Expressive Vocabulary Predicts Nonverbal Executive Function: A 2-year Longitudinal Study of Deaf and Hearing Children     

Anna Jones  Joanna Atkinson  Chloe Marshall  Nicola Botting  Michelle C. St Clair  Gary Morgan 《Child development》2020,91(2):e400-e414

Numerous studies suggest an association between language and executive function (EF), but evidence of a developmental relationship remains inconclusive. Data were collected from 75 deaf/hard-of-hearing (DHH) children and 82 hearing age-matched controls. Children were 6–11 years old at first time of testing and completed a battery of nonverbal EF tasks and a test of expressive vocabulary. These tasks were completed again 2 years later. Both groups improved their scores on all tasks over this period. DHH children performed significantly less well than hearing peers on some EF tasks and the vocabulary test at both time points. Cross-lagged panel models showed that vocabulary at Time 1 predicted change in EF scores for both DHH and hearing children but not the reverse.  相似文献   

Kinematic differences of elite and high-performance tennis players in the cross court and down the line forehand   总被引：1，自引：0，他引：1  

Landlinger J  Lindinger SJ  Stöggl T  Wagner H  Müller E 《Sports biomechanics / International Society of Biomechanics in Sports》2010,9(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 retroreflective 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 degrees/s), and angular velocity of the upper trunk (453 vs. 292 degrees/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   

Will Undergraduate Students Play Games to Learn How to Conduct Library Research?     

Karen Markey  Professor  Fritz Swanson  Lecturer  Andrea Jenkins  Programmer  Brian Jennings  Programmer  Beth St. Jean  Graduate Student Research Assistant  Victor Rosenberg  Associate Professor  Xingxing Yao  Graduate Student Research Assistant  Robert Frost  Associate Professor 《The Journal of Academic Librarianship》2009,35(4):303-313

This exploratory study examines whether undergraduate students will play games to learn how to conduct library research. Results indicate that students will play games that are an integral component of the course curriculum and enable them to accomplish overall course goals at the same time they learn about library research.  相似文献   

The syllable frequency effect in visual recognition of French words: a study in skilled and beginning readers     

Fabienne Chetail  Stéphanie Mathey 《Reading and writing》2009,22(8):955-973

The present study addressed the issue of syllable activation during visual recognition of French words. In addition, it was investigated whether word orthographic information underlies syllable effects. To do so, words were selected according to the frequency of their first syllable (high versus low) and the frequency of the orthographic correspondence of this syllable (high versus low). For example, the high-frequency syllable /ã/ is frequently transcribed by the orthographic cluster an, but infrequently transcribed by han in French. A lexical decision task was performed by skilled readers (Experiment 1) and beginning readers in Grade 5 (Experiment 2). Results yielded an inhibitory effect of syllable frequency in both experiments. Moreover, the reliable interaction between syllable frequency and orthographic correspondence frequency indicated that the syllable frequency effect was influenced by orthographic characteristics of syllables. Finally, data showed that the interaction between phonological and orthographic variables was modified with reading experience. The results are discussed in current models of visual word recognition.  相似文献   

Improving children's working memory and classroom performance     

Helen St Clair‐Thompson  Ruth Stevens  Alexandra Hunt  Emma Bolder 《教育心理学》2010,30(2):203-219

Previous research has demonstrated close relationships between working memory and children's scholastic attainment. The aim of the present study was to explore a method of improving working memory, using memory strategy training. Two hundred and fifty‐four children aged five to eight years were tested on measures of the phonological loop, visuo‐spatial sketchpad and central executive components of the multiple component model of working memory. Subgroups of children also completed tasks of following instructions and mental arithmetic in the classroom, and standardised tests of reading, arithmetic and mathematics. Half of the children then used Memory Booster, a computer game that teaches memory strategies, over a period of six to eight weeks. All the children were then retested on the memory and ability measures. The standardised tests were also administered five months later. The results revealed that working memory strategy training resulted in significant improvements in tasks assessing the phonological loop and central executive components of working memory, and tasks assessing following instructions and mental arithmetic in the classroom. However, no improvements were observed on standardised tests of reading, arithmetic or mathematics, either immediately following training or five months later. The results are discussed in terms of implications for educational practice.  相似文献   

Want students to engage? Contextualise graduate learning outcomes and assess for employability     

Trina Jorre de St Jorre  Beverley Oliver 《高等教育研究与发展》2018,37(1):44-57

The ability of graduates to proactively develop, adapt and repackage their capabilities (or attributes) is an essential aspect of employability. This study was conducted at Deakin University, where graduate capabilities have been recast as graduate learning outcomes, and employability is frequently referenced. In light of significant curriculum reform to make graduate capabilities prominent, we investigated student perceptions of graduate capabilities and associated learning outcomes, as well as preparation for employment, to better understand how we can engage students in developing and showcasing their employability. We interviewed 45 students across 10 focus groups and qualitatively analysed their responses for commonly recurring themes. Focus groups were completed in two stages with data analysis and adjustment of questions between stages to enable validation and greater depth of understanding. Our analysis suggests that even with capabilities renamed as learning outcomes, students find graduate learning outcomes too generic to be meaningful and are most likely to engage with learning outcomes that are contextualised and assessed. Our case study illustrates ways to combat this – particularly the importance of assessment design and consistent, student-focused communication in engaging students in the development of capabilities and in the curation of evidence for employability. Students also suggest that advice from employers, professionals and recent graduates, and exposure to industry-related experiences could help make graduate capabilities more meaningful.  相似文献   

Mastery Motivational Climate     

Loraine E. Parish  Mary E. Rudisill  Paul M. St. Onge 《Research quarterly for exercise and sport》2013,84(3):171-178

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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   

Connecting Children's Stories to Children's Literature: Meeting Diversity Needs     

Melissa J. St. Amour 《Early Childhood Education Journal》2003,31(1):47-51

Combining children's natural storytelling abilities with quality multicultural literature serves to enhance their language skills and students' appreciation of cultural differences. Narrative abilities—particularly stories—are a natural vehicle for building on children's oral language skills and develop literacy with print. If the stories have a multicultural focus, it is only natural that readers and participants will develop an appreciation of both cultural similarities and differences.  相似文献   

Skills utilisation at work,the quality of the study programme and fields of study     

Liv Anne Støren  Clara Åse Arnesen 《Quality in Higher Education》2016,22(2):127-138

This paper examines the factors that may have impact on the extent to which the knowledge and skills of master’s degree graduates in Norway are utilised at work, three years after graduation. The focus is on the impact of the quality of the study programme as well as the graduates’ fields of study, when also taking into account other factors influencing the utilisation of skills. The analysis indicates that the quality of the study programme has an independent effect on skills utilisation at work. The analysis also shows large differences in skills utilisation according to fields of study, even among graduates who are not formally overeducated for their job. Not formally overeducated graduates in humanities and social science utilise their knowledge and skills less frequently than other similar graduates. The findings involve challenges for higher education institutions and graduates, as well as employers, to find ways that the expertise of master's degree graduates could be better exploited.  相似文献