Fine Motor Control Underlies the Association Between Response Inhibition and Drawing Skill in Early Development     

Andrew Simpson  Reshaa Al Ruwaili  Richard Jolley  Hayley Leonard  Nicolas Geeraert  Kevin J. Riggs 《Child development》2019,90(3):911-923

Previous research shows that the development of response inhibition and drawing skill are linked. The current research investigated whether this association reflects a more fundamental link between response inhibition and motor control. In Experiment 1, 3- and 4-year-olds (n = 100) were tested on measures of inhibition, fine motor control, and drawing skill. Data revealed an association between inhibition and fine motor control, which was responsible for most of the association observed with drawing skill. Experiment 2 (n = 100) provided evidence that, unlike fine motor control, gross motor control and inhibition were not associated (after controlling for IQ). Alternative explanations for the link between inhibition and fine motor control are outlined, including a consideration of how these cognitive processes may interact during development.  相似文献   

Componential skills of beginning writing: An exploratory study     

Kim YS  Otaiba SA  Puranik C  Folsom JS  Greulich L  Wagner RK 《Learning and individual differences》2011,21(5):517-525

The present study examined the components of end of kindergarten writing, using data from 242 kindergartners. Specifically of interest was the importance of spelling, letter writing fluency, reading, and word- and syntax-level oral language skills in writing. The results from structural equation modeling revealed that oral language, spelling, and letter writing fluency were positively and uniquely related to writing skill after accounting for reading skills. Reading skill was not uniquely related to writing once oral language, spelling, and letter writing fluency were taken into account. These findings are discussed from a developmental perspective.  相似文献   

Improvement in Student Performance and Perceptions through a Flipped Anatomy Classroom: Shifting from Passive Traditional to Active Blended Learning     

Abir El Sadik  Waleed Al Abdulmonem 《Anatomical sciences education》2021,14(4):482-490

One of the major challenges facing anatomy educators is delivering the anatomy materials in fewer hours with a reduction of anatomy courses in the integrated curricula. The flipped classroom modality may be an innovative solution. However, its effectiveness remains under debate due to a lack of outcome-based research and the mixed results of students' performance. The present study aimed to determine the outcome of the flipped classroom based upon the level of student cognition. The study investigated performance on 17 multiple-choice anatomy questions as a part of the final examination of the musculoskeletal system module. The results were compared between the first-year female students of Qassim Medical College, specifically the flipped classroom group (46 students) of the academic year (2018–2019) and the traditional group (49 students) of the academic year (2017–2018). The mean differences in the students' grades on the anatomy questions at the level of knowledge, application, and analysis using Cohen's d test were 0.43, 1.41, and 1.01, respectively. These results suggest the positive impact of flipping the students' classrooms on improving their levels of thinking according to Bloom's taxonomy. Perception surveys also revealed students' enthusiasm for the pre-class activities, leading to a better performance in the class with more engagement with their peers and teachers. The present study suggested that the flipped classroom modality can be performed to compensate for the reduction of anatomy educational hours. However, further studies are recommended to investigate the best practices of the flipped classroom that fit with the students' needs and workloads.  相似文献   

Metacognitive Performances of Hearing Students and of Students who are Deaf and Hard‐of‐Hearing on Two Types of Measures: Visual–voiced and visual–visual stimuli     

Yasser A. Al‐Hilawani 《International Journal of Disability, Development & Education》2008,55(4):331-339

A small sample of 20 hearing students and 20 students who are deaf and hard‐of‐hearing participated in this study, which compared their performances on two measures of metacognition. The first measure required participants to visually analyse real‐life pictures and then to choose a response from four options (voiced or signed) indicating which was the best explanation of what was depicted. The second measure required participants to look at five pictures and then to point to the picture that was different. Results identified no significant differences between the performances of the two groups of students on either measure. Males in both groups performed at comparable levels on the two measures, whereas females who were hearing and those who were deaf or hard‐of‐hearing performed significantly better on the visual–voiced measure than on the visual–visual measure. Limitations of this study and recommendations for future research are discussed.  相似文献   

Evaluation of Online, On-Demand Science Professional Development Material Involving Two Different Implementation Models     

Greg Sherman  Al Byers  Steve Rapp 《Journal of Science Education and Technology》2008,17(1):19-31

This report presents pilot-test results for a science professional development program featuring online, on-demand materials developed by the National Science Teachers Association. During the spring 2006 semester, 45 middle school teachers from three different school districts across the United States participated in a professional development program designed to facilitate content knowledge and skills in the area of Newtonian force and motion. Participants from one of the school districts experienced a full-day instructor-led workshop along with two web-based seminars with a content-area expert. This was followed by a 4-week period of time in which they had access to self-directed, online, on-demand instructional materials that included activities, information, simulations, examples, and practice with immediate feedback over the targeted outcomes. Participants from the two other school districts only had access to the online materials with no instructor-led experience. This report documents positive gains in achievement as well as levels of confidence in teaching the material within all of the professional development groups. Data about the use of specific features within the online material are included, as well as completion rates and attitude survey results. Recommendations for future study are also included.  相似文献   

The effect of potential fall distance on hormonal response in rock climbing     

Jiří Baláš  David Giles  Leona Chrastinová  Kateřina Kárníková  Jan Kodejška  Alžběta Hlaváčková 《Journal of sports sciences》2017,35(10):989-994

