Provincial governments and China’s international mega-sports events: a case study of Guangdong     

Marcus P. Chu 《Sport in Society》2016,19(10):1622-1634

This article intends to understand factors that determine provincial governments’ attitudes in supporting China’s international mega sports events. Through examining the tasks completed by the Guangdong provincial government for the 2010 Guangzhou Asian Games and the 2011 Shenzhen Summer World University Games, the findings confirmed that the political consideration of central leaders, the personal judgements of provincial authorities as well as the factional connection of municipal chiefs were all significant. The article concludes that to scrutinize all the powerful figures of the central, provincial and municipal governments is essential for future academic works with the aim of comprehending the attitude of the Chinese provincial governments towards any sport-related issues.  相似文献   

Using an inoculation message approach to promote public confidence in protective agencies     

Bobi Ivanov  William J. Burns  Timothy L. Sellnow  Elizabeth L. Petrun Sayers  Shari R. Veil  Marcus W. Mayorga 《Journal of Applied Communication Research》2016,44(4):381-398

This investigation tested the effectiveness of inoculation as a pre-crisis strategy in combating the effects of politically motivated violent acts. A four-phase experiment was conducted involving 355 national consumer panel participants. The findings indicate that inoculation can be an effective pre-crisis message strategy as it was successful in enhancing public beliefs in the ability of government agencies to prevent, and minimize the effects of, violent acts. This strategy also created a ‘blanket of protection’ that extended beyond the focal politically motivated attack event as it enhanced the confidence in government agencies to manage national crises in general. Inoculation was also effective in lowering the intensity of experienced fear evoked by the threat of violent attacks and it enhanced the ability of individuals to cope with the aftermath of a crisis.  相似文献   

How Portuguese and American teachers plan for literacy instruction     

Louise Spear-Swerling  Joao Lopes  Celia Oliveira  Jamie Zibulsky 《Annals of dyslexia》2016,66(1):71-90

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Effectiveness of a “Grass Roots” Statewide Enrichment Program for Gifted Elementary School Children     

Jessika Golle  Ingo Zettler  Norman Rose  Ulrich Trautwein  Marcus Hasselhorn  Benjamin Nagengast 《Journal of research on educational effectiveness》2018,11(3):375-408

Enrichment programs provide learning opportunities for a broader or deeper examination of curricular or extracurricular topics and are popular in gifted education. Herein, we investigated the effectiveness of a statewide extracurricular enrichment program for gifted elementary school children in Germany. The program implemented a ”grass roots“ strategy by which local units developed and offered the enrichment courses, which spanned a broad array of topics. The courses targeted different outcomes, including students' cognitive abilities, school achievement, interests, creativity, self-control, self-concept, and social competencies. We compared third-grade students attending the enrichment program (N =423) with nonattending third-grade students (N = 2,328) by means of a propensity score analysis. Specifically, we controlled for potential selection effects and estimated the average causal effect of the enrichment program for children attending the program. The findings revealed positive program effects on academic achievement but not on the other targeted outcomes.  相似文献   

Overregularization in language acquisition.     

G F Marcus  S Pinker  M Ullman  M Hollander  T J Rosen  F Xu 《Monographs of the Society for Research in Child Development》1992,57(4):1-182

Children extend regular grammatical patterns to irregular words, resulting in overregularizations like comed, often after a period of correct performance ("U-shaped development"). The errors seem paradigmatic of rule use, hence bear on central issues in the psychology of rules: how creative rule application interacts with memorized exceptions in development, how overgeneral rules are unlearned in the absence of parental feedback, and whether cognitive processes involve explicit rules or parallel distributed processing (connectionist) networks. We remedy the lack of quantitative data on overregularization by analyzing 11,521 irregular past tense utterances in the spontaneous speech of 83 children. Our findings are as follows. (1) Overregularization errors are relatively rare (median 2.5% of irregular past tense forms), suggesting that there is no qualitative defect in children's grammars that must be unlearned. (2) Overregularization occurs at a roughly constant low rate from the 2s into the school-age years, affecting most irregular verbs. (3) Although overregularization errors never predominate, one aspect of their purported U-shaped development was confirmed quantitatively: an extended period of correct performance precedes the first error. (4) Overregularization does not correlate with increases in the number or proportion of regular verbs in parental speech, children's speech, or children's vocabularies. Thus, the traditional account in which memory operates before rules cannot be replaced by a connectionist alternative in which a single network displays rotelike or rulelike behavior in response to changes in input statistics. (5) Overregularizations first appear when children begin to mark regular verbs for tense reliably (i.e., when they stop saying Yesterday I walk). (6) The more often a parent uses an irregular form, the less often the child overregularizes it. (7) Verbs are protected from overregularization by similar-sounding irregulars, but they are not attracted to overregularization by similar-sounding regulars, suggesting that irregular patterns are stored in an associative memory with connectionist properties, but that regulars are not. We propose a simple explanation. Children, like adults, mark tense using memory (for irregulars) and an affixation rule that can generate a regular past tense form for any verb. Retrieval of an irregular blocks the rule, but children's memory traces are not strong enough to guarantee perfect retrieval. When retrieval fails, the rule is applied, and overregularization results.  相似文献   

