Preface     

Professor Michael Wright 《Tertiary Education and Management》1995,1(1):3-3

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Analysis of the effect of a museum experience on the biology achievement of sixth-graders     

Emmett L. Wright 《科学教学研究杂志》1980,17(2):99-104

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Social reinforcement and maze learning in children     

D Wright 《Child development》1968,39(1):179-183

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Preface Technology in American Culture: Current Publications     

David E. Wright 《Journal of American culture (Malden, Mass. : 2003)》1980,3(1):204-204

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Chronic flexibility gains: effect of isometric contraction duration during proprioceptive neuromuscular facilitation stretching techniques     

Rowlands AV  Marginson VF  Lee J 《Research quarterly for exercise and sport》2003,74(1):47-51

The aim of this study was to assess the effect of to isometic contraction durations during propiceptive neuromuscular facilitation stretching on gains inflexion at the hip. Forty-three women (M age = 20.0 years, SD = 1.3) were assigned to one of three groups: 5-s isometric contraction (5-IC), 10-IC, and control. Flexibility was assessed at baseline and Weeks 3 and 6. Analysis of covariance, controlling for pretest differences, showed a significant interaction, F(2, 33) = 44.1, p < .001. Flexibility was significant lower in the control group relative to the 5-IC and 10-IC groups and in the 5-IC group relative to the 10-IC group at 3 and 6 weeks (3 weeks = 101.2 +/- 1.4 degrees, 114.3 +/- 1.5 degrees, 120.5 +/- 1.3 degrees; 6 weeks = 103.0 +/- 1.4 degrees, 126.1 +/- 1.6 degrees, 133.3 +/- 1.4 degrees for control, 5-IC and 10-IC groups, respectively). A longer contraction time led to greater increases in flexibility.  相似文献   

Manipulating generalized motor program difficulty during blocked and random practice does not affect parameter learning     

Wright DL  Shea CH 《Research quarterly for exercise and sport》2001,72(1):32-38

Blocked practice engenders more trial-to-trial response stability, which is thought to be crucial for developing the generalized motor program (GMP) but not parameter learning (Lai, Shea, Wulf, & Wright, 2000). It was hypothesized that reducing the difficulty of the GMP might permit additional cognitive resources to be allocated to learning the parameter requirements. However, GMP theory maintains the independence of the memories governing the GMP and parameters. This notion suggests that manipulating the difficulty of the GMP should have no effect on the blocked practice participant's ability to successfully specify the appropriate parameters. Participants learned a simple or complex relative timing pattern under either blocked or random practice conditions. Smaller GMP errors were exhibited for the simple relative timing patterns, but this was not associated with improvements in parameter specification following blocked practice. A clear advantage for parameter specification was evident in transfer following random practice. Taken together, these data support the theoretical separation of the GMP and parameter processes.  相似文献   

An Educational Policy for Religious Work in the Y. M. C. A.     

Herbert Wright Gates M. A. 《Religious education (Chicago, Ill.)》2013,108(2):81-84

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A material perspective on 18th-century chemistry     

Jonathan Simon 《Metascience》2010,19(1):71-73

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New science for a new era: the Zimbabwean experience     

David H. M. Wright‡ 《International Journal of Science Education》2013,35(4):367-375

Summaries

English

An attempt has been made to describe how curriculum developers in science in Zimbabwe have endeavoured to cater for the decision by government, at a stroke, to treble the intake of secondary school pupils and how the developers have, at the same time, attempted to employ the new situation as an opportunity to introduce the kind of science programme in schools which they believe to be appropriate to the conditions which obtain in a developing country like Zimbabwe. The practical, economic, philosophical, political and cultural issues which have been raised in the exercise have been outlined as well as the strategies that have been adopted, wherever possible, to meet them. Implications with international relevance have been highlighted.  相似文献   

A cross-cultural investigation of teachers’ and reporting officers’ self-ratings on teaching and leadership skills across Singapore and Bahrain     

Wee Pin Goh Jonathan  Lee Ong Kim  Hairon Salleh 《International Journal of Educational Research》2009,48(4):258-273

Self-rating bias is particularly likely in organizational behavior research as individuals tend to inflate their expertise, skills and character. This study aims to examine how two culturally diverse groups of teachers and their reporting officers respond to self-ratings of their own teaching skills and leadership skills respectively. It is posited that such response may be culturally based. To ensure validity of comparisons, analyses were done using linear Rasch measures in logits rather than the non-linear raw scores. No significant differences were found between the perceptions of Singaporean teachers and their reporting officers on teaching and leadership skills. The Bahraini data however revealed teachers’ perceptions of own teaching skills were significantly higher than that of their reporting officers. The opposite is true for the Reporting officers’ perceptions of our leadership skills. Bahraini teachers’ perceptions of their own teaching skills were also found to be significantly higher than that of their Singaporean counterparts. The findings support the notion that individuals’ thinking and behavior is influenced by how they process social and cultural information.  相似文献