Probabilities and possibilities within Australia’s future: Rethinking educational research     

Alison Lee  Nicola F. Johnson 《The Australian Educational Researcher》2010,37(4):1-7

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Cultural distance,mindfulness and passive xenophobia: Using Integrated Threat Theory to explore home higher education students’ perspectives on ‘internationalisation at home’     

Neil Harrison  Nicola Peacock 《British Educational Research Journal》2010,36(6):877-902

This paper addresses the question of interaction between home and international students using qualitative data from 100 home students at two ‘teaching intensive’ universities in the southwest of England. Stephan and Stephan's Integrated Threat Theory is used to analyse the data, finding evidence for all four types of threat that they predict when outgroups interact. It is found that home students perceive threats to their academic success and group identity from the presence of international students on the campus and in the classroom. These are linked to anxieties around ‘mindful’ forms of interaction and a taboo around the discussion of difference, leading to a ‘passive xenophobia’ for the majority. The paper concludes that Integrated Threat Theory is a useful tool in critiquing the ‘internationalisation at home’ agenda, making suggestions for policies and practices that may alleviate perceived threats, thereby improving the quality and outcomes of intercultural interaction.  相似文献   

Using research in practice     

Bexon N  Brice A  Booth A 《Health information and libraries journal》2003,20(4):240-243

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How technology for comprehension training can support conversation towards the joint construction of meaning     

Nicola Yuill  Darren Pearce  Lucinda Kerawalla  Amanda Harris  Rosemary Luckin 《Journal of Research in Reading》2009,32(1):109-125

Two studies assessed the role of Separate Control of Shared Space (SCoSS) technology in supporting peer collaborative discussion and comprehension. We hypothesised that providing equitable shared input to two literacy tasks (both good predictors of comprehension skill) would support discussion to promote the joint construction of meaning, and hence individual progress. Study 1: 50 7–9‐year‐olds took a reading‐specific multiple classification (RMC) pre‐test, categorising words on two dimensions, before training on the task in pairs using SCoSS, dual‐control or individual technology. Discussion produced more accurate post‐test classification performance and SCoSS was associated with higher frequency of statements during training that combined both RMC dimensions (surface form and meaning of words). Study 2: 12 8–9‐year‐olds were pre‐tested on story recall and worked in pairs on a SCoSS‐supported story construction task, requiring collaborative inference‐making, hypothesis generation and selection. Post‐test story recall was predicted by the frequency of deductive causal statements during training. We discuss how technology can be used to promote collaboration and discussion that supports joint understanding and individual comprehension development.  相似文献   

Demonstration as a rate enhancer to changes in coordination during early skill acquisition     

Horn RR  Williams AM  Hayes SJ  Hodges NJ  Scott MA 《Journal of sports sciences》2007,25(5):599-614

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Towards a Semantic Documentation of Heritage Objects through Visual and Iconographical Representations     

Nicola Carboni  Livio de Luca 《International Information and Library Review》2017,49(3):207-217

The recording of cultural heritage objects' data and information is constructed throughout the registration of different media items, which function as an anchor of the original object in digital space. The article investigates the application of a theoretical framework for the organization of information related to the visual works, on the base of the identity of their single constituent elements. The framework is, then, used for the formalization of an ontology which is constructed as an extension of CIDOC-CRM. The result is tested with information gathered over the Asinou Church in Cyprus, expressed throughout an ontology for recording propositions over the iconographical attributes and the characteristic of images.  相似文献   

Physiological determinants of speciality of elite middle- and long-distance runners     

Rabadán M  Díaz V  Calderón FJ  Benito PJ  Peinado AB  Maffulli N 《Journal of sports sciences》2011,29(9):975-982

The aim of this study was to determine which physiological variables predict excellence in middle- and long-distance runners. Forty middle-distance runners (age 23 ± 4 years, body mass 67.2 ± 5.9 kg, stature 1.80 ± 0.05 m, VO(2max) 65.9 ± 4.5 ml · kg(-1) · min(-1)) and 32 long-distance runners (age 25 ± 4 years, body mass 59.8 ± 5.1 kg, stature 1.73 ± 0.06 m, VO(2max) 71.6 ± 5.0 ml · kg(-1) · min(-1)) competing at international standard performed an incremental running test to exhaustion. Expired gas analysis was performed breath-by-breath and maximum oxygen uptake (VO(2max)) and two ventilatory thresholds (VT(1) and VT(2)) were calculated. Long-distance runners presented a higher VO(2max) than middle-distance runners when expressed relative to body mass (P < 0.001, d = 1.18, 95% CI [0.68, 1.68]). At the intensities corresponding to VT(1) and VT(2), long-distance runners showed higher values for VO(2) expressed relative to body mass or %VO(2max), speed and oxygen cost of running (P < 0.05). When oxygen uptake was adjusted for body mass, differences between groups were consistent. Logistic binary regression analysis showed that VO(2max) (expressed as l · min(-1) and ml · kg(-1) · min(-1)), VO(2VT2) (expressed as ml · kg(-0.94) · min(-1)), and speed at VT(2) (v(VT2)) categorized long-distance runners. In addition, the multivariate model correctly classified 84.7% of the athletes. Thus, VO(2max), VO(2VT2), and v(VT2) discriminate between elite middle-distance and long-distance runners.  相似文献   

