Beyond health messaging: a behavioural economics approach to increasing self-selected distance during an acute bout of cycling     

Aaron T. Piepmeier  Jennifer L. Etnier  Kimberly S. Fasczewski 《European Journal of Sport Science》2018,18(9):1264-1270

The purpose of this study was to explore the effects of the perceived purpose of exercising on the self-selected distance peddled during an acute cycling task. Participants were randomly assigned to one of three groups (health, wealth, charity). All participants watched a video emphasizing the health benefits of performing at least 30?min of daily exercise. Those in the health group were not provided any additional information. Those in the wealth group were then informed that they would earn money for every two kilometres cycled. Those in the charity group were informed that they would earn money for a charity for every two kilometres cycled. Participants were not given a time/distance limit and were instructed to cycle until they chose to stop. Analyses revealed that participants in the wealth and charity group cycled significantly farther than those in the health group (approximately twice as far). Additionally, a significant sex by group interaction showed that women cycled farther for charity while men cycled farther for wealth. These results suggest that health messages used to increase exercise behaviour may benefit from exploring how paradigms from behavioural economics influence behaviors that have relevance to public health.  相似文献   

Private Speech Moderates the Effects of Effortful Control on Emotionality     

Kimberly L. Day  Amy Neal  Julie C. Dunsmore 《Early education and development》2018,29(2):161-177

Research Findings: In addition to being a regulatory strategy, children’s private speech may enhance or interfere with their effortful control used to regulate emotion. The goal of the current study was to investigate whether children’s private speech during a selective attention task moderated the relations of their effortful control to their anger and sadness. The private speech of 156 preschoolers (age in months: M = 52.10, SD = 9.24, min = 36.20, max = 69.50) was transcribed and coded during a selective attention task. Effortful control was observed and reported by parents. Anger and sadness were reported by parents and observed in a frustration task. Children who used more inaudible muttering had higher levels of sadness. Effortful control interacted with private speech to explain anger. The negative relation of effortful control to anger was significant for children who used low and moderate but not high levels of task-irrelevant private speech. Practice or Policy: The presence of private speech, although it may support regulatory abilities within a task, may be an additional form of evaluation that might help teachers and caregivers decide how best to support children’s learning. These findings suggest that private speech can be used as an indicator of how well children use other regulatory abilities, such as effortful control.  相似文献   

Putting sex and gender at the center of sexual selection theory     

Kimberly A. Hamlin 《Metascience》2018,27(3):395-400

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Talking to Learn: Why Biology Students Should Be Talking in Classrooms and How to Make It Happen          下载免费PDF全文

Kimberly D. Tanner 《CBE life sciences education》2009,8(2):89-94

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The importance of the International Tennis Federation's junior boys' circuit in the development of professional tennis players     

Machar Reid  Miguel Crespo  Luca Santilli  Dave Miley  James Dimmock 《Journal of sports sciences》2013,31(6):667-672

Abstract

The relationship between junior boys' tennis success, as measured by a top 20 International Tennis Federation's Junior Circuit (ITFJC) ranking, and subsequent ranking accomplishments in professional men's tennis is discussed. The names, countries, and birthdates of all players to achieve a top 20 ITFJC boys' year-end ranking from 1992 to 1998 were recorded. The progress of these players through the professional ranks was then tracked to the end of 2004. Results indicate that 91% of top 20-ranked boys achieved a professional men's ranking, while a stepwise regression analysis revealed junior ranking (JR) to be a predictor of future, professional ranking (β = 0.232, r ² = 0.054, p < 0.05). A regression equation [predicted professional rank = 78.17 + 6.31?(JR)] accounted for a significant amount of variance in professional ranking. For male players, therefore, the achievement of a top 20 junior ranking appears to be a reasonable yardstick for future, professional success. The type of surface upon which junior players develop their games was also shown to influence professional ranking highs, with play on clay courts or a combination of clay and hard courts helping to produce higher, professionally ranked players than hard court play alone (p≤ 0.01).  相似文献   

The Influence of Teacher Expectations about Twice-Exceptional Students on the Use of High Quality Gifted Curriculum: A Case Study Approach     

Tracy C. Missett  Amy Price Azano  Carolyn M. Callahan  Kimberly Landrum 《Exceptionality》2016,24(1):18-31

Twice-exceptional students show evidence of high academic performance or potential and also have a disability that impedes their ability to learn. Twice-exceptional students remain under-represented in gifted programs, and some researchers attribute such under-representation to the negative beliefs and low expectations about twice-exceptional students held by teachers. While researchers have begun to investigate the curricular models and instructional strategies that are effective for twice-exceptional students, little research addresses how teacher beliefs and expectations about student ability are reflected in the ways teachers implement such models and strategies for twice-exceptional students in gifted classrooms. Even less research addresses gifted students with emotional and behavioral disabilities. We used a case study of a third-grade teacher using a structured, model-based language arts curriculum to better understand how her expectations about a gifted student with an emotional disability influenced her instructional choices. Using observational and interview data, the case study approach allowed the researchers to personalize the experiences of this teacher and provided a context in which to examine the subtleties of teacher expectations when teaching a gifted student with an emotional disability. Implications for educational practice, particularly the need for comprehensive school-based support systems for students with emotional disabilities, are discussed.  相似文献   

