Report of Committee on Criteria for Evaluation of Articles Submitted for Publication in the Research Quarterly April 1950     

Gérald Poplu  Hubert Ripoll  Sébastien Mavromatis  Jean Baratgin 《Research quarterly for exercise and sport》2013,84(3):392-398

The aim of this study was to determine what visual information expert soccer players encode when they are asked to make a decision. We used a repetition-priming paradigm to test the hypothesis that experts encode a soccer pattern's structure independently of the players' physical characteristics (i.e., posture and morphology). The participants were given either realistic (digital photos) or abstract (three-dimensional schematic representations) soccer game patterns. The results showed that the experts benefited from priming effects regardless of how abstract the stimuli were. This suggests that an abstract representation of a realistic pattern (i.e., one that does not include visual information related to the players' physical characteristics) is sufficient to activate experts' specific knowledge during decision making. These results seem to show that expert soccer players encode and store abstract representations of visual patterns in memory.  相似文献   

Graduate Students’ Satisfaction with Graduate Education     

Hubert S. Feild  William H. Holley  Achilles A. Armenakis 《Journal of Experimental Education》2013,81(2):8-15

Various investigators have proposed that factors intrinsic to a particular situation, i.e., training, education, specific jobs, should have a significantly higher relationship with overall satisfaction than should factors extrinsic to that situation (4, 10). This study was designed to investigate the effects of intrinsic and extrinsic factors on graduate students’ satisfaction with their graduate education. To achieve this purpose, an instrument, the Graduate Education Questionnaire (GEQ), was administered to sixty-two graduate students in business at a large, southeastern university. Essentially, they were asked to rate their degree of satisfaction with a series of variables suggested as being important to their graduate education. Contrary to expectations, the results of this study indicated that a set of variables intrinsic to graduate students’ education did not predict overall satisfaction significantly better than a set of extrinsic variables. Similar results have also been confirmed in other contexts as well (5). From the data collected, implications of the results are discussed.  相似文献   

GENERAL LITERATURE     

Hubert Phillips 《The Educational forum》2013,77(4):493-496

Campus U.S.A. by David Boroff. New York: Harper &; Brothers. 204 pp. $4.50.

Curriculum Planning for the Gifted edited by Louis A. Fliegler, New Jersey, Prentice-Hall, Inc., 1961, 414 pp.

Disziplin in der Schule, Wiktor Gmurman, Volk und Wissen Volkseigener Verlag, Berlin, 1960, 228 pp., DM 4.00. (Translated by Hans Hoffman)

Learning and Human Abilities: Educational Psychology by Herbert J. Klausmeier, New York, Harper &; Brothers, 1961, xii + 256 pp. $7.50.

New Horizons for the Teaching Profession edited by Margaret Lindsey, Washington, D.C. National Commission on Teacher Education and Professional Standards. 1961. 243 pp. $3.00 cloth, $2.00 paper.

Perspective on Teaching, by Lawrence G. Thomas, Lucien B. Kinney, Arthur P. Coladarci and Helen A. Fielstra. Englewood Cliffs, New Jersey: Prentice-Hall, 1961, XVI and 432 pp. $6.75 (text edition), $9.00 (trade edition)

Religion, Government, and Education, William W. Brickman and Stanley Lehrer. School and Society (1834 Broadway, New York 23, New York) 1961. 292 pp. $5.25.  相似文献   

A new blueprint for powerful and authentic personal branding     

Hubert K. Rampersad 《Performance Improvement》2008,47(6):34-37

A strong personal brand is an important asset in today's online, virtual, and individual age. As a human performance technology (HPT) professional, you should take control of your brand and the message it sends. This article introduces an authentic personal branding model that will help HPT professionals build an effective personal brand that they can project in everything they do.  相似文献   

Lovitt,Thomas C. In spite of my resistance—I've learned from children. Columbus OH: Charles E. Merrill, 1977, 225 pp. $5.50     

