The impact of social context on communication and the learning process. Cooperation on a cognitive level, the reasons for cooperation, and the brain regions associated with social situations.
Connections: The Learning Sciences Platform integrates a humane approach in the educational processes through creative initiatives using an interdisciplinary and international perspective.
Connections work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
- Promotion of free resources to improve the learning sciences
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
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Social cognitive theory in mass communication - Prepared by Fiza Zia Ul HannanDr. Fiza Zia Ul Hannan
This theory refers to the cognitive capability to learn and adopt new knowledge in ways a human mind has not comprehended before. Its philosophical description deals with understanding of the psycho-social mechanisms, which affect human thought and action.
This presentation explores neuroscience from critical perspectives. It expands brain-centred neuroscience by incorporating research findings from somatic psychology and contemporary genetics.
Psychology of learning is a branch of psychology that focuses on understanding how individuals acquire, process, and retain knowledge. It explores the cognitive, behavioral, and emotional processes involved in learning new information and skills.
This field of study investigates various theories and models of learning, such as behaviorism, cognitive psychology, social learning theory, and constructivism. It explores how external factors, such as the environment and experiences, as well as internal factors, such as attention, memory, motivation, and intelligence, influence the learning process.
Psychologists in this field examine how different types of learning occur, including classical conditioning, operant conditioning, observational learning, and problem-solving. They investigate how individuals acquire and store information in their long-term memory, as well as how they retrieve and apply it when needed.
Furthermore, the psychology of learning also analyzes the impact of various teaching methods and strategies on learning outcomes. It aims to identify effective instructional techniques that facilitate optimal learning experiences and help individuals reach their educational goals more efficiently.
.
Connections: The Learning Sciences Platform integrates a humane approach in the educational processes through creative initiatives using an interdisciplinary and international perspective.
Connections work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
- Promotion of free resources to improve the learning sciences
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
- Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje
- YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g
- Linkedin: https://www.linkedin.com/company-beta/16212567/
Contact us:
E-mail: info@thelearningsciences.com
Mobile: +593 995 615 247
Social cognitive theory in mass communication - Prepared by Fiza Zia Ul HannanDr. Fiza Zia Ul Hannan
This theory refers to the cognitive capability to learn and adopt new knowledge in ways a human mind has not comprehended before. Its philosophical description deals with understanding of the psycho-social mechanisms, which affect human thought and action.
This presentation explores neuroscience from critical perspectives. It expands brain-centred neuroscience by incorporating research findings from somatic psychology and contemporary genetics.
Psychology of learning is a branch of psychology that focuses on understanding how individuals acquire, process, and retain knowledge. It explores the cognitive, behavioral, and emotional processes involved in learning new information and skills.
This field of study investigates various theories and models of learning, such as behaviorism, cognitive psychology, social learning theory, and constructivism. It explores how external factors, such as the environment and experiences, as well as internal factors, such as attention, memory, motivation, and intelligence, influence the learning process.
Psychologists in this field examine how different types of learning occur, including classical conditioning, operant conditioning, observational learning, and problem-solving. They investigate how individuals acquire and store information in their long-term memory, as well as how they retrieve and apply it when needed.
Furthermore, the psychology of learning also analyzes the impact of various teaching methods and strategies on learning outcomes. It aims to identify effective instructional techniques that facilitate optimal learning experiences and help individuals reach their educational goals more efficiently.
.
International Journal of Education (IJE)ijejournal
International Journal of Education (IJE) is a Quarterly peer-reviewed and refereed open access journal that publishes articles which contribute new results in all areas of Educatioan. The journal is devoted to the publication of high quality papers on theoretical and practical aspects of Educational research.
The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements, and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education.
Reflection (1)This chapter explains learning and memories base.docxdebishakespeare
Reflection (1)
This chapter explains learning and memories based on the biology. Driscoll shows some theories that human’s learning is related to the genetic inheritance and brain physiology in Biology. There are two kinds of causes to explain human’s behavior: proximate cause and ultimate cause. Ultimate cause is kind of instinctive desires our ancestors have had been formed to survive for a long time and inherited, the other one, proximate desire is related to the expression of genes or presence of certain behaviors. Ultimate cause interacted with environment leads evolution effects on conditions and cognition. Proximate cause drags on the interest of neurophysiologists, which is studied in the area of the brain with attention, learning and memory, and cognitive development.
