Is the occurrence of the sticking region the result of diminishing potentiation in bench press?     

Tillaar Rv  Saeterbakken AH  Ettema G 《Journal of sports sciences》2012,30(6):591-599

In this study we investigated if the occurrence of the sticking region was a result of diminishing potentiation (coinciding delayed muscle activation) or the result of a mechanically poor region in which the muscles can produce less force. A regular one-repetition maximum (1RM) free-weight bench press was compared with isometric bench presses performed at 12 different positions. A lower force at the sticking region compared to the other regions in the isometric bench presses would confirm the mechanically-poor-position hypothesis. Twelve resistance-trained males (age 21.7 ± 1.3 years, mass 78 ± 5.8 kg, height 1.81 ± 0.05 m) were tested in 1RM and in isometric contractions in bench press in 12 different positions, indicated by the vertical distance between barbell and sternum, covering the whole range of motion during the concentric phase. Barbell kinematics and muscle activity were registered. In both types of executions a region of lower force output was observed, which supports the mechanically-poor-position hypothesis. Electromyographic activity of four muscles showed the same pattern in the isometric and 1RM attempts. It was concluded that diminishing effect potentiation could not explain the existence of the sticking region.  相似文献   

Initial-link duration and acquisition of preference in concurrent chains     

Berg ME  Grace RC 《Learning & behavior》2006,34(1):50-60

Initial-link response allocation in concurrent chains becomes less extreme as the absolute duration of the initial links increases (Fantino, 1969). The present study asked whether initial-link duration affected how quickly response allocation reached asymptote (i.e., acquisition of preference). Six pigeons were trained on a concurrent-chains procedure in which the terminal links were fixed-interval (FI) 8 sec FI 16 sec or FI 16 sec FI 8 sec and were reversed every 20 sessions. Across conditions, all possible combinations of transitions between variable-interval (VI) 8-sec (short) and VI 24-sec (long) initial-link schedules were studied. Overall, the rate of acquisition was faster when the durations of the initial links preceding the reversal were short rather than long, and when the durations of the initial links following the reversal were long rather than short. By contrast, initial-link duration had no effect on acquisition or asymptotic measures of temporal control of terminal-link responding. These results support the core principle of delay-reduction theory (Fantino, 1969) that the impact of a conditioned reinforcer varies directly with initial-link duration, but also suggest that temporal learning during the terminal links proceeds independently of initial-link duration. nt]mis|These data were presented at the annual meeting of the Association for Behavior Analysis, Boston, May 2004.  相似文献   

Interaction between the teacher and the congenitally deafblind child     

Vervloed MP  van Dijk RJ  Knoors H  van Dijk JP 《American annals of the deaf》2006,151(3):336-344

Empirical data on the development of interaction, communication, and language in deafblind children is very rare. To fill this gap, a case study was conducted in which the interaction between a teacher and a deafblind boy age 3 years 4 months was analyzed. Sequential analysis of their interaction confirmed some general clinical impressions about interaction with deafblind children, and provided the basis for suggestions on how the interaction pattern might be changed.  相似文献   

Spelling consistency affects reading in young Dutch readers with and without dyslexia     

Bosman AM  Vonk W  van Zwam M 《Annals of dyslexia》2006,56(2):271-300

Lexical-decision studies with experienced English and French readers have shown that visual-word identification is not only affected by pronunciation inconsistency of a word (i.e., multiple ways to pronounce a spelling body), but also by spelling inconsistency (i.e., multiple ways to spell a pronunciation rime). The aim of this study was to compare the reading behavior of young Dutch readers with dyslexia to the behavior of readers without dyslexia. All students participated in a lexical-decision task in which we presented pronunciation-consistent words and pseudowords. Half of the pronunciation-consistent stimuli were spelling consistent and the other half were spelling inconsistent. All three reader groups, that is, students with dyslexia, age-match students, and reading-match students, read spelling-consistent words faster than spelling-inconsistent words. Overall reading speed of students with dyslexia was similar to that of reading-match students, and was substantially slower than that of age-match students. The results suggest that reading in students with or without dyslexia is similarly affected by spelling inconsistency. Subtle qualitative differences emerged, however, with respect to pseudoword identification. The conclusion was that the findings were best interpreted in terms of a recurrent-feedback model.  相似文献   

