The Effects of Augmented Levels of Stress on Reaction Time in the Peripheral Visual Field     

Harriet L. Reynolds 《Research quarterly for exercise and sport》2013,84(4):768-775

Abstract

Eleven physically conditioned (CS) and 12 unconditioned (US) college women were tested perimetrically while being exposed to augmented levels of stress (ALS) on a bicycle ergometer; conditioning levels were determined by recovery rates of Ss. The Ss performed two tasks while riding; (a) keeping a central light lit, and (b) extinguishing peripheral lights when they were detected. All Ss reacted to a 12-min program of peripheral lights during three sessions: (a) one baseline trial in which Ss were not riding but reacting to the program, and (b) riding trials (RID) in which the Ss pedaled and reacted to the program. During RIDs the Ss pedaled a workload that was automatically altered to maintain a HR of 160 bpm. The data were organized into two groups: (a) reaction time data, and (b) missed light data (MLD). The RT data were analyzed through an ANOVA. It was concluded that: peripheral RT was not significantly affected by ALS; USs were affected more negatively than CSs; and there was not uniform narrowing of the peripheral visual field as expected in the hypothesis. Analyses of MLD resulted in a difference between sides, more lights were missed on the left than on the right: and again the USs were affected more negatively.  相似文献   

Book reviews     

William Mansfield Cooper  Brigitte Schroeder-Gudehus  Harriet Zuckerman  Richard Mayne  F. R. Jevons  Yehuda Elkana 《Minerva》1974,12(1):124-149

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Guest Editorial     

Sigrid E. Schubert  Harriet G. Taylor 《Education and Information Technologies》2004,9(2):105-107

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Changes in Kibbutz Education: linking macro and micro     

Harriet Hartman 《Compare》1991,21(2):153-163

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Partners in Learning: A Grounded Theory Study of Relational Practice between Master’s Students and Professors     

Harriet L. Schwartz  Elizabeth L. Holloway 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):115-135

Meaningful academic relationships between adult master’s students and their professors can both deepen students’ learning and serve as a regenerating force for professors. This study employed grounded theory methods to explore the question, “What goes on in relational practice between master’s students and professors?” I interviewed 10 matched pairs of recent alumni and professors who identified as having “a meaningful academic relationship”. Dimensional analysis surfaced two core dimensions: reconstructing and regenerating. In reconstructing, the students’ core dimension reveals the student experience of reconstructing, or understanding more deeply, theory or one’s self. In the case of regenerating, the professor’s core dimension identifies the professors’ experience of “giving back” through their teaching and extending their professional reach by training others. These experiences serve to reinvigorate professors over the course of their careers. In addition, findings in this study resonate with sensitizing concepts including relational cultural theory and relational practice. Finally, the analysis surfaced evidence supporting authentic teaching concepts and connected these concepts to faculty and student learning partnerships.  相似文献   

Telegraphies: Indigeneity,Identity, and Nation in America’s Nineteenth-Century Virtual Realm     

Harriet Thompson 《Media History》2020,26(2):232-234

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Characterising programme‐level assessment environments that support learning     

Graham Gibbs  Harriet Dunbar‐Goddet 《Assessment & Evaluation in Higher Education》2009,34(4):481-489

This article outlines a methodology for characterising features of programme‐level assessment environments so that the relationship between features of the assessment environment and students’ learning response can be studied. The methodology was developed through the detailed case study of nine undergraduate degree programmes: one in each of three contrasting discipline areas in each of three contrasting universities. Each case study involved examination of course documentation, interviews with academics and interviews with students, following which each degree programme was coded in relation to a range of features of the assessment environment, such as the proportion of marks derived from examinations and the volume and timeliness of feedback on assignments. Programmes were found to differ profoundly in terms of variables that are known to have implications for student‐learning processes. They also differed widely in the extent to which they illustrated the application of conventional wisdom about curriculum design, embodied in national quality assurance guidelines and the Bologna Agreement. Programmes were found to have either a high volume of summative assessment or a high volume of formative‐only assessment, but never both at the same time. Programmes also differed in the mechanisms used to make goals and standards clear, having either highly explicit curriculum design or high volumes of written and oral feedback, but never both at the same time. The findings suggest that there are distinctive programme‐level assessment environments that operate in quite different ways despite all programmes studied being subject to the same quality assurance code of practice.  相似文献   

New educational toys expand knowledge and skills     

Harriet Hartman 《Early Childhood Education Journal》1986,13(3):40-41

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Measurement of emotional/psychological child maltreatment: a review     

Tonmyr L  Draca J  Crain J  Macmillan HL 《Child abuse & neglect》2011,35(10):767-782

Background

Emotional/psychological child maltreatment (ECM) is a major public health problem with serious consequences including emotional and behavioral problems. Nevertheless, ECM is an understudied area.

Objectives

The aims of this review are to identify measures of ECM and to evaluate their psychometric properties and utilities. We provide a summary of ECM measures that have been tested for their reliability and validity, evaluate the quality of these assessments and suggest directions for future research.

Methods

We searched PsycINFO and Medline databases from 2000 to 2010 in addition to a hand search of retrieved references; 2344 were identified and the abstracts reviewed independently by two authors to identify relevant articles. Using pre-established criteria, 144 of those articles were selected and reviewed in full to assess whether the instruments included a separate measure of ECM and its psychometric properties.

Results

Forty-five articles examining 33 measures met the inclusion criteria and were selected for further review. The majority of measures demonstrated acceptable reliability; fewer measures had evaluated one or more types of validity.

Conclusion

Both reliability and validity testing are required in order to establish more accurate measures of ECM.

Practice implications

Reliable and valid measures are necessary to enhance our limited knowledge about the distribution, determinants and consequences of ECM.  相似文献   

Longitudinal Associations Among Child Maltreatment,Resting Frontal Electroencephalogram Asymmetry,and Adolescent Shyness          下载免费PDF全文

Ayelet Lahat  Alva Tang  Masako Tanaka  Ryan J. Van Lieshout  Harriet L. MacMillan  Louis A. Schmidt 《Child development》2018,89(3):746-757

Child maltreatment is linked to distinct neurophysiological patterns and social‐emotional vulnerability. Relations among maltreatment, relative resting frontal alpha asymmetry, shyness, and psychopathology were examined prospectively. Adolescent girls (age 14–16) who experienced child maltreatment (N = 55) were compared to nonmaltreated controls (N = 25), and returned for 6‐ and 12‐month follow‐ups. Among participants exhibiting relative right frontal asymmetry, maltreated adolescents reported higher shyness than controls at Time 1. Low‐stable and high‐stable shyness trajectories were observed for maltreated participants. Compared to low shy, participants in high‐shy trajectory reported at Time 3: higher neuroticism and generalized anxiety; and lower extraversion if they also exhibited relative right frontal asymmetry. Thus, right frontal brain activity and shyness are involved in social‐emotional vulnerability of adolescents who experienced child maltreatment.  相似文献