This chapter shows that implication of evolution psychology for learning and instruction. First, human may be predisposed to certain fear but it is possible to overcome it with appropriate instructions. Second, it is very difficult to establish if behaviors are not predisposed to learn, but it also can be established using certain instructions. Third, previously adapted behaviors and “actions associated with decreased fitness in ancestral population may be difficult to overcome and establish, respectively, but if we give proper instructions to overcome and establish, it is possible.
In addition, Driscoll shows implication of neurophysiology for learning and instruction. Cognitive functions play different roles in learning and human development, the brain has plasticity naturally, the learning of language may be biologically pre-programmed and disabilities with learning may be related to neurological basis. Yet we don’t know still how the brain works to store memory and information, and what roles the brain play in learning. Many researches are ongoing to find out how we improve our faculties in learning and developing.
Reflection (2)
This chapter of Driscoll’s Psychology of Learning for Instruction evaluates the effects of biology in memory and learning. This affects are divided into two parts: evolution and neurophysiology. Evolution has an effect on cognition and conditioning. It is considered the main cause or ultimate of learning and memory. Neurophysiology is the direct cause of learning and memory. The indirect causes of neurophysiology’s effect on learning and memory are the brain and attention. Evolution and conditioning refer to the age old psychology argument nature vs. nurture. It is between what we are born knowing and what the environment gives (teaches ) us. According to Driscoll (2005), there is evidence to recommend that operant and classical conditions are subject to biological influences. The reason for that is based on the study pointed by Garcia and Koelling. They made a research on taste aversion focus on how rats regarded illness and pain.
The chapter also claims that our evolutionary heritage and genetic require specific constrain ...
Different Learning Styles and the 4 MAT in Scienceijejournal
This paper reviews the different learning styles in science, NLP, Kolb, Felder and Silverman, Hermann, McCarthy explaining their main characteristics and concluding with the socalled 4 MAT, which integrates them into a single model with eight pedagogical steps that must be covered in their entirety to connect teaching with student learning in an effective way.
“a persisting change in human performance or performance potential . . . (brought) about as a result of the learner’s interaction with the environment”
PSYCHOLOGICAL ISSUES AND REMEDIES IN ADOLESCENT CHILDREN( 6TH - 12TH STANDAR...Dr Rupa Talukdar
How to deal with students: a clear picture giving emphasis on emotion, personality, learning skill & learning style and knowledge of right peg into the right hole leaving behind the traditional belief
A Research Papers on the Learning .docxJohnsonFlomo1
In this presentation, we will explore Cognitive Learning Theory, a psychological framework that focuses on how individuals acquire, process, and retain knowledge. We will discuss the theory's historical background, key principles, applications, and limitations. We will also explore future directions for research and practice in cognitive learning theory.
International Journal of Education (IJE)ijejournal
International Journal of Education (IJE) is a Quarterly peer-reviewed and refereed open access journal that publishes articles which contribute new results in all areas of Educatioan. The journal is devoted to the publication of high quality papers on theoretical and practical aspects of Educational research.
The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements, and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education.
Reflection (1)This chapter explains learning and memories base.docxdebishakespeare
Reflection (1)
This chapter explains learning and memories based on the biology. Driscoll shows some theories that human’s learning is related to the genetic inheritance and brain physiology in Biology. There are two kinds of causes to explain human’s behavior: proximate cause and ultimate cause. Ultimate cause is kind of instinctive desires our ancestors have had been formed to survive for a long time and inherited, the other one, proximate desire is related to the expression of genes or presence of certain behaviors. Ultimate cause interacted with environment leads evolution effects on conditions and cognition. Proximate cause drags on the interest of neurophysiologists, which is studied in the area of the brain with attention, learning and memory, and cognitive development.