Fifteen hundred guidelines and growing: the UK database of clinical guidelines     

van Loo J  Leonard N 《Health information and libraries journal》2006,23(2):95-101

BACKGROUND: The National Library for Health offers a comprehensive searchable database of nationally approved clinical guidelines, called the Guidelines Finder. This resource, commissioned in 2002, is managed and developed by the University of Sheffield Health Sciences Library. METHODS: The authors introduce the historical and political dimension of guidelines and the nature of guidelines as a mechanism to ensure clinical effectiveness in practice. The article then outlines the maintenance and organisation of the Guidelines Finder database itself, the criteria for selection, who publishes guidelines and guideline formats, usage of the Guidelines Finder service and finally looks at some lessons learnt from a local library offering a national service. CONCLUSIONS: Clinical guidelines are central to effective clinical practice at the national, organisational and individual level. The Guidelines Finder is one of the most visited resources within the National Library for Health and is successful in answering information needs related to specific patient care, clinical research, guideline development and education.  相似文献   

Not on the Same Page: Undergraduates' Information Retrieval in Electronic and Print Books     

Selinda Adelle Berg  Kristin Hoffmann  Diane Dawson   《The Journal of Academic Librarianship》2010,36(6):518

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Rivals for the crown: Reply to Opthof and Leydesdorff     

Anthony F.J. van Raan  Thed N. van Leeuwen  Martijn S. Visser  Nees Jan van Eck  Ludo Waltman 《Journal of Informetrics》2010,4(3):431-435

We reply to the criticism of Opthof and Leydesdorff on the way in which our institute applies journal and field normalizations to citation counts. We point out why we believe most of the criticism is unjustified, but we also indicate where we think Opthof and Leydesdorff raise a valid point.  相似文献   

Innovative universities     

Frans van Vught 《Tertiary Education and Management》2013,19(4):347-354

Abstract

Burton Clark, in Creating Entrepreneurial Universities, defined the characteristics of what he named ‘innovative universities’. The paper considers these characteristics ‐ particularly such universities' willingness to adapt to changing environments and how they seek to do so. It identifies the challenges facing universities and considers why universities need to adapt their research, teaching and learning, and knowledge transfer. Innovative universities do seek to escape history — they adapt to change.  相似文献   

Learning to teach in higher education: how to link theory and practice     

Paul van den Bos  Joyce Brouwer 《Teaching in Higher Education》2013,18(7):772-786

In this study the learning process of 12 Dutch novice university teachers was monitored during a five-month induction programme. The teachers were interviewed before and after the programme and were asked to fill in several email logbooks during the programme. A change process was identified, in which experiencing and experimentation played a central role. In particular, modelling by the teacher educator, the observation of video cases, reflection on these with peers and experiencing success in their own practice seemed to be important incentives that encouraged teachers to adopt and eventually implement new pedagogical approaches. On the basis of our data, we think that teachers' conceptions and teaching practice are best developed simultaneously and that the design of induction programmes should support this process.  相似文献   

Primary school students' metacognitive beliefs about religious education     

Theo van der Zee  Chris Hermans  Cor Aarnoutse 《Educational Research and Evaluation》2013,19(3):271-293

So far scholars have researched beliefs about knowledge, knowing, and learning mainly in the areas of science and mathematics and among secondary school students. In this article, we explore primary school students' metacognitive beliefs about religious education. The article reports on a study involving 656 fifth- and sixth-grade students. We investigated their metacognitive beliefs, how these beliefs interrelate, and which students agree with which beliefs. In the minds of young students 7 categories are discernible: realistic learning, the transformative power of religion, social learning, intrinsic task value motivation, learning satisfaction motivation, the teacher's empathic orientation to learning, and the teacher's respect for students' contributions. These categories and their interrelationships open up new perspectives for the construction of a metacognitive beliefs system and for an interconnected network of beliefs across domains. We also outline implications for religious education in schools.  相似文献