The origins of Penrose diagrams in Physics,Art, and the Psychology of perception, 1958–62     

Aaron Sidney Wright 《Endeavour》2013

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A toy model that predicts the qualitative role of bar bend in a push jerk     

Aaron Santos  Norman E. Meltzer 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):345-359

In this work, we describe a simple coarse-grained model of a barbell that can be used to determine the qualitative role of bar bend during a jerk. In simulations of this model, we observed a narrow time window during which the lifter can leverage the elasticity of the bar in order to lift the weight to a maximal height. This time window shifted to later times as the weight was increased. In addition, we found that the optimal time to initiate the drive was strongly correlated with the time at which the bar had reached a maximum upward velocity after recoiling. By isolating the effect of the bar, we obtained a generalized strategy for lifting heavy weight in the jerk.  相似文献   

Effects of psycholinguistic instruction on spelling performance     

Christopher T. Arra  P.G. Aaron 《Psychology in the schools》2001,38(4):357-363

Two studies were conducted in which phonology‐based instructional strategies designed for improving spelling skills of elementary school children were compared against instruction strategies that relied only on visual exposure of words. The first study involved a total of 93 children. Of these, 46 were instructed by drawing their attention to the psycholinguistic nature of their spelling errors. The remaining 47 children in the comparison group were shown the correct version of all the words. In study II 15 children were placed in a treatment group and were taught phoneme awareness, and 15 children were placed in a comparison group and were exposed to printed words only. In both studies, posttests showed that children taught through psycholinguistic and phoneme awareness methods significantly outperformed the visual training groups. Further, these gains were retained after a period of 2 weeks. © 2001 John Wiley & Sons, Inc.  相似文献   

Infant Affective Reactions to the Resumption of Maternal Interaction after the Still-Face   总被引：4，自引：0，他引：4  

M. Katherine Weinberg  Edward Z. Tronick 《Child development》1996,67(3):905-914

To investigate infants' reactions to the Face-to-Face Still-Face Paradigm and in particular the reunion episode, 50 6-month-olds' affective, behavioral, and physiologic reactions were recorded and analyzed. Infants reacted to the still-face with negative affect, a drop in vagal tone, and an increase in heart rate. By contrast, they reacted to the reunion episode with a mixed pattern of positive and negative affect. There was a carryover of negative affect from the still-face, an increase in fussiness and crying, and a rebound of positive affect. During this episode, the infants' heart rate and vagal tone returned to initial levels. The data indicate that infant affective displays are specifically related to different interactive events, but that their physiologic reactions do not show the same level of specificity. The findings also highlight the complexity of the affective and reparatory processes that take place in mother-infant interactions.  相似文献   

The methods of science … and those by which we live     

Steven Weinberg 《Academic Questions》1995,8(2):7-13

The essays in this symposium were originally presented as the opening panel at the fifth national conference of the National Association of Scholars titled “Objectivity and Truth in the Natural Sciences, the Social Sciences, and the Humanities.” The conference took place in Cambridge, Massachusetts, from 11 to 13 November 1994.  相似文献   

Developmental dyslexia: Is it different from other forms of reading disability?     

P. G. Aaron 《Annals of dyslexia》1987,37(1):109-125

A controversy whether developmental dyslexia is qualitatively different from other forms of reading disability has existed among reading specialists for many years. In the present study, the hypothesis that the etiology of dyslexia is different from that of other forms of reading disability because of differences in the components that malfunction was tested. A number of studies have shown that the two components that contribute to a large proportion of variance in reading are decoding and comprehension. It is, therefore, possible that a breakdown of different components could lead to different forms of disabilities. College students who were poor readers were assigned to two groups on the basis of their IQ. Conforming to the traditional criterion of dyslexia, those who had an IQ of 95 and above were considered as dyslexic. Those who had an IQ of 85 or below were placed in the Nonspecific Reading-Disabled group. These two groups of poor readers and a group of normal readers were administered a large number of reading-related tests. It was found that the two reading-disabled groups differed from each other in six of the seven areas assessed. There was very little overlap of scores between the two groups in these areas. The results were interpreted to suggest that poor decoding skill is the etiology of developmental dyslexia and that it differs from other forms of reading disability which are caused by generalized cognitive deficits.  相似文献   