This chapter shows that implication of evolution psychology for learning and instruction. First, human may be predisposed to certain fear but it is possible to overcome it with appropriate instructions. Second, it is very difficult to establish if behaviors are not predisposed to learn, but it also can be established using certain instructions. Third, previously adapted behaviors and “actions associated with decreased fitness in ancestral population may be difficult to overcome and establish, respectively, but if we give proper instructions to overcome and establish, it is possible.
In addition, Driscoll shows implication of neurophysiology for learning and instruction. Cognitive functions play different roles in learning and human development, the brain has plasticity naturally, the learning of language may be biologically pre-programmed and disabilities with learning may be related to neurological basis. Yet we don’t know still how the brain works to store memory and information, and what roles the brain play in learning. Many researches are ongoing to find out how we improve our faculties in learning and developing.
Reflection (2)
This chapter of Driscoll’s Psychology of Learning for Instruction evaluates the effects of biology in memory and learning. This affects are divided into two parts: evolution and neurophysiology. Evolution has an effect on cognition and conditioning. It is considered the main cause or ultimate of learning and memory. Neurophysiology is the direct cause of learning and memory. The indirect causes of neurophysiology’s effect on learning and memory are the brain and attention. Evolution and conditioning refer to the age old psychology argument nature vs. nurture. It is between what we are born knowing and what the environment gives (teaches ) us. According to Driscoll (2005), there is evidence to recommend that operant and classical conditions are subject to biological influences. The reason for that is based on the study pointed by Garcia and Koelling. They made a research on taste aversion focus on how rats regarded illness and pain.
The chapter also claims that our evolutionary heritage and genetic require specific constrain ...
Different Learning Styles and the 4 MAT in Scienceijejournal
This paper reviews the different learning styles in science, NLP, Kolb, Felder and Silverman, Hermann, McCarthy explaining their main characteristics and concluding with the socalled 4 MAT, which integrates them into a single model with eight pedagogical steps that must be covered in their entirety to connect teaching with student learning in an effective way.
“a persisting change in human performance or performance potential . . . (brought) about as a result of the learner’s interaction with the environment”
PSYCHOLOGICAL ISSUES AND REMEDIES IN ADOLESCENT CHILDREN( 6TH - 12TH STANDAR...Dr Rupa Talukdar
How to deal with students: a clear picture giving emphasis on emotion, personality, learning skill & learning style and knowledge of right peg into the right hole leaving behind the traditional belief
A Research Papers on the Learning .docxJohnsonFlomo1
In this presentation, we will explore Cognitive Learning Theory, a psychological framework that focuses on how individuals acquire, process, and retain knowledge. We will discuss the theory's historical background, key principles, applications, and limitations. We will also explore future directions for research and practice in cognitive learning theory.
Nutraceutical market, scope and growth: Herbal drug technologyLokesh Patil
As consumer awareness of health and wellness rises, the nutraceutical market—which includes goods like functional meals, drinks, and dietary supplements that provide health advantages beyond basic nutrition—is growing significantly. As healthcare expenses rise, the population ages, and people want natural and preventative health solutions more and more, this industry is increasing quickly. Further driving market expansion are product formulation innovations and the use of cutting-edge technology for customized nutrition. With its worldwide reach, the nutraceutical industry is expected to keep growing and provide significant chances for research and investment in a number of categories, including vitamins, minerals, probiotics, and herbal supplements.
Observation of Io’s Resurfacing via Plume Deposition Using Ground-based Adapt...Sérgio Sacani
Since volcanic activity was first discovered on Io from Voyager images in 1979, changes
on Io’s surface have been monitored from both spacecraft and ground-based telescopes.
Here, we present the highest spatial resolution images of Io ever obtained from a groundbased telescope. These images, acquired by the SHARK-VIS instrument on the Large
Binocular Telescope, show evidence of a major resurfacing event on Io’s trailing hemisphere. When compared to the most recent spacecraft images, the SHARK-VIS images
show that a plume deposit from a powerful eruption at Pillan Patera has covered part
of the long-lived Pele plume deposit. Although this type of resurfacing event may be common on Io, few have been detected due to the rarity of spacecraft visits and the previously low spatial resolution available from Earth-based telescopes. The SHARK-VIS instrument ushers in a new era of high resolution imaging of Io’s surface using adaptive
optics at visible wavelengths.
