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31.
Strategy effects on word searching in Japanese letter fluency tests: evidence from the NIRS findings
Takeshi Hatta Ayano Kanari Mitsuhito Mase Yuko Nagano Tatsuaki Shirataki Shinji Hibino 《Reading and writing》2009,22(9):1041-1052
Strategy effects on word searching in the Japanese letter fluency test were investigated using the Near-infrared Spectroscopy
(NIRS). Participants were given a Japanese letter fluency test and they were classified into two types of strategy users,
based on analysis of their recorded verbal responses. One group, AIUEO-order strategy users, employed sequential word searching
based upon the imagery of the AIUEO-table which they mastered when young, and the other group, semantic strategy users, searched
for the next word mainly based on semantic relations. The blood-flow volumes (OxyHb) measured of the AIUEO-order strategy
users were greater than for the semantic strategy users in the frontal parts of the brain, and the blood-flow was more active
in the right than in the left part of the brain. These different activation patterns suggest that the NIRS might be useful
new brain imaging technique for examination of psychological process in verbal behavior. 相似文献
32.
Robert J. Noonan Lynne M. Boddy Youngwon Kim Zoe R. Knowles Stuart J. Fairclough 《Journal of sports sciences》2017,35(21):2067-2072
This study assessed children’s physical activity (PA) levels derived from wrist-worn GENEActiv and hip-worn ActiGraph GT3X+ accelerometers and examined the comparability of PA levels between the two devices throughout the segmented week. One hundred and twenty-nine 9–10-year-old children (79 girls) wore a GENEActiv (GAwrist) and ActiGraph GT3X+ (AGhip) accelerometer on the left wrist and right hip, respectively, for 7 days. Mean minutes of light PA (LPA) and moderate-to-vigorous PA (MVPA) per weekday (whole-day, before-school, school and after-school) and weekend day (whole-day, morning and afternoon–evening) segments were calculated, and expressed as percentage of segment time. Repeated measures analysis of variance examined differences in LPA and MVPA between GAwrist and AGhip for each time segment. Bland–Altman plots assessed between-device agreement for LPA and MVPA for whole weekday and whole weekend day segments. Correlations between GAwrist and AGhip were weak for LPA (r = 0.18–0.28), but strong for MVPA (r = 0.80–0.86). LPA and MVPA levels during all weekday and weekend day segments were significantly higher for GAwrist than AGhip (p < 0.001). The largest inter-device percent difference of 26% was observed in LPA during the school day segment. Our data suggest that correction factors are needed to improve raw PA level comparability between GAwrist and AGhip. 相似文献
33.
Zoe Strimpel 《Cultural and Social History》2017,14(5):691-715
This article suggests that by breaking away from the couples-centric lens normally deployed by historians of intimacy, and instead focusing on the experience of single people, historians gain fresh insight into a key transition point in the late twentieth century history of relationships. Singles, particularly those actively seeking partners, were particularly hard-pressed to digest the implications of a decade of sexual rights campaigns, because, more explicitly than couples, they had to articulate what they wanted out of the opposite sex. In paying close attention to the articulations and experiences of singles, we gain fresh purchase on how the sexual legacies of the 1970s began to be digested, resisted and repurposed. This article makes a case for doing so through Singles, a magazine that brought together the experiences of a cross-section of mostly heterosexual, unmarried Britons at a moment of significant sexual reordering. Examination of the Singles debates around dating and gender suggests that the contemporaneous efforts of ordinary people to process the new sexual languages of the 1970s were more intense and conflicted than the existing historiography has yet allowed, and that much of the sexual antagonism felt by men and women facing each other across the lonely hearts pages stemmed from gendered anxieties about economic standing. 相似文献
34.
Juliana Thompson Zoe Brown Katherine Baker Jenni Naisby Sophie Mitchell Christina Dodds 《Educational gerontology》2020,46(8):452-460
ABSTRACT It is well documented that engagement in arts and cultural activities contributes to improving and maintaining the health and well-being of older people. Despite this, many health and social care professionals do not recognize or accept arts and cultural activities as relevant to their care remit. To address this, a team of 17 individuals comprising older service users, and staff from a range of health and social care, arts, and museum and archive services in North East England worked collaboratively to design and develop the Museum Health and Social Care Service (MHSCS). MHSCS is a resource and training package that reinforces the care and clinical benefits of arts and cultural activities to older people’s health and wellbeing, aimed at supporting health and social care professionals to acknowledge and use these activities as integral to care delivery. 相似文献
35.
This study explored the understandings of data and measurement that school students draw upon, and the ways that they reason from data, when carrying out a practical science inquiry task. The two practical tasks used in the study each involved investigations of the relationships between two independent variables (IVs) and a dependent variable (DV); in both tasks, one IV covaried with the DV, whereas the other did not. Each was undertaken by 10 students, aged 10, 12, and 14 years (total n = 60 students), working individually. Their actions were video‐recorded for analysis. In a subsequent interview, each student was asked to discuss and interpret data collected by two other students, undertaking a similar (but different) practical task, shown on a video‐recording. An analysis of the sample students' performance on the practical tasks and their interview responses showed few differences across task contexts, or with age, in students' reasoning, but significant differences in performance when investigating situations of covariation and non‐covariation. Few students in the sample displayed sufficient understanding of measurement error to deal effectively with the latter. Investigations of non‐covariation cases revealed, much more clearly than investigations of covariation cases, the students' ideas about data and measurement, and their ways of reasoning from data. Such investigations therefore provide particularly valuable contexts for teaching and research. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 748–769, 2004 相似文献
36.
