Automated Author ProfileWang, X. Christine
University at Buffalo, SUNY
Wang, X. Christine
Current S-Index
Sum of Dataset Indices for all datasets
Average Dataset Index per Dataset
Average Dataset Index per dataset
Total Datasets
Total datasets for this author
Average FAIR Score
Average FAIR Score per dataset
Total Citations
Total citations to the author's datasets
Total Mentions
Total mentions of the author's datasets
S-Index Interpretation
The S-Index (Sharing Index) is a comprehensive metric that represents the cumulative impact of all your datasets. It is calculated as the sum of Dataset Index scores across all your claimed datasets.
What it means:
- A higher S-index indicates greater overall impact of your datasets relative to typical datasets in their fields of research
- The S-Index grows as you add more datasets or as existing datasets gain more citations and mentions
- It provides a single number to track your research data impact over time
Current S-Index: 3.4 (sum of 2 datasets Dataset Index scores)
More information here.
S-Index Over Time
Cumulative Citations Over Time
Cumulative Mentions Over Time
Datasets
Given the increasing use of app books with young children, research is needed to inform their selection and design. While broad guidelines exist, more fine-grained guidance is needed. To address this need, we explored the relations amongst app books’ digital affordances, readers’ behaviors with these affordances during both buddy and individual reading sessions, and their individual outcomes. Fifty-three kindergarteners (ages 5.05 – 6.46 years; M = 5.60; SD = 0.42) read 12 app books twice each across 24 buddy-reading sessions and four app books once each across four individual-reading sessions, and their comprehension was assessed after each individual reading session. Multivariate, mixed response analysis found that (1) when a greater number of minimum hotspots were available per page retelling was better, and (2) availability of word hotspots was linked to better critical thinking/inference outcomes. Implications include choosing app books with affordances that this study showed support particular reading outcomes, in alignment with instructional goals.
Authors
- Christ, Tanya ;
- Wang, X. Christine ;
- Chiu, Ming Ming ;
- Strekalova, Ekaterina
Given the increasing use of app books with young children, research is needed to inform their selection and design. While broad guidelines exist, more fine-grained guidance is needed. To address this need, we explored the relations amongst app books’ digital affordances, readers’ behaviors with these affordances during both buddy and individual reading sessions, and their individual outcomes. Fifty-three kindergarteners (ages 5.05 – 6.46 years; M = 5.60; SD = 0.42) read 12 app books twice each across 24 buddy-reading sessions and four app books once each across four individual-reading sessions, and their comprehension was assessed after each individual reading session. Multivariate, mixed response analysis found that (1) when a greater number of minimum hotspots were available per page retelling was better, and (2) availability of word hotspots was linked to better critical thinking/inference outcomes. Implications include choosing app books with affordances that this study showed support particular reading outcomes, in alignment with instructional goals.
Authors
- Christ, Tanya ;
- Wang, X. Christine ;
- Chiu, Ming Ming ;
- Strekalova, Ekaterina