Remote Sensing and Computational, Evolutionary, Supercomputing, and Intellige...University of Maribor
Slides from talk:
Aleš Zamuda: Remote Sensing and Computational, Evolutionary, Supercomputing, and Intelligent Systems.
11th International Conference on Electrical, Electronics and Computer Engineering (IcETRAN), Niš, 3-6 June 2024
Inter-Society Networking Panel GRSS/MTT-S/CIS Panel Session: Promoting Connection and Cooperation
https://www.etran.rs/2024/en/home-english/
Toxic effects of heavy metals : Lead and Arsenicsanjana502982
Heavy metals are naturally occuring metallic chemical elements that have relatively high density, and are toxic at even low concentrations. All toxic metals are termed as heavy metals irrespective of their atomic mass and density, eg. arsenic, lead, mercury, cadmium, thallium, chromium, etc.
Salas, V. (2024) "John of St. Thomas (Poinsot) on the Science of Sacred Theol...Studia Poinsotiana
I Introduction
II Subalternation and Theology
III Theology and Dogmatic Declarations
IV The Mixed Principles of Theology
V Virtual Revelation: The Unity of Theology
VI Theology as a Natural Science
VII Theology’s Certitude
VIII Conclusion
Notes
Bibliography
All the contents are fully attributable to the author, Doctor Victor Salas. Should you wish to get this text republished, get in touch with the author or the editorial committee of the Studia Poinsotiana. Insofar as possible, we will be happy to broker your contact.
The ability to recreate computational results with minimal effort and actionable metrics provides a solid foundation for scientific research and software development. When people can replicate an analysis at the touch of a button using open-source software, open data, and methods to assess and compare proposals, it significantly eases verification of results, engagement with a diverse range of contributors, and progress. However, we have yet to fully achieve this; there are still many sociotechnical frictions.
Inspired by David Donoho's vision, this talk aims to revisit the three crucial pillars of frictionless reproducibility (data sharing, code sharing, and competitive challenges) with the perspective of deep software variability.
Our observation is that multiple layers — hardware, operating systems, third-party libraries, software versions, input data, compile-time options, and parameters — are subject to variability that exacerbates frictions but is also essential for achieving robust, generalizable results and fostering innovation. I will first review the literature, providing evidence of how the complex variability interactions across these layers affect qualitative and quantitative software properties, thereby complicating the reproduction and replication of scientific studies in various fields.
I will then present some software engineering and AI techniques that can support the strategic exploration of variability spaces. These include the use of abstractions and models (e.g., feature models), sampling strategies (e.g., uniform, random), cost-effective measurements (e.g., incremental build of software configurations), and dimensionality reduction methods (e.g., transfer learning, feature selection, software debloating).
I will finally argue that deep variability is both the problem and solution of frictionless reproducibility, calling the software science community to develop new methods and tools to manage variability and foster reproducibility in software systems.
Exposé invité Journées Nationales du GDR GPL 2024
Deep Software Variability and Frictionless Reproducibility
The Significance of Social Stimuli in Communication and the Learning Process.pptx
1. The Significance of Social
Stimuli in Communication
and the Learning Process
Boglarka Bihari
2022
2. Biography
• BEd, MA in Education
• Solid experience in education and learning and
development
• Data analysis and data visualisation skills
• Passionate about continuous studying about the process
of learning, and being bold to explore and experiment
with related fields and methods, e.g. gamification,
neuroscience, ecosystem building, data based decision
making
• Neuroscience studies: visiting a Brain Pathology seminar
at the University of Medicine in Budapest; doing research
in cognitive psychology learning about neural processes
as well; Completing Neuroscience courses at Harvard
University
3. As an educator I am interested in how I can make the learning process more
efficient – Could I benefit from the findings of some neuroscience research?
