Perspectives on global warming     

Steven Yearley  David Mercer  Andy Pitman  Naomi Oreskes  Erik Conway 《Metascience》2012,21(3):531-559

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Characteristics of shock attenuation during fatigued running   总被引：1，自引：1，他引：0  

Mercer JA  Bates BT  Dufek JS  Hreljac A 《Journal of sports sciences》2003,21(11):911-919

The aim of this study was to examine shock attenuation before and after completing a maximal effort graded exercise test while running on a treadmill. Ten individuals ran before and after a maximal graded exercise test with running speed controlled between conditions. Transfer functions were calculated using surface-mounted accelerometers to represent shock attenuation. An accelerometer was mounted on the distal aspect of the tibia and another on the anterior aspect of the forehead. Ten strides were analysed in each condition for all participants. Paired t-tests were used to compare each dependent variable (shock attenuation, stride length, rate of oxygen consumption) between conditions (running before vs after the exercise test). Oxygen consumption was 16% greater when running after the graded exercise test (47.9 +/- 5.0 ml x kg(-1) x min(-1); mean+/-s) than when running before it (41.1 +/- 2.7 ml x kg(-1) x min(-1)) (P < 0.05). Stride length was similar during running before (2.71 +/- 0.15 m) and after (2.75 +/- 0.17 m) the graded exercise test (P > 0.05). Shock attenuation was, on average, 12% lower during running after (-9.8 +/- 2.6 dB) than before (-11.3 +/- 2.7 dB) the graded exercise test (P < 0.05). We conclude that less shock was attenuated during fatigued than non-fatigued running and that only subtle changes in stride length were made while fatigued.  相似文献   

Talking and thinking together at Key Stage 1     

Karen Littleton Corresponding author  Neil Mercer  Lyn Dawes  Rupert Wegerif  Denise Rowe  Claire Sams 《Early Years: An International Journal of Research and Development》2005,25(2):167-182

In this paper, we describe an innovative approach to promoting effective classroom‐based groupwork and the development of children's speaking and listening at Key Stage 1. This approach, known as Thinking Together, was initially developed for use with Key Stage 2 children. The work reported here explains how this approach has now been applied to the teaching of speaking and listening at Key Stage 1. The approach is founded on contemporary sociocultural theory and research. At the heart of the Thinking Together approach is a concern to help children build and develop their knowledge and understanding together, through enabling them to practise and develop ways of reasoning with language.  相似文献   

Collaboration, scaffolding and the promotion of problem solving strategies in Mexican pre-schoolers     

Sylvia Rojas-Drummond  Neil Mercer  Ellen Dabrowski 《European Journal of Psychology of Education - EJPE》2001,16(2):179-196

Research in Mexican schools, drawing upon earlier research in the UK, has led to the development and use of a method for describing, comparing and evaluating the particular approaches and interactional strategies used by teachers and learners. Using this method, qualitative and quantitative comparisons are made to distinguish between teachers who use a conventional, formal, directive approach when teaching 5-year-old children mathematical skills (called the “Official” method) and those who use a more interactive, collaborative, supportive, “scaffolded” approach to teach similar classes of children (called the “High Scope” method). In an earlier study, we found more competent and independent problem-solving among High/Scope pupils than among their peers taught by the Official method. In the present study, discourse analysis and statistical analysis of the relative frequencies of types of teacher-pupil interaction in the classrooms of two “Official” teachers and two “High’ Scope” teachers are used to explain the improved problem-solving of the “High Scope” pupils. The findings support the view that by creating a more collaborative, scaffolded version of classroom education, teachers can more successfully enable children to develop their own problem-solving skills, learning strategies and curriculum-related understanding. The research also contributes to the development and implementation of methods for promoting a more effective style of teacher-learner interaction in the classroom.  相似文献   

African American Women’s Language Use in Response to Male Partners’ Condom Negotiation Tactics     

Yachao Li  Jennifer A. Samp  Valerie B. Coles Cone  Laura M. Mercer Kollar  Ralph J. DiClemente  Jennifer L. Monahan 《Communication Studies》2018,69(1):67-84

