Relevant bibliographies by topics / Explainers

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Explainers'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Explainers"

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da Costa, Antonio Gomes. "The Cheshire explainer. Musings about the training of explainers." Journal of Science Communication 15, no. 04 (June 22, 2016): C06. http://dx.doi.org/10.22323/2.15040306.

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The profession of explainer is still pretty much undefined and underrated and the training of explainers is many times deemed to be a luxury. In the following pages we make the argument that three main factors contribute to this state of affairs and, at the same time, we try to show why the training of explainers should really be at the core of any science communication institution. These factors are: an erroneous perception of what a proper scientific training means for explainers; a lack of clear definition of the aptitudes and role of explainers required by institutions that are evolving and diversifying their missions; and an organizational model based on top-down practices of management and activity development which underappreciates the potential of the personnel working directly with the public.
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da Costa, Antonio Gomes. "Should explainers explain?" Journal of Science Communication 04, no. 04 (December 21, 2005): C03. http://dx.doi.org/10.22323/2.04040303.

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One of the most common, and probably one of the crucial questions about science centers and interactive exhibitions is often phrased as “Ok, it’s fun, but do they learn anything?”. What follows is not an attempt to answer this question; we will just use it as a starting point for a discussion about the role of explainers in science centers. Explainers are usually very motivated people, possessing a genuine interest in science and technology and a scientific background they are eager to share. And they feel everyone else should be as enthusiastic about science as they are. This is a legitimate aspiration, of course, but how exactly does one try to achieve this goal? What is the explainer’s role? Quite often, the answer to the question “…but do they learn anything?” is: “Yes, if we teach them”. It is simple, straightforward, probably it works to some extent, and this is the reasoning that makes explainers become… well, explainers. And this should be avoided.
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Botterell, Andrew. "Colors as explainers?" Behavioral and Brain Sciences 26, no. 6 (December 2003): 785–86. http://dx.doi.org/10.1017/s0140525x03210189.

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Byrne & Hilbert (B&H) argue that colors are reflectance properties of objects. They also claim that a necessary condition for something's being a color is that it causally explain – or be causally implicated in the explanation of – our perceptions of color. I argue that these two positions are in conflict.
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Martin, Sebastian, and Modesto Tamez. "Explainers – New energy for the museum." Journal of Science Communication 07, no. 04 (December 19, 2008): C08. http://dx.doi.org/10.22323/2.07040308.

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The Exploratorium explainer program is not only important to the young people involved, but is an integral part of the museum culture. This initiative that started to help the youth of our community has blossomed into a program that has been very helpful to the science centre. In fact, the institution would not be complete without the fresh energy of the explainers. They help the Exploratorium to continue to give the real pear to its public.
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Kea, Kathy. "Open letter to battering mother explainers." Women's Studies International Forum 10, no. 2 (January 1987): 213–14. http://dx.doi.org/10.1016/0277-5395(87)90030-6.

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Gleicher, Michael. "Explainers: Expert Explorations with Crafted Projections." IEEE Transactions on Visualization and Computer Graphics 19, no. 12 (December 2013): 2042–51. http://dx.doi.org/10.1109/tvcg.2013.157.

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Young, Robert M. "The scientist as guru: The explainers." Science as Culture 1, sup1 (January 1987): 130–40. http://dx.doi.org/10.1080/09505438709526180.

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Baier, Annette. "Explaining the actions of the explainers." Erkenntnis 22, no. 1-3 (January 1985): 155–73. http://dx.doi.org/10.1007/bf00269965.

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Johnson, Colin. "Training science centre Explainers. The Techniquest experience." Journal of Science Communication 04, no. 04 (December 21, 2005): C04. http://dx.doi.org/10.22323/2.04040304.

