Effects of increasing and decreasing physiological arousal on anticipation timing performance during competition and practice     

Michael J. Duncan  Mike Smith  Elizabeth Bryant  Emma Eyre  Kathryn Cook  Joanne Hankey 《European Journal of Sport Science》2016,16(1):27-35

The aim of this study was to investigate if the effects of changes in physiological arousal on timing performance can be accurately predicted by the catastrophe model. Eighteen young adults (8 males, 10 females) volunteered to participate in the study following ethical approval. After familiarisation, coincidence anticipation was measured using the Bassin Anticipation Timer under four incremental exercise conditions: Increasing exercise intensity and low cognitive anxiety, increasing exercise intensity and high cognitive anxiety, decreasing exercise intensity and low cognitive anxiety and decreasing exercise intensity and high cognitive anxiety. Incremental exercise was performed on a treadmill at intensities of 30%, 50%, 70% and 90% heart rate reserve (HRR) respectively. Ratings of cognitive anxiety were taken at each intensity using the Mental Readiness Form 3 (MRF3) followed by performance of coincidence anticipation trials at speeds of 3 and 8 mph. Results indicated significant condition × intensity interactions for absolute error (AE; p = .0001) and MRF cognitive anxiety intensity scores (p = .05). Post hoc analysis indicated that there were no statistically significant differences in AE across exercise intensities in low–cognitive anxiety conditions. In high–cognitive anxiety conditions, timing performance AE was significantly poorer and cognitive anxiety higher at 90% HRR, compared to the other exercise intensities. There was no difference in timing responses at 90% HRR during competitive trials, irrespective of whether exercise intensity was increasing or decreasing. This study suggests that anticipation timing performance is negatively affected when physiological arousal and cognitive anxiety are high.  相似文献   

The Control of Reaching Movements by Young Infants     

Anne Mathew  Michael Cook 《Child development》1990,61(4):1238-1257

Samples of reaches were obtained from groups of infants aged 4.5, 6, and 7.5 months. Split-screen video recordings were transcribed as sequences of (x,y,z) hand coordinates, and the hand path was examined for evidence of initial aiming and subsequent correction of the movement path. At all ages, the initial direction of the movement was correlated with target direction, providing evidence that the hand was aimed toward the target. Additionally, changes in movement direction made after the commencement of the movement tended to curve the hand path toward the target, providing evidence of error correction. Local minima of hand speed evident within segments of continuous motion were associated with turn toward the target. However, the movement path was also curved toward the target within the movement elements bounded by these minima. This finding was seen as consistent with "continuous" correction of movement errors and as contrary to the suggestion that infant movements are concatenations of ballistic movement units whose boundaries are marked by troughs in the speed profile.  相似文献   

Do Research Findings Apply to My Students? Examining Study Samples and Sampling     

Bryan G. Cook  Lysandra Cook 《Learning disabilities research & practice》2017,32(2):78-84

Special educators are urged to use research findings to inform their instruction in order to improve student outcomes. However, it can be difficult to tell whether and how research findings apply to one's own students. In this article, we discuss how special educators can consider the samples and the sampling methods in studies to examine the relevance of research findings for their students. We describe two approaches for examining the degree to which research findings apply to one's students—the classical generalization model and the case‐to‐case transfer model. We also note additional factors and caveats to consider when evaluating the applicability of research findings, examine the implications of samples and sampling in two research studies, and provide a take‐away message that educators should determine the relevance of research findings for their own students by examining studies’ samples and the sampling methods.  相似文献   

Mobilizing information in broadcast editorials and “free speech” messages     

James B. Lemert  Roxana J. Cook 《广播与电子媒介杂志》2013,57(1):493-496

Free Speech Messages carried information allowing audience actions more often than did editorials on the same stations. Sometimes stations may have coaxed FSM writers into changing type of information given.  相似文献   

JUDAISM'S ATTITUDE TOWARD WAR     

Edmund F. Cook∗ D.D. 《Religious education (Chicago, Ill.)》2013,108(6):373-378

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Handbook for New SENCOs – By Rita Cheminais     

Lynne Cook 《Support for Learning》2011,26(2):86-86

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Egypt's National Education Debate     

Bradley James Cook 《比较教育学》2000,36(4):477-490

This study examines the vigorous dialectic presently occurring between intellectuals, religious leaders and politicians trying to define the appropriate role of Islam in education in Egypt. The study highlights the ideological disjunction between a small but powerful élite who are the 'gatekeepers' of education policy and a polity that is calling for a greater infusion of Islamic instruction in the national education system. This study illustrates the challenges of Egypt's policy-makers in sustaining an education system with goals that are interpreted by many to be inconsistent, contradictory or counter to the collective socio-religious prerogatives of the society at large.  相似文献   

Treatment Fidelity: What It Is and Why It Matters     

Lisa M. H. Sanetti  Bryan G. Cook  Lysandra Cook 《Learning disabilities research & practice》2021,36(1):5-11

Treatment fidelity refers to the extent to which an intervention is implemented as planned. If researchers do not assess and report treatment fidelity, or if treatment fidelity is shown to be low, findings from intervention studies are difficult to interpret, because the intervention may not have been implemented as planned. In this article, our aim is to inform research consumers by discussing treatment fidelity and its primary dimensions, providing guidelines for interpreting treatment fidelity, considering implications of treatment fidelity for research and practice, and illustrating how fidelity is reported in two recent studies. Our take‐home message is that when one is interpreting intervention studies, it is important to consider whether the interventions were applied as planned, or with fidelity.  相似文献   

Review of the Year's Publications for 2008: Social Justice Education     

Maurianne Adams  Elaine Brigham  Elaine R. Cook Whitlock  Julie Johnson 《Equity & Excellence in Education》2013,46(4):525-566

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Media Literacy Skills and the “War on Terrorism”     

Jeremy W. Cook 《Clearing house (Menasha, Wis.)》2013,86(6):284-288

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