Childhood aerobic fitness predicts cognitive performance one year later     

Laura Chaddock  Charles H. Hillman  Matthew B. Pontifex  Christopher R. Johnson  Lauren B. Raine  Arthur F. Kramer 《Journal of sports sciences》2013,31(5):421-430

Abstract

Aerobically fit children outperform less fit peers on cognitive control challenges that involve inhibition, cognitive flexibility, and working memory. The aim of this study was to determine whether, compared with less fit children, more fit 9- and 10-year-old pre-adolescents exhibit superior performance on a modified compatible and incompatible flanker task of cognitive control at the initial time of fitness testing and approximately one year later. We found that more fit children demonstrated increased flanker accuracy at both test sessions, coupled with a superior ability to flexibly allocate strategies during task conditions that required different amounts of cognitive control, relative to less fit children. More fit children also gained a speed benefit at follow-up testing. Structural MRI data were also collected to investigate the relationship between basal ganglia volume and task performance. Bilateral putamen volumes of the dorsal striatum and globus pallidus volumes predicted flanker performance at initial and follow-up testing one year later. The present findings suggest that childhood aerobic fitness and basal ganglia volumes relate to cognitive control at the time of fitness testing and may play a role in cognitive performance in the future. We hope that this research will encourage public health and educational changes that will promote a physically active lifestyle in children.  相似文献   

Kinematic differences of elite and high-performance tennis players in the cross court and down the line forehand     

Johannes Landlinger  Stefan Josef Lindinger  Thomas Stöggl  Herbert Wagner  Erich Müller 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):280-295

This study identified and compared the full body kinematics of different skill levels in the forehand groundstroke when balls were hit cross court and down the line. Forty-three three-dimensional retro-reflective marker trajectories of six elite and seven high-performance players were recorded using an eight-camera 400 Hz, Vicon motion analysis system. The six highest horizontal velocity forehands with reliable kinematics of all participants were analysed for each specific situation (a total of 156 analysed shots). Significant differences (p < 0.01) and large effect sizes were observed between elite and high-performance players in linear velocity of the shoulder (2.0 vs. 1.2 m/s), angular velocity of the pelvis (295 vs. 168 °/s), and angular velocity of the upper trunk (453 vs. 292 °/s) at impact. The elite group showed a tendency towards higher racquet velocities at impact (p < 0.05). No significant differences were found in angular displacement of the racquet, hip alignment, or shoulder alignment at the completion of the backswing; nor did angular displacement vary significantly at impact. Irrespective of the group, different shoulder, hip, and racquet angles were found at impact, depending on the situation. The results should assist coaches when striving to improve their players' forehand.  相似文献   

A comparison of the Rescorla-Wagner and Pearce models in a negative patterning and a summation problem     

Karyn M. Myers  Edgar H. Vogel  Jennifer Shin  Allan R. Wagner 《Learning & behavior》2001,29(1):36-45

In two experiments, we examined two related conditioning problems previously investigated by Red-head and Pearce (1995a) and Pearce, Aydin, and Redhead (1997). Experiment 1 involved an A+, B+, C+, AB+, AC+, BC+, ABC2 discrimination. The Rescorla-Wagner model predicts that response to AB, AC, and BC will be greater than that to A, B, and C at asymptote, whereas the Pearce model makes the opposite prediction. In Experiment 2, we investigated the responding to a novel ABC compound in groups trained with either A+, B+, C+ or AB+, AC+, BC+. The Rescorla-Wagner model predicts greater response to ABC in the group trained with A+, B+, C+ than in the group trained with AB+, AC+, BC+, whereas the Pearce model makes the opposite prediction. In contrast to the findings of Redhead and Pearce (1995a) and Pearce et al. (1997) in pigeon autoshaping, our findings in rabbit eyelid conditioning support the Rescorla-Wagner model.  相似文献   

Using web tools, collaborating, and learning online     

Karen L. Murphy  Lauren Cifuentes 《TechTrends》2001,45(1):28-28

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Learning problems — when arts students encounter computer science     