This paper explores one key aspect of marketisation in English universities, the quality-related research funding (QR) system, which central government in the United Kingdom uses to allocate funds to Higher Education Institutions (HEIs), based on a system of reviewing and rating the ‘quality’ of research at different HEIs. Specifically, it focuses on the experiences of 30 members of academic staff from eight universities across England who were engaged in research and/or scholarly activity in the broad field of Higher Education for Sustainable Development (HESD), during the time leading up to the 2014 Research Excellence Framework (REF) submission period. Interviewees were asked to talk about their experiences of being a HESD researcher/scholar within the context of the QR system and their perceptions of the relationship between the QR system and interdisciplinary, sustainability, pedagogic and HESD research. Findings from the semi-structured interviews and resulting qualitative analysis, reveal a number of obstacles facing HESD researchers which are outlined and explored in the paper. Strategies and rationale for improving the quality, reputation and ultimately, the ‘REF-ability’ of HESD research are discussed, and highlight the complex interface between marketisation and sustainability in higher education. 相似文献
37.
Samantha J. Downs Zoe R. Knowles Stuart J. Fairclough Natalie Heffernan Sarah Whitehead Sofie Halliwell 《欧洲特需教育杂志》2013,28(3):402-414
Aim: To explore teacher’s perceptions of barriers and facilitators to physical activity (PA), including enabling, reinforcing and predisposing factors amongst children and young people (CYP) with intellectual disabilities (ID). Method and procedures: The Youth Physical Activity Promotion (YPAP) Model was used to inform semi-structured focus groups to explore PA of CYP with ID. Participants were 23 (9 male) teachers and teaching assistants, from three special educational needs (SEN) schools (1?=?Primary, 2?=?Secondary) within North West England. Three focus groups were held with between six and eight participants, audio and video recorded and data transcribed. Data were inductively and deductively analysed using Nvivo and represented through pen profiles. Results: Three pen profiles were developed and structured around YPAP Model to display themes within the data. Enabling factors (facilities (n?=?23) and activity type (n?=?39)); reinforcing factors (influences of peers (n?=?23), family (n?=?10) and teachers (n?=?19) to PA engagement); and predisposing factors (healthy lifestyle (n?=?15), enjoyment of PA (n?=?14), adaptations for PA (n?=?10), structured play (n?=?10), effects of disability on PA (n?=?8) and the CYPs attitudes towards PA (n?=?8)). Conclusion: CYP with ID enjoy engaging in PA, particularly activities that are of a fun and unstructured nature which allow for progression of skills and promote independence. Participants recognised that they, as teachers, had an influence on the CYP’s PA engagement, however suggested that parents have the most influential role. Similar to previous research, participants noted that CYP with ID had a lack of understanding as regards the importance of PA engagement and its benefits to health. It is suggested a strong home–school link for CYP within SEN schools could prove to be a key facilitator for active and healthy lifestyles education and choices. 相似文献
38.
39.
Zoe Baker 《International Studies in Sociology of Education》2019,28(3-4):299-325
ABSTRACTOfficial policy texts in England have long assumed that students make their Higher Education choices in an individualized, rational and context-free manner. Under the Conservative-Liberal Democrat Coalition government (2010–2015), a greater emphasis was placed on accomplishing higher levels of widening participation in elite institutions. Those who do not progress to such institutions, or to HE at all, are presented as having ‘low aspirations’. Using data from an ESRC funded narrative inquiry of socioeconomically underrepresented Further Education students’ HE decision-making and choices, I demonstrate how they aspired highly while initially showing competitive and individualized choice strategies. However, financial constraints led to the renegotiation of their aspirations over time, leading them to compromise for ‘reasonable’ rather than ‘preferred’ HE options. Subsequently, this had negative impacts upon the participants’ subjectivities. The article provides support for arguments against current individualized conceptualizations of ‘aspiration’ presented by policy, and proposes approaches to move away from this. 相似文献
40.
Mark Huxham Jenny Scoles Ursula Green Samantha Purves Zoe Welsh Andrew Gray 《Assessment & Evaluation in Higher Education》2017,42(6):887-899
Peer review is a powerful method to enhance teaching in higher education. Peers, however, may not be the most relevant people in evaluating teaching success; as the most important stakeholders in learning, students’ evaluations need to be heard. Whilst some efforts to capture ‘the student voice’ are simplistic and may foster consumerist approaches, adopting ‘radical collegiality’ towards students may provide the benefits of peer review whilst avoiding some of its disadvantages. Here we describe the Students as Colleagues project, which trained student volunteers as evaluators of teaching. To assess the ability of students to provide useful reviews, we compared their evaluative feedback with that from academic peers, using a paired design and qualitative and quantitative data. Students gave significantly more positive comments, and just as many negative and directive comments, as academic peers. Student colleagues emphasised the positive personal (rather than professional) capacities of their reviewees, encouraged expressed vulnerability and drew on their broad experiences as students rather than from professional perspectives. Participation changed how students saw their abilities and helped ‘humanise’ both the reviewees and the university as a whole. Our results and standpoint theory suggest that students’ evaluative feedback is the most valuable perspective to inform teaching enhancement. 相似文献