Mediating cultural borders during science field trips     

Kimberly Lebak 《Cultural Studies of Science Education》2007,2(4):847-882

In this paper, I analyze teacher and student roles in the teaching and learning of science at an informal learning center, The Outdoor Classroom. As a white middle class informal learning science teacher, I examine my struggles to teach science to students across boundaries of race, class, gender, and experience with the outdoors during field trips. Through the field trip I did not have the time or face-to-face experience to make sense of the students’ culture, see their culture in terms of capital, and align my enactment to benefit their learning. Likewise, the students did not have the time or face-to-face experience with me in order to adapt their cultural capital and build the essential stocks of symbolic and social capital. This research demonstrates how the classroom teacher draws upon previous transactions and emotions to successfully engage her students in practices that promote the participation and learning of science. Through creating culturally adaptive ways of transacting, teachers can provide opportunities for their students to generate positive emotional energy and group solidarity in the learning of science at an informal science center.  相似文献   

Development of auditory event-related potentials in young children and relations to word-level reading abilities at age 8 years     

Espy KA  Molfese DL  Molfese VJ  Modglin A 《Annals of dyslexia》2004,54(1):9-38

A relationship between brain responses at birth and later emerging language and reading skills have been shown, but questions remain whether changes in brain responses after birth continue to predict the mastery of language-related skills such as reading development. To determine whether developmental changes in the brain-based perceptual skills are systematically related to differences in word-level reading proficiency at age 8 years, brain event-related potentials (ERPs) to speech and nonspeech stimuli were recorded annually at the ages of 1 through 8 years in a sample of 109 typically developing children. Two measures of word-level reading (one that requires decoding of real words and one of pseudowords) were administered at age 8 years. Growth curve analysis, using the hierarchical linear models, related reading performance (average versus low) to the longitudinal maturation in the ERP waveform peak and latencies. Maturational changes (e.g., slope, acceleration, and cubic growth) in N1 amplitude from ages 1 to 4 were related to proficiency in decoding pseudoword stimuli only, with children who were less proficient in decoding pseudowords evidencing more steeply negative declines in amplitude with age, particularly at the frontal and parietal recording sites in response to both speech and nonspeech stimuli. In contrast, proficiency in decoding real words was related to developmental changes in N2 amplitudes from ages 4 to 8 only at the parietal recording site, and only in response to nonspeech stimuli. The early development of biologically based differences in the perception and processing of auditory information contributes to later group differences in reading proficiencies at school age.  相似文献   

Congruence between Mothers' and Fathers' Differential Treatment of Siblings: Links with Family Relations and Children's Well-Being   总被引：2，自引：1，他引：2  

Susan M. McHale  Ann C. Crouter  Shirley A. McGuire  Kimberly A. Updegraff 《Child development》1995,66(1):116-128

We studied patterns of mothers' and fathers' differential treatment of firstborn (average age 10.5 years) and secondborn (average age 8 years) school-age siblings, and we examined the links between parents' differential treatment and children's well-being and dyadic family relationships. Mothers, fathers, and both siblings in 110 families were interviewed in their homes. For each dimension of parental behavior that we assessed (i.e., differential affection and discipline) we created groups of families that reflected mothers' and fathers' levels of differential treatment (e.g., discipline the firstborn more, equal treatment, discipline the secondborn more). Although we detected substantial correspondence between the 2 parents' differential treatment, we found a sizable group of families in which parents' reports were incongruent (i.e., 1 parent reported equal and the other differential treatment). Parental patterns were linked to differences between the siblings' well-being and both sibling and parent-child relationships, with younger siblings exhibiting greater vulnerability to differential treatment. Incongruence in differential warmth was associated with marital distress.  相似文献   

Common origins of diverse misconceptions: cognitive principles and the development of biology thinking     

Coley JD  Tanner KD 《CBE life sciences education》2012,11(3):209-215

Many ideas in the biological sciences seem especially difficult to understand, learn, and teach successfully. Our goal in this feature is to explore how these difficulties may stem not from the complexity or opacity of the concepts themselves, but from the fact that they may clash with informal, intuitive, and deeply held ways of understanding the world that have been studied for decades by psychologists. We give a brief overview of the field of developmental cognitive psychology. Then, in each of the following sections, we present a number of common challenges faced by students in the biological sciences. These may be in the form of misconceptions, biases, or simply concepts that are difficult to learn and teach, and they occur at all levels of biological analysis (molecular, cellular, organismal, population, and ecosystem). We then introduce the notion of a cognitive construal and discuss specific examples of how these cognitive principles may explain what makes some misconceptions so alluring and some biological concepts so challenging for undergraduates. We will argue that seemingly unrelated misconceptions may have common origins in a single underlying cognitive construal. These ideas emerge from our own ongoing cross-disciplinary conversation, and we think that expanding this conversation to include other biological scientists and educators, as well as other cognitive scientists, could have significant utility in improving biology teaching and learning.  相似文献