Hubert B. Vance 《Psychology in the schools》1978,15(4):609-609

  相似文献   

Item analysis of the Wechsler Intelligence Scale for Children-Revised     

Hubert Booney Vance  Patricia Gaynor  Margaret Coleman 《Psychology in the schools》1977,14(2):132-139

Indices of item diffculty and item discrimination were analyzed for the items comprising the Wechsler Intelligence Scale for Children - Revised as obtained from a group of 142 subjects with Full Scale IQs below 96. Item validities were estimated by computing the biserial correlation between dichotomized item responses and the total weight score. Kendall's tau was computed for each item. The item difficulties for each subtest except Information and Vocabulary are roughly in the same rank order as those obtained by the stadardization group. Evidence from the study indicates that the increase in the number of items on the WISC-R helped to increase its internal Validity. Analysis of the data ragarding the internal consistency of the test indicates that the majority of the items operate as significant discriminators. Changes in the order of that administration and /or revision of the record form would not seem warranted on the basis of the present study.  相似文献   

THE HUMANISM OF THE CONTEMPORARY UNIVERSITY     

Fred Mahler 《Higher Education in Europe》1982,7(3-4):5-9

  相似文献   

COGNITIVE CONGRUENCE BETWEEN TEACHERS’ QUESTIONS AND STUDENTS’ ANSWERS     

Lily Neumann  Sophia Mahler 《Assessment & Evaluation in Higher Education》1989,14(3):158-166

The purpose of the present study was to assess the impact of a teacher‐training workshop in a medical school upon the cognitive congruence between teachers’ questions and students’ answers. The major findings of this study were: (a) The average number of student‐teacher verbal interactions significantly exceeded the number of separate statements by teacher and students, (b) After the workshop, the number of interactions increased, especially in medium‐ and large‐size classes, (c) The extent of cognitive correspondence was greater at basic cognitive levels (knowledge, comprehension, application) than at high cognitive levels (analysis, synthesis, evaluation). This result was observed both before and after the workshop, as well as in all three class sizes, (d) Following the workshop, the cognitive congruence increased, especially in large classes and within the basic levels.  相似文献   

Transferred and Adapted Models of Secondary Education in Ghana: What Implications for National Development?     

Hubert O. Quist 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,29(3):411-431

The secondary-education models implemented in Ghana since colonial times constitute a classic case of "educational transfer and adaptation". Transferred from England, and in recent years the United States of America and Japan, these models have had a significant impact on Ghana's development in diverse ways. Yet educational research on Ghana has under-recognized this important issue of "educational transfer and adaptation", especially the relationship between these transferred models and national development. This study addresses such neglect by first focusing on those institutions that served as prototypes. Second, it appraises the models pointing out their implications for national development. It is contended that the foreign models that were adapted (indigenised) have been significant instruments for the human- resource and socio-political development of Ghana. However, their emphasis on the academic type of education ultimately has tended to create a situation of dependency particularly with respect to techno-scientific and economic development.  相似文献   

Didactic use of concept mapping in higher education: applications in medical education     

Sophia Mahler  Ron Hoz  Dita Fischl  Esther Tov-Ly  Omri Z. Lernau 《Instructional Science》1991,20(1):25-47

This paper describes the use of concept mapping for didactic purposes in higher education at the university level, namely, in medical schools. The first study involved the use of concept mapping to evaluate students' self learned knowledge of subject matter during their clerkship in a department of surgery. The individually constructed cognitive maps facilitated learning by being used in group discussions with the tutor, to identify correct ideas as well as misconceptions, and to convey the tutor's view, and thereby facilitated learning. The second, unrelated study employed concept mapping to evaluate an inservice Orientation Workshop for medicine school faculty. The cognitive structure characteristics of the participants and their congruence with those of the workshop teachers were assessed. These provided evidence regarding the attainment of the workshop's objectives for different kinds of participant. For example, by using concept mapping in planning instruction or preparing materials for teaching, teachers become learners. Potential didactic uses in higher education are discussed in light of these studies.  相似文献