Stakeholders Through Twitter: How Nonprofit Organizations Are Getting More Out of 140 Characters or Less

Abstract: One hundred forty characters seems like too small a space for any meaningful information to be exchanged, but Twitter users have found creative ways to get the most out of each Tweet by using different communication tools. This paper looks into how 73 nonprofit organizations use Twitter to engage stakeholders not only through their tweets, but also through other various communication methods. Specifically, it looks into the organizations’ utilization of tweet frequency, following behavior, hyperlinks, hashtags, public messages, retweets, and multimedia files. After analyzing 4,655 tweets, the study found that the nation’s largest nonprofits are not using Twitter to maximize stakeholder involvement. Instead, they continue to use social media as a one-way communication channel, as less than 20% of their total tweets demonstrate conversations and roughly 16% demonstrate indirect connections to specific users.

The development of two types of inhibitory control in monolingual and bilingual children

Abstract: Previous research has shown that bilingual children excel in tasks requiring inhibitory control to ignore a misleading perceptual cue. The present series of studies extends this finding by identifying the degree and type of inhibitory control for which bilingual children demonstrate this advantage. Study 1 replicated the earlier research by showing that bilingual children perform the Simon task more rapidly than monolinguals, but only on conditions in which the demands for inhibitory control were high. The next two studies compared performance on tasks that required inhibition of attention to a specific cue, like the Simon task, and inhibition of a habitual response, like the day–night Stroop task. In both studies, bilingual children maintained their advantage on tasks that require control of attention but showed no advantage on tasks that required inhibition of response. These results confine the bilingual advantage found previously to complex tasks requiring control over attention to competing cues (interference suppression) and not to tasks requiring control over competing responses (response inhibition).