Reflections about outdoor adventure sports and professional competencies of physical education students     

Alcyane Marinho  Priscila Mari dos Santos  Miraíra Noal Manfroi  Juliana de Paula Figueiredo  Vinicius Zeilmann Brasil 《Journal of Adventure Education & Outdoor Learning》2017,17(1):38-54

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Syllabic Strategy as Opposed to Coda Optimization in the Segmentation of Spanish Letter-Strings Using Word Spotting     

Carlos J. Álvarez  Marcus Taft  Juan A. Hernández-Cabrera 《Scientific Studies of Reading》2017,21(2):99-108

A word-spotting task is used in Spanish to test the way in which polysyllabic letter-strings are parsed in this language. Monosyllabic words (e.g., bar) embedded at the beginning of a pseudoword were immediately followed by either a coda-forming consonant (e.g., barto) or a vowel (e.g., baros). In the former case, the embedded word corresponds to the first spoken syllable, whereas it cuts across the syllable boundary in the latter case. Unlike a previous study in English using the same methodology (Taft & Álvarez, 2014), the embedded word was found to be easier to detect when followed by a consonant than a vowel, at least for low-frequency words. It was concluded that phonological recoding is more important in the parsing of Spanish words than English words, where maximization of the coda dominates instead.  相似文献   

There’s more to the multimedia effect than meets the eye: is seeing pictures believing?     

Magnus Ögren  Marcus Nyström  Halszka Jarodzka 《Instructional Science》2017,45(2):263-287

Textbooks in applied mathematics often use graphs to explain the meaning of formulae, even though their benefit is still not fully explored. To test processes underlying this assumed multimedia effect we collected performance scores, eye movements, and think-aloud protocols from students solving problems in vector calculus with and without graphs. Results showed no overall multimedia effect, but instead an effect to confirm statements that were accompanied by graphs, irrespective of whether these statements were true or false. Eye movement and verbal data shed light on this surprising finding. Students looked proportionally less at the text and the problem statement when a graph was present. Moreover, they experienced more mental effort with the graph, as indicated by more silent pauses in thinking aloud. Hence, students actively processed the graphs. This, however, was not sufficient. Further analysis revealed that the more students looked at the statement, the better they performed. Thus, in the multimedia condition the graph drew students’ attention and cognitive capacities away from focusing on the statement. A good alternative strategy in the multimedia condition was to frequently look between graph and problem statement, and thus to integrate their information. In conclusion, graphs influence where students look and what they process, and may even mislead them into believing accompanying information. Thus, teachers and textbook designers should be very critical on when to use graphs and carefully consider how the graphs are integrated with other parts of the problem.  相似文献   

Risk in Science Instruction     

Julia Hansen  Marcus Hammann 《Science & Education》2017,26(7-9):749-775

Risk is always present in people’s lives: diseases, new technologies, socio-scientific issues (SSIs) such as climate change, and advances in medicine—to name just a few examples—all carry risks. To be able to navigate risks in everyday life, as well as to participate in social debate on risk-related issues, students need to develop risk competence. Science education can be a powerful tool in supporting students’ risk competence, which is an important component of scientific literacy. As there are different definitions of risk within the scientific community, the aims of this article are (1) to review the literature on two major theoretical frameworks for conceptualising risk, the realist, and the constructivist paradigms of risk and (2) to connect both in order to suggest a working definition of what can be understood as risk competence in science instruction.  相似文献   

An experimental comparison of the effectiveness of computers and humans as search intermediaries.     

R S Marcus 《Journal of the American Society for Information Science》1983,34(6):381-404

An experimental computer intermediary system, CONIT, that assists users in accessing and searching heterogeneous retrieval systems has been enhanced with various search aids. Controlled experiments have been conducted to compare the effectiveness of the enhanced CONIT intermediary with that of human expert intermediary search specialists. Some 16 end users, none of whom had previously operated either CONIT or any of the four connected retrieval systems, performed searches on 20 different topics using CONIT with no assistance other than that provided by CONIT itself (except to recover from computer/software bugs). These same users also performed searches on the same topics with the help of human expert intermediaries who searched using the retrieval systems directly. Sometimes CONIT and sometimes the human expert were clearly superior in terms of such parameters as recall and search time. In general, however, users searching alone with CONIT achieved somewhat higher online recall at the expense of longer session times. We conclude that advanced experimental intermediary techniques are now capable of providing search assistance whose effectiveness at least approximates that of human intermediaries in some contexts. Also analyzed is the cost effectiveness of current intermediary systems. Finally, consideration is given to the prospects for much more advanced systems which would perform such functions as automatic data-base selection and the simulation of human experts, and thereby make information retrieval more effective for all classes of users.  相似文献