Field-based professional development of teachers engaged in distance education: experiences from the Arctic     

George Veletsianos  Aaron Doering  Jeni Henrickson 《Distance Education》2012,33(1):45-59

We examine the experiences of five teachers who traveled with a team of educators, scientists, and explorers on circumpolar Arctic expeditions to deliver adventure learning (AL) programs to K–12 students at a distance. Results highlight the personal and professional impacts this opportunity had on teachers, including their empowering, fulfilling, and mentally exhausting experiences while assisting in delivering distance education to students worldwide. The article concludes with a discussion of issues to consider in the development of similar programs.  相似文献   

Using Food Science Demonstrations to Engage Students of All Ages in Science,Technology, Engineering,and Mathematics (STEM)     

Shelly J. Schmidt  Dawn M. Bohn  Aaron J. Rasmussen  Elizabeth A. Sutherland 《Journal of Food Science Education》2012,11(2):16-22

Abstract: The overarching goal of the Science, Technology, Engineering, and Mathematics (STEM) Education Initiative is to foster effective STEM teaching and learning throughout the educational system at the local, state, and national levels, thereby producing science literate citizens and a capable STEM workforce. To contribute to achieving this goal, we have assembled six food science demonstrations for use at all educational levels and have presented these lessons to students at the elementary through higher education levels. The focus of this article is to share these food science demonstrations and our experiences using them so that others can use them for engaging students in STEM disciplines, through food science, at any educational level. Featured demonstrations include: (1) liquid nitrogen ice cream: a matter of changing phases, (2) seeing our senses work together, (3) whipping up the cream, (4) milk versus dark: what is the difference?, (5) counting calories by burning them, and (6) culinary spherification: the wonders of cross‐linking. Overall, our experience with using these demonstrations has been very positive. Students appear engaged in the learning process and love to consume the demonstration end products. Downloadable handouts containing demonstration details for each demonstration are available as supporting information.  相似文献   

Enhancing preschool children's vocabulary: Effects of teacher talk before,during and after shared reading     

Jorge E. Gonzalez  Sharolyn Pollard-Durodola  Deborah C. Simmons  Aaron B. Taylor  Matthew J. Davis  Melissa Fogarty  Leslie Simmons 《Early childhood research quarterly》2014

This observational study analyzed patterns of teacher extratextual talk as it occurs before, during, and after reading books to children, and the frequency and duration of teacher questioning by type (label, define, associate) on preschoolers’ receptive and expressive vocabulary knowledge. Over the course of 18 weeks, 13 teachers and 100 children participated in ninety 20-min small-group sessions of teacher-guided shared reading instruction. Teachers’ reading instruction was examined through videotaped observations using the Multi-Option Observation System for Experimental Studies (MOOSES™; Tapp, Wehby, & Ellis, 1995). Two findings, in particular, yielded relevant educational and theoretical implications. First, time spent after reading was significantly related to expressive vocabulary. However, question timing did not seem to matter in terms of receptive vocabulary outcomes. Second, duration of teacher association questioning was significantly related to receptive vocabulary outcomes while both frequency and duration of teacher vocabulary-related association-level questioning were related to expressive vocabulary. For receptive vocabulary, both vocabulary- and comprehension-related association-level questioning mattered. These findings complement the body of work demonstrating that engaging children in interactive shared reading that elicits their active participation is related to meaningful gains in children's language and literacy growth. Limitations of the study and directions for future research are discussed.  相似文献   

Paulo and the Birds: Towards a Magical Realist Approach to Ethnography     

Michaela Django Weinberg 《The Communication Review》2013,16(4):346-369

This article explores how magical realism can be used as an analytic to study culture. I propose a magical realist epistemology that seeks to dismantle binaristic impulses by allowing for competing notions of reality to co-exist. This displacement of Western notions of “truth” compels Western ethnographers and their readers to imagine an alternative world where the magical and the mundane are mutually sustaining.  相似文献