I decided to focus on two seemingly different processes, but as we will see,
there are lots of similarities between them
As Matthew Lieberman (Social Cognitive Neuroscience Lab director at UCLA)
says, we are “socially wired” creatures – in both processes the social context
has a great significance
About the topic choice
4. In 2005-2006: I carried out a cognitive discourse analysis in 2 phases: 1.isolated concept
associations, 2.detecting theme associations during conversations (i.e. in linguistic and
social contexts)
Method: paper-based discourse analysis, recording longer conversations of various
groups, focusing on specific, given topics
Aims: 1.to explore how mental representations of concepts are constructed, 2.to follow
the cognitive processes of participants, and 3.to detect the potential impact of the social
context on the association processes
Detecting brain activation via discourse analysis
– some early research
5. Phase 1, concept associations:
1.Various features and different memory types (e.g. semantic and autobiographical)
were activated as parts of the mental representations of the given objects by the
participants in the experiment
2.Even when we focus on one specific object, our memory activation is more extended,
multiple semantic schemas might be activated as well as other parts of the brain, e.g.
hippocampus, amygdala (i.e. because of the semantic and autobiographical memory
activation)
Phase 2, theme associations during discourse:
1.Similar schema and memory activation processes could be observed as in Phase 1
2.Additional findings: cognitive cooperation principle (from Grice’s ‘cooperative
principle’ term): the participants main aim is to cooperate – it has visible signs on a
cognitive level as well, e.g. the participants help each other to recall memories, they
finish each other’s sentences etc. The participants follow one another’s associations
to create one, collective mental representation of the discourse
Main findings of the research
6. Detecting and exploring the phenomenon
of cognitive cooperation with brain
imaging technology
Examining the role of non-verbal
communication elements during
discourse with brain imaging tools
Functional near infrared spectroscopy
(fNIRS) – portable; its motion tolerance is
good, however, it cannot be used for the
subcortical regions
Future perspectives of the research
7. The act of cooperation is highly associated with activation in brain regions
which are known to be involved in reward processing (Stallen and Sanfey,
2013) Cooperation is rewarding
In addition, social experiences themselves are already motivating,
rewarding; as Redcay et al. (2010) explain, ‘During the “Live” interaction, as
compared to the Recorded conditions, greater activation was seen in brain
regions involved in social cognition and reward, including the right temporo-
parietal junction (rTPJ), anterior cingulate cortex (ACC), right superior
temporal sulcus (rSTS), ventral striatum, and amygdala’ (Redcay et al., 2010)
Why do we cooperate?
8. Kim (2013) differentiates between 3 subprocesses of motivation:
1. Generation of motivation – in the Ventral Striatum and the Amygdala:
Reward-driven approach, Reward anticipation, Incentive salience
2. Maintenance of motivation – in the Striatum and the orbitofrontal cortex:
Value-based decision, Associative learning, Positive reward-prediction error
3. Regulation of motivation – in the anterior cingulate cortex and the
dorsolateral prefrontal cortex:
Goal-directed control, Cognitive control, Negative reward-prediction error
9. Also known as the ‘reward pathway’
It has 2 parts: the mesolimbic dopamine system (i.e. nucleus accumbens,
septum, amygdala, hippocampus) and the mesocortical dopamine system
(i.e. ‘the linkage between the medial prefrontal cortex, the anterior cingulate
cortex, and the perirhinal cortex. ‘ (Kim 2013) )
mesolimbic dopamine system: reward anticipation and learning
mesocortical dopamine system: ‘encoding the relative value of the reward and
goal-directed behavior.’ (Kim 2013)
The OFC-Amygdala-NAcc system responds to secondary rewards too, such
as social rewards, e.g.praise and cooperation (Kim 2013)
The dopamine pathway
10. Learning is a related process, it also
involves a great variety of social
situations, e.g. conversations
Learning is significantly more efficient
if there are social interactions too (e.g.
groupwork, pairwork, discussions;
incl. verbal and nonverbal
communication too)
Social stimuli in the learning process
11. The emotional environment in the classroom can be a fundamental
regulator of neuroplasticity (Cozolino 2013): ‘A low level of stress and
arousal – where the learner is attentive and motivated to learn –
maximizes the biochemical processes that drive neuroplasticity. ‘
Emotionally positive atmosphere, the teacher’s positive feedback (incl.
both verbal and nonverbal elements) reduce anxiety, build self-
confidence, therefore, enhance neuroplasticity
Supportive learning + appropriate level of challenge dopamine,
serotonin, norepinephrine and endorphin production is activated
What can make the learning process more efficient
from a social cognitive neuroscience perspective?
