Search (2 results, page 1 of 1)

  • × author_ss:"Perry, C.A."
  • × theme_ss:"Informetrie"
  1. Perry, C.A.; Rice, R.E.: Scholarly communication in developmental dyslexia : influence of network structure on change in a hybrid problem area (1998) 0.01 
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    Abstract
    Based on Mulkay's and Kuhn's models of change in scientific structure, a scientific communication model of the emergence of a hybrid research area was developed and tested in the field of developmental dyslexia. Results show support for Mulkay's model of branching instead of Kuhn's model of scientific revolution. Evidence points to divergence rather than convergence among the related research areas, but suggests the need for longitudinal follow-up in order to rule out the impact of the inertia of aggregate co-citation data
  2. Perry, C.A.: Network influences on scholarly communication in developmental dyslexia : a longitudinal follow-up (2003) 0.00 
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    Abstract
    Perry collects co-citation data for the years 1994 to 1998 on 74 Developmental Dyslexia researchers whose co-citation patterns and personally reported interactions she originally studied form 1976 to 1993. The original study indicated discrepancies between sociometric and bibliometric networks of interaction, delays in the emergence of new perspectives and the possibility of the convergence of perspectives facilitated by central researchers. Mapping for the present study was done by multi-dimensional scaling rather than the principle components factor analysis in the earlier study, but both clustering techniques and factor analysis were applied to the new data. Researchers with phonological and with neuroscience perspectives area associated with different co-citation patterns. Research groups grow more distinct over time with the neuroscience-vision subgroup increasing in density, but other sub-groups showing some tendency toward integration. The personal networks differences with the co-citation network persist and the assumption that one reflects the other is not supported.

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