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Techniquest was established in 1986, and in 1995 moved to its current premises at Cardiff Bay, South Wales. This was the first purpose-built science centre in the UK. It receives around 200,000 visitors every year to its exhibition, and to its programmes for schools and public audiences in the theatre, laboratory, discovery room and planetarium. The author joined the Techniquest project in 1985, became a staff member in 1990 and was the Chief Executive from 1997 until his retirement in 2004. Techniquest has three “out-stations” in Wales, and is responsible for the supply and maintenance of exhibits to the Look Out Discovery Centre in Bracknell, England. There is a Techniquest gallery at the Lisbon Pavilhão do Conhecimento - Ciência Viva, and a traveling exhibition, SciQuest, in South Africa which was also supplied by Techniquest. All these centres rely on the effective intervention of “Explainers” (at Techniquest we call them “Helpers”) to provide the best possible experience for visitors. At its most demanding, the tasks of an Explainer are varied and intensive, yet there may be times when the duties are mundane or even dull. When you rely on people to act as both hosts and housekeepers, to provide both support and stimulus, and to be both welcoming and watchful, you are asking a great deal. This article raises some of the issues concerned with the recruitment and retention of Explainers, their training and management, and the way in which their role is recognized and valued by the science centre as a whole.
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Massarani, Luisa, Paola Rodari, and Matteo Merzagora. "Trained to interact: echoes from the Workshop Sul-Americano de Mediação em Museus e Centros de Ciência." Journal of Science Communication 07, no. 04 (December 19, 2008): C01. http://dx.doi.org/10.22323/2.07040301.

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The initiatives focusing the professional development of explainers are multiplying around the world, building an informal network of researchers, museums managers and directors, explainers, and regional/continental networks, as THE group, the Thematic Human Interface and Explainers group of Ecsite.The Workshop Sul-Americano de Mediação em Museus e Centros de Ciência e Escola de Mediação em Museus e Centros de Ciência, which took place in Rio de Janeiro in September 2008, was a further important step along this path. We believe it is worthwhile to offer to Jcom readers some of the workshop contributions concerning the training of explainers, to which we added an overview of the general problem presented by Lynn Uyen Tran (Lawrence Hall of Science at the University of California, Berkeley).
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Dissertations / Theses on the topic "Explainers"

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Wanless, Jennifer H. F., and n/a. "Questacon explainers : a study of the role of explainers at Questacon Science Centre, Canberra." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.173533.

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The first participatory or inter-active science centre in Australia was Questacon, which operated in Canberra for the eight years, 1980-1988. Its very success lead to its demise: it became the inspiration for the National Science and Technology Centre which opened in late 1988. Questacon, in common with many of the World's new breed of science centres and museums, was modelled on San Francisco's famous Exploratorium. These new institutions have copied ideas and even actual exhibits from the Exploratorium, but most of them have failed to copy the Exploratorium's use of Explainers, a feature which Exploratorium staff think is integral to the whole concept. Questacon is one of the institutions in which an explainer system was established, although it differed in some significant respects from that at the Exploratorium. Participatory science centres have been seen as part of the answer to the problem of increasing public awareness and understanding of science. There is a growing body of literature which is concerned with the learning of science in informal educational settings, such as in these centres, but there has been very little work done on the role of museum docents or their equivalents in this learning. One study of the Exploratorium's Explainers concentrated on the value of their work as explainers for the people involved in the system, in terms of their own personal development. The aim of the present study was to compare the two explainer systems and to investigate the work of Questacon Explainers both in terms of their own personal development and in their interaction with visitors to the centre.
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Richardson, Anne E. "Explainers' development of science-learner identities through participation in a community of practice." Antioch University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1327711877.

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Kamolpattana, Supara. "Science museum explainer training : exploring factors that influence visitor-explainer interactions." Thesis, University of the West of England, Bristol, 2016. http://eprints.uwe.ac.uk/28534/.