12. Increasing classroom autonomy – involving learners in decision
making, encouraging independent problem solving
Greater classroom autonomy results in stronger intrinsic motivation
Teachers can also increase neural plasticity by making social support,
compassion and kindness parts of the classroom
It’s important to eliminate stress, and create a warm and loving
environment (Cozolino 2013)
How can educators achieve this?
13. In social situations, we often imitate other people’s behaviours on verbal and
nonverbal levels too
Imitation can happen consciously and automatically
Reason: ‘(…) imitation is central to learning, interpersonal attunement, and
group coordination. It links us across the social synapse, allowing the
creation of larger organisms, like couples, families, and tribes.’ (Cozolino
2013)
Mirror neurons are essential in this process + with these and the frontal and
parietal regions, we also make predictions about the future – it is common
during a conversation too
Imitation – a fundamental element of learning
14. 3 types of structures/systems:
1.Cortical and subcortical structures: Orbital and medial prefrontal cortices
(OMPFC); Cingulate cortex and spindle (von Economo) cells; Insula cortex,
somatosensory cortex, amygdala, hippocampus, hypothalamus
2.Sensory, motor and affective systems: Face recognition and expression
reading; Imitation, mirroring, and resonance systems
3.Regulatory systems: Attachment, stress, and fear regulation system
(OMPFC – amygdala balance); Social engagement system (the vagal system
of autonomic regulation); Social motivation system (reward representation
and reinforcement) (Cozolino 2013)
The social brain
15. ‘The OMPFC allows us to translate the punishment and reward values of
complex social information into meaningful information by associating them
with motivations and emotions’ (Cozolino 2013)
‘(….) the vagus allows us to maintain continued engagement by modulating
arousal during emotional interpersonal exchanges.’
(Cozolino 2013)
‘The dopamine reward system is involved with more complex analysis of
reward and social motivation. It becomes activated with an expectation of a
social reward’ (Cozolino 2013)
Some functions of the social brain
16. Cozolino (2013): Individuals with autism spectrum disorder lack the abilities
of ‘emotional attunement and sympathetic understanding’
Khalil et al. (2018) also refer to the impaired mirror neuron system in autism
spectrum disorder, and its negative impact on empathy and imitative
behaviour
Stopa & Clark (1993): People with social anxiety disorder ‘may not closely
monitor other people's responses in social situations’, therefore, their thoughts
are not data driven.
Cozolino (2013): Isolation can lead to the loss of cognitive functions (e.g. for
elderly people) – ‘Isolation, lack of challenge, and understimulation are the
enemies of a healthy brain at any age.’
Social cognitive disorders
17. Cozolino, L.J. (2013). The social neuroscience of education : optimizing attachment and learning in the classroom.
New York: Norton.
Khalil, R., Tindle, R., Boraud, T., Moustafa, A.A. and Karim, A.A. (2018). Social decision making in autism:
On the impact of mirror neurons, motor control, and imitative behaviors. CNS Neuroscience & Therapeutics,
24(8), pp.669–676. doi:10.1111/cns.13001.
Kim, S. (2013). Neuroscientific Model of Motivational Process. Frontiers in Psychology, 4.
doi:10.3389/fpsyg.2013.00098.
Redcay, E., Dodell-Feder, D., Pearrow, M.J., Mavros, P.L., Kleiner, M., Gabrieli, J.D.E. and Saxe, R. (2010).
Live face-to-face interaction during fMRI: A new tool for social cognitive neuroscience. NeuroImage, 50(4),
pp.1639–1647. doi:10.1016/j.neuroimage.2010.01.052.
Stallen, M. and Sanfey, A.G. (2013). The Cooperative Brain. The Neuroscientist, 19(3), pp.292–303.
doi:10.1177/1073858412469728.
Stopa, L. and Clark, D.M. (1993). Cognitive processes in social phobia. Behaviour Research and Therapy,
31(3), pp.255–267. doi:10.1016/0005-7967(93)90024-o.
Bibliography