African American women are vulnerable for sexual health risk; thus, condom use is essential. Guided by research linking goals to communicative content, this study explored women’s use of I-, you-, we-, and hedging language during condom negotiation. Female participants (N = 193) engaged in a condom negotiation role play with male confederates, where language use measures were coded. I-language was used the most frequently. Language use differed as a function of men’s tactics, such that women primarily used I-language in response to verbal attacks, you-language in response to seduction, and I- and we-language in response to information seeking. Women who engaged in more recent condom use were more likely to use you-language and, when confederates attacked, they responded with more you-language and less hedging.  相似文献   

Young Children's Theory of Mind Predicts More Sharing With Friends Over Time     

Jennifer Vonk  Stephanie E. Jett  Theodore S. Tomeny  Sterett H. Mercer  Julie Cwikla 《Child development》2020,91(1):63-77

Children (predominantly white and middle class) between 3 and 6 years (M = 55.12 months, N = 145 at Time 1, N = 102 at Time 2) participated in the prosocial choice test at two time points approximately 10 months apart. Children could share with strangers, close friends, nonfriends, and in a control, no recipient condition. Children shared more rewards with friends over time. Age interacted with recipient type such that older children had a higher probability of prosocial allocations toward friends and strangers compared to younger children. Theory of mind (ToM) predicted more prosocial allocations to friends over time, and the youngest children with higher ToM scores showed the largest increase in sharing with friends over time.  相似文献   

Editorial: The Many-Sidedness of Religious Education     

Joyce Ann Mercer 《Religious education (Chicago, Ill.)》2018,113(1):1-2

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Editorial: Religious Education as a Practice of Hope     

Joyce Ann Mercer 《Religious education (Chicago, Ill.)》2017,112(3):195-197

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A prospective investigation of teacher preference and children's perceptions of the student–teacher relationship     

Sterett H. Mercer  Melissa E. DeRosier 《Psychology in the schools》2010,47(2):184-192

This study investigated teacher preference, the degree to which a teacher likes a specific student, as a predictor of students' perceptions of teacher preference as well as conflict and support in the student–teacher relationship. Child and teacher reports of teacher preference and child reports of conflict and support were provided in the fall and spring of one academic year. Participants included 1,104 fourth‐grade students in 10 schools. Results indicated that teacher preference predicted change in children's perceived teacher preference. In addition, lower levels of teacher preference directly predicted higher subsequent levels of conflict, but not support. Because teacher preference and children's perceptions of teacher preference were related, lower levels of teacher preference also indirectly predicted higher levels of conflict and lower levels of support. Discussion focuses on the implications of the findings from a dyadic systems conceptualization of student–teacher relationships. © 2009 Wiley Periodicals, Inc.  相似文献   

CONSISTENCY AND MAGNITUDE OF DIFFERENCES IN READING CURRICULUM‐BASED MEASUREMENT SLOPES IN BENCHMARK VERSUS STRATEGIC MONITORING     

Sterett H. Mercer  Milena A. Keller‐Margulis 《Psychology in the schools》2015,52(3):316-324

Differences in oral reading curriculum‐based measurement (R‐CBM) slopes based on two commonly used progress monitoring practices in field‐based data were compared in this study. Semester‐specific R‐CBM slopes were calculated for 150 Grade 1 and 2 students who completed benchmark (i.e., 3 R‐CBM probes collected 3 times per year) and strategic (i.e., one R‐CBM probe collected monthly) assessments. Slopes based on two adjacent benchmark assessments were positively correlated with slopes based on three monthly strategic assessments in the spring semester of Grade 1 but not in either Grade 2 semester, and significant differences were found between the slopes in all semesters. Consistent with another study showing that slopes are overestimated when single probes are administered per occasion, slopes were larger when based on strategic versus benchmark data in the current study, and the average discrepancies between slopes were greater‐than‐expected growth rates in all semesters. The current findings, based on field‐based data, illustrate the impact of variations in commonly used progress monitoring procedures on the precision of calculated slope estimates.  相似文献