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There is currently minimal understanding as to how explainer training in Informal Science Institutions (ISIs) incorporates socio-cultural contexts. This thesis investigates this gap in the literature by examining the role of socio-cultural context in explainer training programmes within Informal Science Institutions, through the examination of three research questions. The research employs a mixed methods approach comprising 21 interviews, three international case studies, a questionnaire survey of 600 visitors and 41 explainers, in addition to observations of explainer-visitor interaction. From the international perspective, fifteen experts from 13 countries were interviewed. From the international experts’ viewpoint it was found that socio-cultural context influences the main roles of ISI explainers, and the knowledge and skills associated to success (knowledge of visitor, communication skills and knowledge of scientific content). Additionally, training programmes that provide opportunities for explainers’ active participation and collaboration were highlighted as important. The three case studies incorporated observation of eleven types of training session and questionnaires for explainers (n=55) over three ISIs: the New York Hall of Science (NYSCI) in the USA, Petrosains – the Discovery Centre (Petrosains), in Malaysia and the Natural History Museum (NHM) in the UK. The three case studies reveal detailed information on how socio-cultural context can support explainers’ active participation and collaboration within a training context, as well as the role of techniques such as exploring theory, being an observer, practicing communication, being observed and feedback, and coaching by others within training settings. The case studies also expose the multiple participants who may be involved in training; educators, experienced explainers, peers and visitors, as well as the role of training delivery through discussion and interaction. In the specific context of Thailand 600 visitors and 41 explainers completed questionnaires, six Thai educators were interviewed, and ten explainer-visitor interactions were observed. The Thai educators indicated the role, knowledge and skills required of explainers in the Thai socio-cultural context, and how training supports the personal skill development of explainers. The Thai interview and explainer data also highlights some gaps in Thai explainer training at present, whereby interaction appears mainly between educators and explainers, overlooking the role of experienced explainers or peers. Additionally, organisational policy support directed at ongoing training more strongly featuring social interaction is discussed in terms of its potential shortcomings. At the specific at level of explainer-visitor interaction, visitors are evidenced to have positive attitudes towards explainers in general, though the social interaction between explainer and visitors suggest multiple perceptions of the explainers’ role; activities that are seen to be more likely to generate interaction and that the explainer-visitor relationship is developed through local activities and tools which could be more widely considered in the context of all explainer training. The thesis concludes that socio-cultural context shapes the explainers’ role, the conception of knowledge and skills required for explainers, and the design and delivery of training programmes for explainers in ISIs. The research contributes new knowledge in analysing a range of training practices for explainers in international ISI settings, and how these may be relevant to and potentially include a socio-cultural perspective. It is argued that the role of socio-cultural context in explainer training programmes raised by this thesis should be further explored by ISI educators, in order to divert from a set of practices that may be unduly influenced by a transmission approach.
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Kindborg, Elofsson Alice. "Hur skiljer sig populärvetenskapliga framställningari två olika medier, e-bok och video? : En jämförande analys av Introducing books och Explainer videos. Explained* och Introducing – Graphic guides." Thesis, Malmö universitet, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-18787.

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Denna studie undersöker hur populärvetenskapliga framställningar gestaltas för e-bok och video. Resultatet visar de mediespecifika skillnader som medierna e-bok och video för med sig. Detta görs i en studie med två exempel genom jämförande visuell analys av två olika typer av medium som båda förklarar samma fenomen med olika multimodala förutsättningar. Analysen gör det möjligt att se och dra slutsatser kring vad mediumet för med sig för skillnader. Ämnet är intressant för producenter av populärvetenskap. Syftet med studien är att undersöka, genom visuell analys, hur samma ämne gestaltas i e-bok och video. Beroende på medium har producenter av populärvetenskap, och designers med intresse för pedagogiskt material, helt olika förutsättningar och begränsningar i produktionen. Efter att studien är gjord har det framgått vad populärvetenskapliga framställningar i e-bok och video har för designlikheter. I det första exemplet behandlas multimodaliteter i e-boken Introducing Mind and Brain, A Graphic Guide, (Gellatly och Zarate 2018) och videon THE MIND explained: Memory (Netlfix 2019). För att avgränsa materialet används den sekvens från vardera medium som förklarar hur känslor kan bidra till att förstärka minnen. I det andra exemplet behandlas multimodaliteter i e-boken Introducing Aesthetics, A Graphic Guide (Kul-Want 2010) och videon Explained: Beauty (Netlfix 2019). För att avgränsa används den sekvens från vardera medium som förklarar att skönhet är subjektivt. Resultaten av den jämförande analysen diskuteras avslutningsvis för att besvara forskningsfrågan: Hur skiljer sig populärvetenskapliga framställningar i två olika medier, e-bok och video? Sammanfattningsvis gestaltas ämnet på olika vis beroende på medium men med designlikheter. Resultatet visar på att populärvetenskapliga framställningar i olika medium delas in i kortare pedagogiska sekvenser. De innehåller ofta verkliga exempel på situationer som mottagaren kan koppla informationen till, och tydliga visuella ledtrådar som guidar mottagaren genom materialet. Medierna har också gemensamt att de innehåller element som förstärker materialets legitimitet.
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Bracchi, Luca. "I-eXplainer: applicazione web per spiegazioni interattive." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amslaurea.unibo.it/20424/.

