Challenges to Cognitive Bases for an Especial Motor Skill at the Regulation Baseball Pitching Distance     

Jeffery P. Simons  Jacob M. Wilson  Gabriel J. Wilson  Stephen Theall 《Research quarterly for exercise and sport》2013,84(3):469-479

We tested expert baseball pitchers for evidence of especial skills at the regulation pitching distance. Seven college pitchers threw indoors to a target placed at 60.5 feet (18.44 m) and four closer and four further distances away. Accuracy at the regulation distance was significantly better than predicted by regression on the nonregulation distances (p < .02), indicating an especial skill effect emerged despite the absence of normal contextual cues. Self-efficacy data failed to support confidence as a mediating factor in especial skill effect. We concluded that cognitive theories fail to fully account for the patterns of observed data, and therefore theoretical explanations of the especial skills must address noncognitive aspects of motor learning and control.  相似文献   

Schooling and Disadvantage in Sri Lankan and other Rural Situations     

Victoria J. Baker 《比较教育学》1988,24(3):377-388

  相似文献   

Agencies,educators, communities and wildfire: partnerships to enhance environmental education for youth     

Martha C. Monroe  Heidi L. Ballard  Annie Oxarart  Victoria E. Sturtevant  Pamela J. Jakes  Emily R. Evans 《Environmental Education Research》2016,22(8):1098-1114

We studied seven programs that engage youth from 10 to 18 years old in wildfire risk reduction in their communities in the United States through in-depth interviews to examine the nature and role of community-school partnerships in resource-focused environmental education. While the programs use a variety of strategies, from Scout badge to summer school, they exhibit several common dimensions: they all engage youth in community projects; they all arise from partnerships between resource agencies, community organizations, and educators; they all began when people familiar with both wildfire and youth education saw an opportunity to improve the community and educate youth through action; and all partners are able to contribute to the common program yet retain their individual identity as they meet their own mission-based goals. We use themes and quotes to illustrate these common dimensions for establishing community-school partnerships that could build action competence through environment-based education projects.  相似文献   

Learning as Investment: Notes on governmentality and biopolitics   总被引：2，自引：0，他引：2  

Maarten  Simons 《Educational Philosophy and Theory》2006,38(4):523-540

  相似文献   

Development of auditory event-related potentials in young children and relations to word-level reading abilities at age 8 years     

Espy KA  Molfese DL  Molfese VJ  Modglin A 《Annals of dyslexia》2004,54(1):9-38

A relationship between brain responses at birth and later emerging language and reading skills have been shown, but questions remain whether changes in brain responses after birth continue to predict the mastery of language-related skills such as reading development. To determine whether developmental changes in the brain-based perceptual skills are systematically related to differences in word-level reading proficiency at age 8 years, brain event-related potentials (ERPs) to speech and nonspeech stimuli were recorded annually at the ages of 1 through 8 years in a sample of 109 typically developing children. Two measures of word-level reading (one that requires decoding of real words and one of pseudowords) were administered at age 8 years. Growth curve analysis, using the hierarchical linear models, related reading performance (average versus low) to the longitudinal maturation in the ERP waveform peak and latencies. Maturational changes (e.g., slope, acceleration, and cubic growth) in N1 amplitude from ages 1 to 4 were related to proficiency in decoding pseudoword stimuli only, with children who were less proficient in decoding pseudowords evidencing more steeply negative declines in amplitude with age, particularly at the frontal and parietal recording sites in response to both speech and nonspeech stimuli. In contrast, proficiency in decoding real words was related to developmental changes in N2 amplitudes from ages 4 to 8 only at the parietal recording site, and only in response to nonspeech stimuli. The early development of biologically based differences in the perception and processing of auditory information contributes to later group differences in reading proficiencies at school age.  相似文献   

Influences of Witnessed Affect on Information Processing in Children     

Daphne Blunt Bugental  Jay Blue  Victoria Cortez  Karen Fleck  Alina Rodriguez 《Child development》1992,63(4):774-786

Children between the ages of 5 and 10 years watched a videotape of a child having a routine medical exam. Embedded within the scenes were systematic variations of depicted facial affect shown by doctor and child. Measures were taken of autonomic reactions and information-processing errors in response to positive, neutral, and negative affective cues. For 5-6-year-olds, processing errors were greatest in the negative affect condition. Additionally, peak increases in heart rate (HR) and skin conductance level (SCL) were demonstrated by 5-6-year-olds in response to negative affect shown by the witnessed child; increases in HR were in turn predictive of processing errors. Older children (9-10 years) showed trends reflecting reduced processing errors in response to witnessed negative affect. It was suggested that younger children respond to salient threat cues with a "defensive" response pattern that is relatively adaptive at younger but not older ages.  相似文献   

Sisters, brothers, and delinquency: evaluating social influence during early and middle adolescence     

Slomkowski C  Rende R  Conger KJ  Simons RL  Conger RD 《Child development》2001,72(1):271-283

Although a number of studies have shown that brothers are highly correlated for delinquent behavior, much less research has been conducted on sisters. We propose that sisters, like brothers, show notable similarity for delinquent behavior, and also promote each other's delinquency through direct interaction. We examined these issues in 164 brother and sister pairs studied over a 4-year period (from early to middle adolescence) in a study of intact families in the rural Midwest. Sibling similarity for self-reports of delinquent behavior were highly correlated for both brothers and sisters. Conditional effects of high levels of hostile-coercive sibling relationships and older sibling delinquency predicted younger sibling delinquency in both brother and sister pairs. For brothers, conditional effects were also detected for high levels of warmth-support, in contrast to sisters. The conditional effects of older sibling delinquency and relationship quality were shown to predict change in younger sibling delinquency through adolescence. The results add to a growing literature on sibling effects as well as theoretical models that emphasize the role of social interaction between siblings as a risk factor for the development of delinquent activity in adolescence.  相似文献   

Megabits     

Karen E. Watkins  Victoria Marsick  Young Saing Kim 《TechTrends》2002,46(4):61-61

  相似文献   

Pre-service teachers’ perceptions of social media data privacy policies     

Victoria I. Marín  Jeffrey P. Carpenter  Gemma Tur 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(2):519-535

Matters of data privacy related to social media are increasingly relevant for educators as happenings such as the 2018 Cambridge Analytica scandal have attracted public attention. Many educators use social media for professional purposes, including with their students and should, therefore, be knowledgeable regarding data privacy issues that impact education. This research explores this issue from an interpretive paradigm based on a mixed-methods approach derived from survey data from an international sample of 148 pre-service teachers who were studying education courses at three universities. Data suggest that pre-service teachers see both educational and distracting potential in social media, but lack knowledge regarding relevant policies and regulations, which reflects trends in the broader population. Attitudes toward educational social media use were not correlated with awareness of data privacy policies. However, comfort with companies’ use of personal and student data and faith in governments’ capacity to regulate social media companies were correlated. We discuss our findings in relation to the use of social media and related data privacy considerations and the need for data literacy training in teacher education programs. We include recommendations in light of the findings.  相似文献   

There is a skeleton in every closet     

Mary Lee Enfield Ph.D.  Victoria E. Greene 《Annals of dyslexia》1981,31(1):189-198

  相似文献