The aim of this study was to examine the effect of alterations in potential lead fall distance on the hormonal responses of rock climbers. Nine advanced female climbers completed two routes while clipping all (PRO-all) or half (PRO-½) of the fixed points of protection. Venous blood samples were analysed for total catecholamines, noradrenaline (norepinephrine), adrenaline (epinephrine), dopamine, lactate, cortisol and serotonin. Differences between the two conditions pre, immediately post and 15 min post climbing were assessed using a 2 × 3 repeated measures ANOVA. All hormones and blood lactate concentrations increased significantly (P < 0.05) immediately post climb, except for cortisol. Peak cortisol concentrations did not occur until 15 min post ascent. Further, significant interactions between climbing and clipping conditions were found for total catecholamines (890% of basal concentration in PRO-½ vs. 568% in PRO-all), noradrenaline (794% vs. 532%) and dopamine (500% vs. 210%). There were no significant interactions for adrenaline (1920% vs. 1045%), serotonin (150% vs. 127%) or lactate (329% vs. 279%). The study showed a greater catecholamine response with an increase in potential lead fall distance. The most pronounced increases seen in catecholamine concentration were reported for dopamine and noradrenaline.  相似文献   

“…The cost of ignorance?” The cost of not providing training for managers and workers     

Al Barrs 《Performance Improvement》1994,33(7):43-45

  相似文献   

Anatomy "steeplechase" online: necessity sometimes is the catalyst for innovation     

Inuwa IM  Al Rawahy M  Taranikanti V  Habbal O 《Anatomical sciences education》2011,4(2):115-118

In most medical schools, summative practical examination in Anatomy usually takes the format of a “steeplechase” (“spotters” or “bell ringers”) conducted in the gross anatomy laboratory using cadaveric material and prosected specimens. Recently, we have started to administer similar examinations online using the quiz facility in WebCT? and Moodle?. This article chronicles how we conceived and developed this method within the peculiar nature of our medical school setting. Over a five year period, practical summative examinations were organized as “steeplechase” online. The online examinations were administered using WebCT? and later Moodle? learning management software. Assessment “objects” were created from the materials available for anatomy teaching. These were digital images of cadaveric materials, radiological, and prosected specimens. In addition, short video clips of 30 seconds duration demonstrating muscle action were produced. These objects were optimized for online viewing and then uploaded onto the learning management software. A bank of questions (multiple choice or short answer type) was then created and linked to the assessment objects. These were used in place of the steeplechase in the computer laboratory. This method serves a crucial purpose in places like ours where continuous availability of human cadavers is impossible. Although time consuming initially, once questions are setup online, future retrieval, and administration becomes convenient especially where there are large batches of students. In addition, the online environment offers distinct advantages with regards to image quality, psychometric analysis of the examination and reduction of staff preparation time compared to traditional “steeplechase.” Anat Sci Educ 4: 115–118, 2011. © 2010 American Association of Anatomists.  相似文献   

Eye movements of university students with and without reading difficulties during naming speed tasks     

Noor Al Dahhan  George K. Georgiou  Rickie Hung  Douglas Munoz  Rauno Parrila  John R. Kirby 《Annals of dyslexia》2014,64(2):137-150

Although naming speed (NS) has been shown to predict reading into adulthood and differentiate between adult dyslexics and controls, the question remains why NS is related to reading. To address this question, eye movement methodology was combined with three letter NS tasks (the original letter NS task by Denckla & Rudel, Cortex 10:186–202, 1974, and two more developed by Compton, The Journal of Special Education 37:81–94, 2003, with increased phonological or visual similarity of the letters). Twenty undergraduate students with reading difficulties (RD) and 27 without (NRD) were tested on letter NS tasks (eye movements were recorded during the NS tasks), phonological processing, and reading fluency. The results indicated first that the RD group was slower than the NRD group on all NS tasks with no differences between the NS tasks. In addition, the NRD group had shorter fixation durations, longer saccades, and fewer saccades and fixations than the RD group. Fixation duration and fixation count were significant predictors of reading fluency even after controlling for phonological processing measures. Taken together, these findings suggest that the NS–reading relationship is due to two factors: less able readers require more time to acquire stimulus information during fixation and they make more saccades.  相似文献   

Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial     

Otaiba SA  Connor CM  Folsom JS  Greulich L  Meadows J  Li Z 《The Elementary school journal》2011,111(4):535-560

The purpose of this cluster-randomized control field trial was to was to examine the extent to which kindergarten teachers could learn a promising instructional strategy, wherein kindergarten reading instruction was differentiated based upon students' ongoing assessments of language and literacy skills and documented child characteristic by instruction (CXI) interactions; and to test the efficacy of this differentiated reading instruction on the reading outcomes of students from culturally diverse backgrounds. The study involved 14 schools and included 23 treatment (n = 305 students) and 21 contrast teacher (n = 251 students). Teachers in the contrast condition received only a baseline professional development that included a researcher-delivered summer day-long workshop on individualized instruction. Data sources included parent surveys, individually administered child assessments of language, cognitive, and reading skills and videotapes of classroom instruction. Using Hierarchical Multivariate Linear Modeling (HMLM), we found students in treatment classrooms outperformed students in the contrast classrooms on a latent measure of reading skills, comprised of letter-word reading, decoding, alphabetic knowledge, and phonological awareness (ES = .52). Teachers in both conditions provided small group instruction, but teachers in the treatment condition provided significantly more individualized instruction. Our findings extend research on the efficacy of teachers using Individualized Student Instruction to individualize instruction based upon students' language and literacy skills in first through third grade. Findings are discussed regarding the value of professional development related to differentiating core reading instruction and the challenges of using Response to Intervention approaches to address students' needs in the areas of reading in general education contexts.  相似文献