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Lo scopo di questa tesi è dimostrare che è possibile trasformare una spiegazione statica relativa all'output di un algoritmo spiegabile in una spiegazione interattiva con una maggior grado di efficacia. La spiegazione cercata sarà human readable ed esplorabile. Per dimostrare la tesi userò la spiegazione di uno degli algoritmi spiegabili del toolkit AIX360 e andrò a generarne una statica che chiamerò spiegazione di base. Questa verrà poi espansa ed arricchita grazie a una struttura dati costruita per contenere informazioni formattate e connesse tra loro. Tali informazioni verranno richieste dall'utente, dandogli la possibilità di costruire una spiegazione interattiva che si sviluppa secondo il suo desiderio.
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Skoog, Samuel. "What Curiosity Taught Us About Life on Mars : And What We Used to Think." Thesis, Stockholms universitet, Institutionen för mediestudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-126223.

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Mitt examensarbete är en video på drygt sex minuter. Videon är animerad i Adobe After Effects. Den har för avsikt att på ett informativt, enkelt och snyggt sätt förklara NASAs Curiosity-uppdrag på Mars, samt summera planetens roll i popkultur genom tiderna. Målgruppen är människor som hellre får information via internet än via papperstidningar, och som gärna vill få en övergripande bild av olika fenomen (i det här fallet Mars och Curiosity). Den är utformad med mobilt tittande i åtanke, vilket också speglas i målgruppsanpassningen. Denna reflektionsrapport är ett komplement till videon, och här har jag för avsikt att berätta om hur (och varför) jag gjort videon. Den kommer även diskutera fenomenet explainer-journalistik. Vad är explainer-journalistik, och varför är det ett viktigt fenomen att förstå för samtida och framtida journalister?
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Riddle, Steve. "Viewpoints in practice : explanations explained." Thesis, University of Bath, 1997. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338404.

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Hughes, Malcolm K., Peter Ian Kuniholm, Jon K. Eischeid, Gregg Garfin, Carol B. Griggs, and Christine Latini. "Aegean Tree-Ring Signature Years Explained." Tree-Ring Society, 2001. http://hdl.handle.net/10150/262557.

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As a long master tree -ring chronology for the region around the Aegean approaches completion, timbers from monuments and archaeological sites as far as 2,000 km apart, and as far back as 7000 BC, are being dated. The patterns used in this dating are characterized by signature years, in which trees at the majority of the sites have smaller or broader rings than in the previous year. We show that the signature years are consistently associated with specific, persistent, circulation anomalies that control the access of precipitation- bearing systems to the region in springtime. This explains the feasibility of dating wooden objects from widely dispersed sites, and opens the possibility of reconstructing aspects of the climate in which the wood grew.
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Ayars, Alisabeth. "What Explains a Semantic Unmasking Effect?" Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/603535.

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Sanguinetti and Peterson (2013) found that masked words (e.g., "telephone") followed by a semantically related familiar silhouette (e.g., a silhouette of a telephone) were more likely to be perceived than words followed by an unrelated or novel silhouette, even though the words appeared prior to the silhouettes. This indicates that semantically related items can produce recovery of, or "unmask," earlier masked items. Sanguinetti and Peterson (2012) interpret their result in a framework proposed by Di Lollo, Enns, & Rensink (2000) which specifies feedback processing to play a role in hypothesis confirmation. According to Di Lollo et al., feedback processing in the visual system constitutes an iterative-loop system, directed at verification of hypotheses about perceptual stimuli. Sanguinetti and Peterson propose that the familiar silhouettes are able to confirm the hypothesis in the visual system that a semantically related word is present, via reentrant processing. At least two alternative explanations are available for the results. One alternative is that the semantically related silhouettes simply allow for retrieval of the episode of previously seeing the words (which is forgotten upon mask presentation), rather than causally contributing to their phenomenal consciousness. Another alternative is that the semantically related silhouettes allow participants to consciously infer what the word had been from a degraded perception. In Experiment 1, we showed that an attended feature of the words (i.e., their font) is not unmasked along with the semantics of the words—unmasked words appear in no identifiable font. This is evidence against the episodic retrieval hypothesis and supports Sanguinetti & Peterson's original interpretation, since the font of the words would be a component of the original episode of seeing the words. In Experiments 2a and 2b, we show that conscious recognition of the objects in the silhouettes is insufficient for the unmasking effect—reduction in silhouette exposure duration reduces the unmasking effect (Experiment 2a) even though silhouettes are equally recognizable (Experiment 2b). This rules out the inference explanation for the unmasking effect, since on this explanation unmasking would depend on whether the silhouettes are recognized and can therefore be employed in conscious inference. Independent theoretical contributions of these findings are discussed.
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Wright, Brian. "Nonverbal Learning Disabilities Explained through Student's Narratives." Thesis, Nova Southeastern University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10238974.

