Children’s Eyewitness Memory for Multiple Real‐Life Events     

Timothy N. Odegard  Crystal M. Cooper  James M. Lampinen  Valerie F. Reyna  Charles J. Brainerd 《Child development》2009,80(6):1877-1890

The present research examined the influence of prior knowledge on children’s free recall, cued recall, recognition memory, and source memory judgments for a series of similar real‐life events. Forty children (5–12 years old) attended 4 thematic birthday parties and were later interviewed about the events that transpired during the parties using the National Institute of Child Health and Human Development protocol. Of the events, half were generic in that they could have occurred at any birthday party, and half were specific to the theme of the party. Older children demonstrated more evidence of using gist‐based information to guide their memory performance than did younger children. However, younger children were able to use global gist to inform their source memory judgments, qualifying past word‐learning research.  相似文献   

Empathy Is Associated With Dynamic Change in Prefrontal Brain Electrical Activity During Positive Emotion in Children   总被引：1，自引：0，他引：1  

Sharee N. Light  James A. Coan  Carolyn Zahn-Waxler  Corrina Frye  H. Hill Goldsmith  Richard J. Davidson 《Child development》2009,80(4):1210-1231

Empathy is the combined ability to interpret the emotional states of others and experience resultant, related emotions. The relation between prefrontal electroencephalographic asymmetry and emotion in children is well known. The association between positive emotion (assessed via parent report), empathy (measured via observation), and second-by-second brain electrical activity (recorded during a pleasurable task) was investigated using a sample of one hundred twenty-eight 6- to 10-year-old children. Contentment related to increasing left frontopolar activation ( p  < .05). Empathic concern and positive empathy related to increasing right frontopolar activation ( p s < .05). A second form of positive empathy related to increasing left dorsolateral activation ( p  < .05). This suggests that positive affect and (negative and positive) empathy both relate to changes in prefrontal activity during a pleasurable task.  相似文献   

Made in Newark: Cultivating Industrial Arts and Civic Identity in the Progressive Era     

Kate Hill 《Curator: The Museum Journal》2011,54(4):469-472

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Designating reader perspective to increase comprehension and interest     

Crystal M. Ramsay  Rayne A. Sperling 《Contemporary educational psychology》2010

In three experiments we examined whether reader perspective on a long expository text could be manipulated such that increased text interest and enhancement of two comprehension outcomes would result. In Experiment 1 we verified the viability of a new text for experimental purposes. We then assigned readers a perspective before reading in Experiment 2 and after reading in Experiment 3. One primary research question addressed whether interest in a long expository text could be manipulated by assigning readers a perspective. We considered this to be an examination of purpose-driven interest ( Schraw & Dennison, 1994). As hypothesized, participants rated text segments as more interesting when the segments corresponded to their assigned perspective. In support of our second hypothesis, that recall would increase as a function of reader perspective, low to medium effects were found for both total number and depth of ideas recalled. We discuss implications of this work for understanding of the role of relevance in increasing recall. Implications for practice and future research are also discussed.  相似文献   

Effectiveness of peers in delivering programs or motivating older people to increase their participation in physical activity: Systematic review and meta-analysis     

Elissa Burton  Kaela Farrier  Keith D. Hill  Jim Codde  Phil Airey  Anne-Marie Hill 《Journal of sports sciences》2018,36(6):666-678

The objective of this systematic review and meta-analysis was to evaluate the effectiveness of peers to deliver programs or encourage older people to be physically active and improve physical outcomes. Peer reviewed articles published in English between January 1976 and June 2016, retrieved from six databases according to the predefined inclusion criteria were included. Where possible results were pooled and meta-analyses conducted. Eighteen articles were included in the review, a total of 3,492 intervention participants, average age 66.5 years and 67.1% were female. Overall, study quality was medium to high. Interventions mainly included resistance, flexibility and cardiovascular training, however there was one aquatic exercise group. Eight studies were delivered by peers and five utilised peer support, which included advice and being positive but was not directly linked to an exercise intervention. While 16 of the 18 studies reported improvement in levels of physical activity and/or noted physical benefits by peer involvement, the meta-analyses findings supported the control groups for the six-minute-walk-test and the timed-up-and-go test. Findings from this review suggest exercise programs involving peers can promote and maintain adherence to exercise programs. However, results were inconclusive as to whether peers have a positive effect on improving older people’s physical function.  相似文献   

