Optimization of handheld gauge sizes for rocker measurements of skate blades and bobsleigh runners     

Louis Poirier  Sean Maw  Darren Stefanyshyn  Robert I. Thompson 《Sports Engineering》2009,11(4):201-206

This work uses numerical methods to investigate the feasibility of modifying an instrument used in speed skating to analyze blades from four different ice sports. The instrument, a handheld rocker gauge, is adapted to create a device that can effectively profile other types of skate blades and bobsleigh runners. Since there are significant differences between short and long-track blades one could expect a difference in the gauges used to study these blades. Despite this expectation, the same gauge is used in both disciplines. The usefulness of these gauges has been proven in speed skating so it is expected that they should also be useful to study hockey blades and bobsleigh runners. To optimize the gauge size for different blade types we digitize the profile of a blade, which we use to simulate gauge data. Then we use that gauge data to reconstruct the profile and compare it to the original digital profile. The result is compared for various gauge sizes and the gauge size is optimized for each of the four disciplines. The only commercially available device seems optimal for bobsleigh and long track speed skating. Smaller gauges are recommended for analyzing short track speed skates and hockey skates.

Louis PoirierEmail:

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Effects of Junior Kindergarten on Emerging Literacy in Children from Low-Income and Linguistic-Minority Families     

Linda S. Pagani  Julie Jalbert  Pierre Lapointe  Martine Hébert 《Early Childhood Education Journal》2006,33(4):209-215

We study the benefits of junior kindergarten for linguistic-minority 4-year-olds compared to their linguistic-majority classmates from the same low-income neighborhoods. At the end of the school year, linguistic-minority children made significantly greater improvements in language skills than their host society classmates. At the mid-year point, junior kindergarten teachers made efforts to help linguistic-minority children overcome the challenges of the school environment of their new host society by adapting their pedagogical strategies to those showing difficulty in their receptive vocabulary skills. They also offered greater means of contact to parents of linguistic-minority children having difficulty attaining language proficiency than to parents of children showing better improvements. Parents of linguistic-minority students showing smaller gains were more likely to use a larger proportion of the communication methods offered by teachers and participate in the parent–school relationship for the well-being of their children. Long-term results suggest that linguistic-minority children continued to make significant improvements.

Linda S. PaganiEmail:

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Book reviews     

Martine Mauriras Bousquet  Jean-François Brisson  B. de Padirac 《Prospects》1981,11(2):261-266

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Teachers’ Emotional and Behavioral Support and Preschoolers’ Self-Regulation: Relations With Social and Emotional Skills During Play     

Martine L. Broekhuizen  Pauline L. Slot  Marcel A. G. van Aken  Judith S. Dubas 《Early education and development》2017,28(2):135-153

Research Findings: Drawing from a Dutch sample of 113 Dutch children (M age = 37 months, SD = 3.5) from 37 early care and education classrooms (19 child care centers and 18 preschools), this study examined whether the relation between classroom emotional and behavioral support and children’s observed social integration and positive mood in a play situation depends on children’s observed behavioral self-regulation. Multilevel analyses revealed a positive association between emotional and behavioral support and children’s social integration for children low on behavioral self-regulation, but there was no such association for children high on behavioral self-regulation. Contrary to our expectations, children low on behavioral self-regulation showed more integration in the case of relatively highly supportive classrooms but not less integration in classrooms that were low in support. For children’s positive mood, a positive association with emotional and behavioral support was found, and no association was found with behavioral self-regulation. Practice or Policy: This study’s findings highlight the importance of emotionally and behaviorally supportive classroom experiences for young children’s social and emotional skills. Moreover, results hint that experts should perhaps not see children low in behavioral self-regulation as always at risk for poorer social outcomes.  相似文献   

Simply a Speech Impairment? Literacy Challenges for Individuals with Severe Congenital Speech Impairments     

Martine M. Smith 《International Journal of Disability, Development & Education》2001,48(4):331-353

Individuals with severe congenital speech impairments frequently experience significant difficulties acquiring even basic literacy skills. It is likely that many factors, both intrinsic and extrinsic to the individuals, co-occur to influence success in literacy acquisition. This paper focuses on the extent to which a severe congenital speech impairment may affect the acquisition of phonological processing skills traditionally considered to be implicated in literacy success. Results on a lexical decision task are presented and discussed in terms of their implications for our understanding of the relationship between severe speech impairments, phonological working memory, and specification of phonological representations.  相似文献   

Describing individual incidents of sexual abuse: a review of research on the effects of multiple sources of information on children’s reports     

Kim P. Roberts  Martine B. Powell 《Child abuse & neglect》2001,25(12)

