Rehearsal Strategy Effects on Developmental Differences for Recall of a Movement Series     

Jere Dee Gallagher  Jerry R. Thomas 《Research quarterly for exercise and sport》2013,84(2):123-128

Abstract

When learning verbal information, an important aspect of practice is the method of rehearsal, which has been demonstrated to vary developmentally. A young child practices on an instance-by-instance basis (passive rehearsal), whereas older children and adults practice several items together (active rehearsal). This study investigated the effects of passive and active rehearsal on developmental processing differences for movement reproduction. Three methods of rehearsal were used at ages 5, 7, 11, and 19 years. A child-like strategy forced the subjects to practice location cues for each of eight movements, which were presented one at a time. The mature-strategy group practiced each new position presented with two previously presented positions. A subject-determined strategy group which allowed subjects to choose their own methods of rehearsal was included as a control. Significant ANOVAs supported the hypothesis that quality of rehearsal (active over passive) is important. For the 5- and 7-year-old children, a mature strategy facilitated performance over the child-like strategy, while the use of a child-like strategy hindered the performance when compared to a self-determined or mature strategy. The results of this study indicated the importance of active rehearsal for the younger child.  相似文献   

Effects of Grip and Forearm Position on Flexed-Arm Hang Performance     

Carl Gabbard  Emma Gibbons  Jerry Elledge 《Research quarterly for exercise and sport》2013,84(2):198-199

Abstract

The purposes of this study were to associate age-related performance deficits in children with the use of recall strategies and to determine whether children who performed poorly in cycling would benefit from learning a recall strategy. In Experiment 1, 18 younger children (ages 5-7 years) and 18 older children (ages 8-10 years) were asked to recall selected pedaling cadences. The majority of the older children used strategies and performed with less error than the younger children. In Experiment 2, children with a high number of errors in Experiment 1 were assigned to an experimental or a control group. The children in the experimental group were taught to use a specific recall strategy. The results showed that children who received the instruction in strategy use improved their performance.  相似文献   

Exploring the Secret Garden: the growing importance of ICT in the home     

Jerry Wellington 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(2):233-244

The use of ICT (information and communication technology) in homes is growing faster than its use in schools and colleges—and there are already more systems in homes than in educational settings. This article argues that we should attempt to enter the area which most research on ICT in education tends to ignore: the secret garden of the learner at home. It is based partly on two pilot case-studies of secondary schools and a small sample of their students. Given the paucity of research in this area the article poses more questions than it answers. What are the implications of ICT use at home for teachers in schools? Do home systems interfere with school education or can they be used to enhance it? How should teachers respond to, and assess, work done using home ICT? Is the home situation widening the gap between one set of pupils (the "haves" of ICT) and another? Suggestions for school policies and action research for the future are put forward.  相似文献   

Instruction in basic concepts and first-grade achievement     

Fran Moers  Jerry Harris 《Psychology in the schools》1978,15(1):84-86

First-grade students were administered the Boehm Test of Basic Concepts (BTBC), then given 15 weeks of instruction relevant to the concepts for which corresponding BTBC items were most frequently missed. Improvements in mid-year and end-of-year BTBC performance did not occur as a function of instruction, but a significant treatment effect did occur on a transfer measure, the Stanford Achievement Test. Results are discussed in terms of the sensitivity of the BTBC, possible nonlinguistic effects of the instructional program, and the practical significance of the treatment effect.  相似文献   

Management checklists for instructional designers     

Jerry L. Brown 《Performance Improvement》1978,17(7):3-15

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Photographic enhancement of children's self-esteem     

Mary S. Ammerman  Jerry L. Fryrear 《Psychology in the schools》1975,12(3):319-325

The purpose of the present study was to enhance children's self-esteem through a five week self-photography project which provided each child in the experimental group with 60 pictures of himself in different poses. Control group subjects were provided with self-photographs at the end of the project. Fourth grade children were selected for both low subjective self-esteem and low behavioral self-esteem using the Coopersmith Self-Esteem Inventory and Behavior Rating Form. After five weeks of photography sessions, the Self-Esteem Inventory and Behavior Rating Forms were re-administered and pre-and posttest results were compared. The experimental procedure resulted in a significant increase in behavioral self-esteem for the experimental group, but no change in subjective self-esteem. Results were discussed in terms of Cooper-smith's theory of genuine vs. defensive self-esteem, with the speculation that the change in behavioral self-esteem reflected an increase in genuine self-esteem.  相似文献   

Let's talk certification!. Questions and answers for the profession about the profession about the profession     

Jerry Gilley  George Geis  Charline Seyfer 《Performance Improvement》1987,26(1):7-17

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Performance Management Applied at the Performer Level     

Jerry W. Gilley 《Performance Improvement Quarterly》2000,13(4):87-105

According to Kissler (1991), performance management begins by determining why it should take place at all. He believes that performance management helps organizations sustain or improve performance, promote greater consistency in performance evaluation, and provide high‐quality feedback. Performance management helps organizations link evaluations to employee development and to a merit‐based compensation plan. Moreover, it forms a basis for coaching and mentoring, permits individual input during the evaluation process, and allows for a blend of qualitative and quantitative evaluations. Performance management is a process that helps manage employee expectations of job demands and factors that reveal how well the job is done.  相似文献   

Organizational success and the planning role(s) and perspectives of a superintendent. A description of twelve planning roles     

Jerry J. Herman  Roger Kaufman 《Performance Improvement》1983,22(8):16-21

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Constructing a Small Shadow Box     

Jerry L. Platt 《Curator: The Museum Journal》1977,20(3):238-240

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