Effects of intensity on muscle-specific voluntary electromechanical delay and relaxation electromechanical delay     

Cory M. Smith  Terry J. Housh  Ethan C. Hill  Josh L. Keller  Glen O. Johnson  Richard J. Schmidt 《Journal of sports sciences》2018,36(11):1196-1203

The purposes of this study were to examine: 1) the potential muscle-specific differences in voluntary electromechanical delay (EMD) and relaxation electromechanical delay (R-EMD), and 2) the effects of intensity on EMD and R-EMD during step incremental isometric muscle actions from 10 to 100% maximal voluntary isometric contraction (MVIC). EMD and R-EMD measures were calculated from the simultaneous assessments of electromyography, mechanomyography, and force production from the vastus lateralis (VL), vastus medialis (VM), and rectus femoris (RF) during step isometric muscle actions. There were no differences between the VL, VM, and RF for the voluntary EMD_E-M (onsets of the electromyographic to mechanomyographic signals), EMD_M-F (onsets the mechanomyographic to force production), or EMD_E-F (onsets of the electromyographic signal to force production) as well as R-EMD_E-M (cessation of electromyographic to mechanomyographic signal), R-EMD_M-F (cessation of mechanomyographic signal to force cessation), or R-EMD_E-F (cessation of electromyorgraphic signal to force cessation) at any intensity. There were decreases in all EMD and R-EMD measures with increases in intensity. The relative contributions from EMD_E-M and EMD_M-F to EMD_E-F as well as R-EMD_E-M and R-EMD_M-F to R-EMD_E-F remained similar across all intensities. The superficial muscles of the quadriceps femoris shared similar EMD and R-EMD measurements.  相似文献   

The lady footballers: struggling to play in Victorian Britain     

Joanne Hill 《Sport, Education and Society》2013,18(2):273-276

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Teaching and learning in digital environments: The resurgence of resource-based learning   总被引：4，自引：0，他引：4  

Janette R. Hill  Michael J. Hannafin 《Educational technology research and development : ETR & D》2001,49(3):37-52

The digital age has not simply changed the nature of resources and information; it has transformed several basic social and economic enterprises. Contemporary society—the settings where we live, work, and learn—has likewise changed dramatically. Both the amount of information and access to it have grown exponentially; a significant potential for using varied resources in numerous ways for instruction and learning has emerged. However, several issues related to the educational uses of varied resources (e.g., people, place, things, ideas) must be addressed if we are successfully to implement resource-based learning environments. In this paper, we trace the changing nature of resources and perspectives in their use for learning in the digital age, describe the overarching structures of resource-based learning environments, and identify key challenges to be addressed.  相似文献   

Attending to General and Mathematics-Specific Dimensions of Teaching: Exploring Factors Across Two Observation Instruments     

David Blazar  David Braslow  Charalambos Y. Charalambous  Heather C. Hill 《Educational Assessment》2017,22(2):71-94

New systems that seek to evaluate teachers with regard to their classroom quality often rely on observation instruments that capture general instructional pedagogies. However, decades of research suggest that content-specific dimensions of instruction also are important to differentiate teachers and improve student outcomes. We explore the degree of overlap between a general and a content-specific instrument when capturing upper elementary teachers’ mathematics instruction. To do so, we conducted exploratory and confirmatory factor analyses on data from more than 2,000 videotaped lessons scored using both the Classroom Assessment Scoring System, a general instrument, and the Mathematical Quality of Instruction, a content-specific instrument. Findings indicate that there is some overlap between instruments but that preferred factor structures include both general and content-specific practices.  相似文献   

Questioning Techniques: A Study of Instructional Practice     

Joan Buchanan Hill 《Peabody Journal of Education》2016,91(5):660-671

To what extent do teachers use questions to encourage deeper thinking and elicit fuller responses? How do teachers use the levels of questions and wait time as a teaching technique? How do teachers make space for students to talk together so that their thoughts are visible to other students? This article seeks to provide answers to these important questions through a review of the literature that begins with a study of the history of questioning, and then turns to the following topics: developing higher level thinking through questioning strategies; the role of wait time within the context of classroom climate and peer interactions; and higher order questioning strategies aligned with student achievement in reading and language arts. Although the author's frame of reference for how these issues play out is within the context of a school where students’ ability to articulate understanding and their own point of view is purposefully promoted and highly valued, the insights will have broad applicability across a full spectrum of schools.  相似文献