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21.
Two studies were conducted to investigate how 14- to 16-month-old infants select actions to imitate from the stream of events. In each study, an experimenter demonstrated two actions leading to an interesting effect. Aspects of the first action were manipulated and whether infants performed this action when given the objects was observed. In both studies, infants were more likely to imitate the first action when it was physically necessary to generate the effect, and in Study 2 they were also more likely to imitate the action when it was socially cued. It seems that infants' own knowledge of space and causality as well as their sensitivity to others' social signals both contribute to their tendency to imitate actions. 相似文献
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Kathryn Sulloway Adams Andrea Moore Mary Rita Roux‐Zink L. Michael Wykes Lynn Kearny 《Performance Improvement》2015,54(9):12-18
Do you regularly reflect on the value you bring to your client? The act of reflection is something experienced consultants, both internal and external, consistently do in their practice. This article examines the ways in which Certified Performance Technologists (CPTs) define and recognize the success of their efforts, but most importantly, how they learn from engagements that do not always end with the desired outcome. You will hear from CPTs across several industries in their own words about what strategies they have employed to continue to improve their skill sets. 相似文献
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Elizabeth L. Adams Lesley W. Vandermark J. Luke Pryor Riana R. Pryor Rachel M. VanScoy Craig R. Denegar 《Journal of sports sciences》2017,35(9):828-834
This study examined the separate and combined effects of heat acclimation and hand cooling on post-exercise cooling rates following bouts of exercise in the heat. Seventeen non-heat acclimated (NHA) males (mean ± SE; age, 23 ± 1 y; mass, 75.30 ± 2.27 kg; maximal oxygen consumption [VO2 max], 54.1 ± 1.3 ml·kg?1·min?1) completed 2 heat stress tests (HST) when NHA, then 10 days of heat acclimation, then 2 HST once heat acclimated (HA) in an environmental chamber (40°C; 40%RH). HSTs were 2 60-min bouts of treadmill exercise (45% VO2 max; 2% grade) each followed by 10 min of hand cooling (C) or no cooling (NC). Heat acclimation sessions were 90–240 min of treadmill or stationary bike exercise (60–80% VO2 max). Repeated measures ANOVA with Fishers LSD post hoc (α < 0.05) identified differences. When NHA, C (0.020 ± 0.003°C·min?1) had a greater cooling rate than NC (0.013 ± 0.003°C·min?1) (mean difference [95%CI]; 0.007°C [0.001,0.013], P = 0.035). Once HA, C (0.021 ± 0.002°C·min?1) was similar to NC (0.025 ± 0.002°C·min?1) (0.004°C [?0.003,0.011], P = 0.216). Hand cooling when HA (0.021 ± 0.002°C·min?1) was similar to when NHA (0.020 ± 0.003°C·min?1) (P = 0.77). In conclusion, when NHA, C provided greater cooling rates than NC. Once HA, C and NC provided similar cooling rates. 相似文献
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Adams Edwin P. 《Journal of The Franklin Institute》1927,204(4):469-486
(I) Evidence has been given that the so-called permanent electrets of Eguchi are not permanent, but that their polarization decays with the time. At room temperatures this decay is too slow to be observed directly; but it is the decay of the polarization that, at least in part, accounts for the presence of the free charges that are always observed. At higher temperatures the results that have been obtained are consistent with the view that the rate of decay of the polarization increases very rapidly with the temperature; so much so that the polarization may be almost completely destroyed at a temperature which is not high enough to cause any appreciable softening of the waxes that form the substance of the electrets.(2) As is to be expected from Lord Kelvin's hypothesis as to the cause of pyro-electricity, these electrets have been shown to possess the pyro-electric property.(3) The piezo-electric effect, which always accompanies the pyro-electric property, has been shown to be exhibited by these electrets. 相似文献
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Dennis Adams 《Educational Media International》2013,50(3):158-163
Abstract The article discusses how sections of a video can best be used in the instructional process by activating the minds of students and using their reactions to viewing to produce intellectual action. It gives some suggested schemes for this activity and shows how technological forces can become energies of change. 相似文献
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