Helge Dohn  K. D. Wagner 《Higher Education》1987,16(2):231-235

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Learner control of instructional sequencing within an adaptive tutorial CAI environment     

Robert J. Seidel  Harold Wagner  Richard D. Rosenblatt  Michael J. Hillelsohn  John Stelzer 《Instructional Science》1978,7(1):37-80

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A snapchat story: how black girls develop strategies for critical resistance in school     

Lauren Leigh Kelly 《Learning, Media and Technology》2018,43(4):374-389

ABSTRACT

Drawing from Black, feminist epistemologies as well as theories of critical consciousness, and adolescent digital literacies, this paper analyzes the narratives of 7 Black, female high school students who experience oppressive practices, including racial microaggressions, silencing, harsh discipline, and marginalization within a predominately White school environment. At this juncture in which race, politics, and activism intersect with school, media, and identity, this study discusses how Black, female students resist oppression and use digital and social media as well as other available tools to speak out against injustice and heighten the racial awareness of their school community. This qualitative case study uses individual and focus group interviews to examine the ways in which Black female students develop critical resistance strategies, working individually and collectively within existing structures to fight for their humanity and liberation.  相似文献   

Using Student Journals for Course Evaluation     

Zita M. Wagner 《Assessment & Evaluation in Higher Education》1999,24(3):261-272

The evaluation of courses has become more important than ever in the higher education sector. Information is commonly collected from students on their perceptions of a course using questionnaires, discussions or interviews. This paper discusses the use of a student learning journal as a means of collecting data on the effectiveness of a course. Students in a graduate diploma course at the University of Technology, Sydney use learning journals to record and reflect on their development as a teacher/trainer over one semester. The evaluator of the course obtains qualitative data from the journals regarding students’ perceptions of the course content, structure, activities and assessment. The main advantages of this technique include the longitudinal perspective it gives on students perceptions of a course and also that it provides information on the whole course, particularly on whether whole course outcomes are being met. Collecting information from student journals also has the advantage that the data were not written specifically for course evaluation. Issues regarding validity, confidentiality and data analysis using student journals are addressed in this paper as is the place of this technique in a quality assurance scheme for a course.  相似文献   

Exploring the relationship between school discipline referrals and delinquency     

Jeffery Sprague  Hill M. Walker  Steve Stieber  Brandi Simonsen  Vicki Nishioka  Linda Wagner 《Psychology in the schools》2001,38(2):197-206

There is a growing concern about violent and destructive behaviors of youth that require intervention by juvenile justice and youth‐serving agencies. This concern has led many to conclude that schools and community agencies must increase efforts to prevent juvenile delinquency and to provide programs that will facilitate rehabilitation, education, and vocational training for youth already involved. A clear understanding of the nature and range of behaviors that result in juvenile crime is needed in order to develop programs and interventions that can be expected to lead to beneficial changes for youth and for society as a whole. The purpose of this article is to describe the relationship between school behaviors and youth characteristics in school (e.g., discipline referrals, teacher nominations, nomothetic ratings) and referrals to juvenile authorities (e.g., illegal behaviors). We describe a strategy of using teacher nominations, school discipline referrals, and community arrest data to predict delinquent and violent behavior in youth. We outline data from a group of socially maladjusted middle school youth to illustrate the relationship between the two data sources and recommendations for identification and treatment of youth at risk for delinquency and antisocial behavior. © 2001 John Wiley & Sons, Inc.  相似文献   

Defining and navigating ‘action’ in a Participatory Action Research project     

Batsheva Guy  Tziporah Feldman  Caroline Cain  Lauren Leesman  Chara Hood 《Educational Action Research》2020,28(1):142-153

ABSTRACT

While the ‘action’ portion of a Participatory Action Research (PAR) project is a crucial component of the process, action tends to be challenging to define, achieve, and measure. The current paper both defines and describes action within the context of a particular PAR collaboration and explores the process and challenges of navigating and implementing action in a PAR project. The specific PAR project detailed in this paper was executed within a higher education setting and involves a group of undergraduate women co-researchers studying their experiences in STEM (Science, Technology, Engineering, and Mathematics) fields.  相似文献