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This applied dissertation will provide a deeper understanding of how high school students with nonverbal learning disabilities perceive themselves. Persons with nonverbal learning disabilities are defined primarily through performance measures with less qualitative information available. In this study, high school students identified with nonverbal learning disabilities will have the opportunity to voice their feelings about their disability.

The researcher developed open-ended questions about nonverbal learning disabilities and how it has impacted the students. Information was gathered through a narrative format and transcribed. Information was coded for important themes.

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Books on the topic "Explainers"

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Explainers: The Complete Village Voice Strips (1956-1966). Seattle, Wash: Fantagraphic Books, 2008.

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D'Aguiar, Fred. Explainer. London: Race Today Publications, 1988.

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B, Steve. Professional explainer videos: Explainer videos. Cleveland, USA.: Steve Press, 2015.

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Hofmann, Gert, and Hofmann Michael. The film explainer. Evanston, Ill: Northwestern University Press, 1996.

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Hofmann, Gert. The Film Explainer. London: Minerva, 1996.

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Hofmann, Gert. The film explainer. London: Secker & Warburg, 1995.

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Tompkins, Robert. Options Explained2. London: Palgrave Macmillan UK, 1994. http://dx.doi.org/10.1007/978-1-349-13636-0.

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Options explained. Basingstoke: Macmillan, 1991.

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Audio explained. Oxford: Focal Press, 1997.

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Dennett, Daniel Clement. Consciousness Explained. London: Penguin Group UK, 2009.

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Book chapters on the topic "Explainers"

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Iuliano, Fiorella. "Lesson 8: Training Explainers." In Science Centres and Science Events, 119–23. Milano: Springer Milan, 2012. http://dx.doi.org/10.1007/978-88-470-2556-1_14.

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Baier, Annette. "Explaining the Actions of the Explainers." In Epistemology, Methodology, and Philosophy of Science, 155–73. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-017-1456-3_9.

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Rodari, Paola. "Explainer." In Encyclopedia of Science Education, 420–23. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_293.

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Rodari, Paola. "Explainer." In Encyclopedia of Science Education, 1–4. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6165-0_293-2.

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Agell, Charlotte, and Molly Kellogg. "Quinn, the Explainer?" In A Field Guide to gifted students, 7–8. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232599-5.

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Symmonds, Nick. "GDI Explained." In GDI+ Programming in C# and VB .NET, 31–48. Berkeley, CA: Apress, 2002. http://dx.doi.org/10.1007/978-1-4302-0828-0_2.

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Pawlak, Ralph R. "Fractional Explained." In Industrial Problem Solving Simplified, 169–76. Berkeley, CA: Apress, 2013. http://dx.doi.org/10.1007/978-1-4302-6578-8_11.

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Pawlak, Ralph R. "Interaction Explained." In Industrial Problem Solving Simplified, 177–82. Berkeley, CA: Apress, 2013. http://dx.doi.org/10.1007/978-1-4302-6578-8_12.

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Jeannet, Jean-Pierre. "Osteosynthesis Explained." In Leading a Surgical Revolution, 11–13. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01980-8_2.

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Edward, Shakuntala Gupta, and Navin Sabharwal. "MongoDB Explained." In Practical MongoDB, 159–90. Berkeley, CA: Apress, 2015. http://dx.doi.org/10.1007/978-1-4842-0647-8_8.