Objective: For successful prosecution of child sexual abuse, children are often required to provide reports about individual, alleged incidents. Although verbally or mentally rehearsing memory of an incident can strengthen memories, children’s report of individual incidents can also be contaminated when they experience other events related to the individual incidents (e.g., informal interviews, dreams of the incident) and/or when they have similar, repeated experiences of an incident, as in cases of multiple abuse.Method: Research is reviewed on the positive and negative effects of these related experiences on the length, accuracy, and structure of children’s reports of a particular incident.Results: Children’s memories of a particular incident can be strengthened when exposed to information that does not contradict what they have experienced, thus promoting accurate recall and resistance to false, suggestive influences. When the encountered information differs from children’s experiences of the target incident, however, children can become confused between their experiences—they may remember the content but not the source of their experiences.Conclusions: We discuss the implications of this research for interviewing children in sexual abuse investigations and provide a set of research-based recommendations for investigative interviewers.  相似文献   

Effects of problem solving after worked example study on secondary school children’s monitoring accuracy     

Martine Baars  Tamara van Gog  Anique de Bruin  Fred Paas 《教育心理学》2017,37(7):810-834

Monitoring accuracy, measured by judgements of learning (JOLs), has generally been found to be low to moderate, with students often displaying overconfidence, and JOLs of problem solving are no exception. Recently, primary school children’s overconfidence was shown to diminish when they practised problem solving after studying worked examples. The current study aimed to extend this research by investigating whether practising problem solving after worked example study would also improve JOL accuracy in secondary education. Adolescents of 14–15 years old (N = 143) were randomly assigned to one of five conditions that differed in timing of JOLs, whether practice problems were provided, and timing of the practice problems provided: (1) worked examples – JOL, (2) worked examples – delay – JOL, (3) worked examples – practice problems – JOL, (4) worked examples – practice problems – delay – JOL or (5) worked examples – delay – practice problems – JOLs. Results showed that practice problems improved absolute accuracy of JOLs as well as regulation accuracy. No differences in final test performance were found.  相似文献   

Order short-term memory capacity predicts nonword reading and spelling in first and second grade     

Florence Binamé  Martine Poncelet 《Reading and writing》2016,29(1):1-20

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Collaborativeness as the core of professional learning communities beyond culture and context: evidence from Canada,Finland, and Israel     

Aini-Kristiina Jäppinen  Martine Leclerc  Dorit Tubin 《School Effectiveness & School Improvement》2016,27(3):315-332

Professional learning communities (PLC) have been widely accepted as effective with respect to good atmosphere, adequate leadership practices, and functional working practices. However, the outcomes for school improvement depend on case-specific issues. To identify less culturally and contextually bound issues in 3 PLC settings in Canada, Finland, and Israel, we examined our cases through the notion of “collaborativeness”. It refers to a systematic and shared process consisting of efforts, ideas, and activities that aim at achieving synergy. By combining the 3 data sets and applying a special model, we were able to distinguish, through qualitative content analysis, ingredients of collaborativeness beyond culture and context that we consider particularly essential. The crucial factor proved to be a dynamic relationship between mutual and deep learning, realized through 5 different ways. We further believe that our results could serve other organizations striving for school improvement in other kinds of cultural and contextual settings.  相似文献   

The effect of event repetition on the production of story grammar in children's event narratives     

Feltis BB  Powell MB  Roberts KP 《Child abuse & neglect》2011,35(3):180-187

Objective

This study examined the effect of event repetition on the amount and nature of story-grammar produced by children when recalling the event.

Method

Children aged 4 years (N = 50) and 7 years (N = 56) participated in either 1 or 6 occurrences of a highly similar event where details varied across the occurrences. Half the children in each age and event group recalled the last/single occurrence 5-6 days later and the other half recalled the last/single occurrence after 5-6 weeks (the final and single occurrence was the same). Children's free recall responses were classified according to the number and proportion of story-grammar elements (Stein &; Glenn, 1979—setting, initiating event, internal response, plan, attempt, direct consequence, and resolution) as well as the prevalence of causal links between the individual story-grammar elements.

Results

More story-grammar detail and more links between individual story-grammar elements were reported about the final compared to single occurrence. The amount of story-grammar increased with age and decreased over time. Further, an interaction was revealed such that the effect of retention interval on the production of story-grammar was negligible for older children who experienced the repeated event.

Conclusions

Event repetition has a beneficial effect on the production of children's story-grammar content in situations where event details varied from occasion to occasion. This study highlights the importance of eliciting free recall when conducting evidential interviews with child witnesses about repeated events.  相似文献