Learning from the experts: gaining insights into best practice during the acquisition of three novel motor skills     

Hedges NJ  Edwards C  Luttin S  Bowcock A 《Research quarterly for exercise and sport》2011,82(2):178-187

The amount and quality of practice predicts expertise, yet optimal conditions of practice have primarily been explored with novice learners. Ten expert musicians and ten novices practiced disc-throwing skills under self-regulated conditions. A third novice group practiced with the same schedule as the music experts (yoked). The groups did not differ in terms of the amount of contextual interference, only in terms of when in-practice interference was introduced. The music experts progressed from a more blocked to random schedule which was opposite to the novices. This resulted in more accurate performance in retention for the experts in comparison to both novice groups (self-scheduled and yoked). The music expert and yoked groups showed higher form scores than the novice self-scheduled group, which might be related to the greater frequency of augmented information for these groups. There was no evidence that non-task-domain experts choose a more random practice schedule than novices, but in accord with good practice principles, they gradually introduced high amounts of interference into their practice. This strategy was associated with less error in retention for the experts. Because the yoked group showed more error than the music experts, the advantage of this schedule was also performance dependent.  相似文献   

Phoneme awareness in language-delayed children: comparative studies and intervention     

Nicola Warrick  Hyla Rubin  Sheila Rowe-Walsh 《Annals of dyslexia》1993,43(1):153-173

Our initial study compared 15 normally- developing and 13 language- delayed four- and- five- year- olds on a range of phoneme awareness tasks differing in the degree of explicit linguistic analysis required. The language- delayed group performed more poorly than the normally- developing children, and there were significant group differences on several tasks. A significant interaction effect reflected the particular difficulty the language- delayed group had with the more explicit tasks. Follow- up testing suggests that group differences are maintained over time and that the language- delayed children perform more poorly than the normally- developing children on tests of decoding and spelling at the end of first grade. An intervention study, training phoneme awareness skills in language-delayed kindergarten children, was undertaken with a new group of subjects. Fourteen language- delayed children participated in 16 training sessions over eight weeks. Fourteen normal and 14 language- delayed children served as controls. Only the language- delayed training group made significant gains from pre- to posttraining measures. Following training, the language-delayed training group performed similarly to normal controls and significantly better than language- delayed controls whom they had matched before intervention. One year later, the language-delayed children who received training maintained their gains on phoneme analysis tasks and performed significantly better than the language-delayed controls on reading measures. Educational implications are discussed.  相似文献   

Brain Processes in Mothers and Nulliparous Women in Response to Cry in Different Situational Contexts: A Default Mode Network Study     

Paola Rigo  Gianluca Esposito  Marc H. Bornstein  Nicola De Pisapia  Corinna Manzardo  Paola Venuti 《Parenting, science and practice》2019,19(1-2):69-85

SYNOPSIS

Objective: In everyday life, parents must respond to and interact with children while in different situational contexts. How situational contexts influence parents’ responses has not been systematically studied. Here we investigated mothers’ versus nonmothers’ neural responses to infant vocalizations in different situations with different task demands. Design: Using fMRI in 21 women (10 mothers), we explored the effects of being distracted by self-oriented (self-referential decisions about personality adjectives) versus goal-oriented (syllabic counting of personality adjectives) tasks while listening to infant cry in comparison with other emotional sounds (infant laughing, adult crying) on the activity of two medial nodes of the Default Mode Network (DMN): the medial prefrontal cortex (MPFC) and posterior cingulate cortex (PCC). Results: In the self-oriented task while listening to infant cry, both mothers and nulliparas showed (weak) activation of the DMN; this response likely reflects a shift of attention from the task to the cry. In the goal-oriented task, mothers, not nulliparas, showed (weak) activation of the DMN; this result is compatible with interference of emotional sounds while attending to a goal-oriented task, an activity that deactivates the DMN. Conclusions: Mothers are prone to process infant cry and emotional sounds and are less distracted from doing so by situational contexts, demonstrating their greater sensitivity to emotional sounds such as cry. By contrast, situational context influenced brain responses to infant sounds in nulliparas.  相似文献