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Conference papers on the topic "Explainers"

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Hepburn, Alexander, and Raul Santos-Rodriguez. "Explainers in the Wild: Making Surrogate Explainers Robust to Distortions Through Perception." In 2021 IEEE International Conference on Image Processing (ICIP). IEEE, 2021. http://dx.doi.org/10.1109/icip42928.2021.9506711.

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Osawa, Hirotaka, Wataru Kayano, Tomohiro Miura, and Wataru Endo. "Transitional Explainer." In HAI 2015: The Third International Conference on Human-Agent Interaction. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2814940.2814945.

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Ebaid, Amr, Saravanan Thirumuruganathan, Walid G. Aref, Ahmed Elmagarmid, and Mourad Ouzzani. "EXPLAINER: Entity Resolution Explanations." In 2019 IEEE 35th International Conference on Data Engineering (ICDE). IEEE, 2019. http://dx.doi.org/10.1109/icde.2019.00224.

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Ho, Y. "Perturbation analysis explained." In 26th IEEE Conference on Decision and Control. IEEE, 1987. http://dx.doi.org/10.1109/cdc.1987.272772.

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Gorringe, Chris, Teresa Lopes, and Dan Pleasant. "ATML capabilities explained." In 2007 IEEE Autotestcon. IEEE, 2007. http://dx.doi.org/10.1109/autest.2007.4374218.

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Hirakawa, Keigo. "Cross-talk explained." In 2008 15th IEEE International Conference on Image Processing. IEEE, 2008. http://dx.doi.org/10.1109/icip.2008.4711845.

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Karsh, Neil, and Ian Puszet. "Diamond Audio — Explained." In SMPTE Technical Conference. IEEE, 2000. http://dx.doi.org/10.5594/m00169.

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Verma, Sahil, and Julia Rubin. "Fairness definitions explained." In ICSE '18: 40th International Conference on Software Engineering. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3194770.3194776.

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Williamson, David M. "Monochromatic quartet explained." In Critical Review Collection. SPIE, 1992. http://dx.doi.org/10.1117/12.131969.

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Pientka, Brigitte. "Contextual Types, Explained." In LICS '20: 35th Annual ACM/IEEE Symposium on Logic in Computer Science. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3373718.3394735.

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Reports on the topic "Explainers"

1

Boyle, Edward. LCOM Explained. Fort Belvoir, VA: Defense Technical Information Center, July 1990. http://dx.doi.org/10.21236/ada224497.

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Wu, Q., W. Liu, and A. Farrel. Service Models Explained. RFC Editor, January 2018. http://dx.doi.org/10.17487/rfc8309.

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Blomstrom, Magnus, Robert Lipsey, and Mario Zejan. What Explains Developing Country Growth? Cambridge, MA: National Bureau of Economic Research, August 1992. http://dx.doi.org/10.3386/w4132.

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Ne`eman, Y., and D. Sijacki. Chromogravity explains {open_quotes}strong gravity{close_quotes}. Office of Scientific and Technical Information (OSTI), March 1993. http://dx.doi.org/10.2172/10138036.

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Eberly, Janice, Sergio Rebelo, and Nicolas Vincent. What Explains the Lagged Investment Effect? Cambridge, MA: National Bureau of Economic Research, March 2011. http://dx.doi.org/10.3386/w16889.

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Cox, Josue, Daniel Greenwald, and Sydney Ludvigson. What Explains the COVID-19 Stock Market? Cambridge, MA: National Bureau of Economic Research, September 2020. http://dx.doi.org/10.3386/w27784.

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Mian, Atif, and Amir Sufi. What explains high unemployment? The aggregate demand channel. Cambridge, MA: National Bureau of Economic Research, February 2012. http://dx.doi.org/10.3386/w17830.

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Louis, Jean-Jacques. What Explains Economic Underdevelopment in Sub-Saharan Africa. Fort Belvoir, VA: Defense Technical Information Center, December 2015. http://dx.doi.org/10.21236/ad1009150.

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Pavcnik, Nina. What Explains Skill Upgrading in Less Developed Countries? Cambridge, MA: National Bureau of Economic Research, August 2000. http://dx.doi.org/10.3386/w7846.

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Hanusch, Marek, Philip Keefer, and Razvan Vlaicu. Research Insights: What Explains Vote Buying in Elections? Inter-American Development Bank, December 2019. http://dx.doi.org/10.18235/0002094.

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