Effects of manipulating relative and absolute motion information during observational learning of an aiming task     

Saleh A. Al-Abood  Keith Davids  Simon J. Bennett  Derek Ashford  Manuel Martinez Marin 《Journal of sports sciences》2013,31(7):507-520

In the visual perception perspective of observational learning, the manipulation of relative and absolute motion information in visual demonstrations optimally directs learners’ search towards appropriate task solutions. We assessed the effect of emphasizing transformational information and removal of structural information using point-light kinematic displays in approximating the model’s relative motion patterns. Participants viewed computer-simulated point-light demonstrations or normal video demonstrations before and intermittently throughout 100 acquisition trials with knowledge of results on an underarm modified-dart aiming task. On the next day, all participants performed 20 retention trials without demonstrations. The kinematics of spatial and temporal coordination and control variables were examined relative to the model’s action, as well as performance scores. The results indicated that approximation of the model’s spatial and temporal coordination and control patterns was achieved after observation of either type of demonstrations. No differences were found in movement outcomes. In a second experiment, the effects of manipulating absolute motion information by slowmotion demonstrations were examined relative to real-time demonstrations. Real-time demonstrations led to a closer approximation to the model’s spatial and temporal coordination patterns and better outcome scores, contradicting predictions that slow-motion displays convey intact relative motion information. We speculate that the effect of visual demonstration speed on action perception and reproduction is a function of task constraints ‐ that is, novelty or familiarity of relative motion of demonstrated activities.  相似文献   

Vitamin C supplementation does not influence plasma and blood mononuclear cell IL-6 and IL-10 levels after exercise     

Antoni Aguiló  Marta Monjo  Carlos Moreno  Pau Martinez  Sonia Martínez 《Journal of sports sciences》2013,31(17):1659-1669

Abstract

The aim of this study was to determine whether the highest vitamin C supplementation associated with complete bioavailability influences the plasma and blood mononuclear cell IL-6 and IL-10 response to exercise. A double-blinded study of supplementation with vitamin C was performed. After 15 days of supplementation with vitamin C (500 mg · day^?1, n = 16) or a placebo (n = 15), participants in the study completed a 15-km run competition. Blood samples were taken before and after competition. Oxidative stress markers, antioxidants, cortisol, IL-6 and IL-10 were determined in plasma or serum. IL-6 and IL-10 protein and mRNA levels were measured in blood mononuclear cells. Although higher plasma and blood mononuclear cell vitamin C levels were observed in the supplemented group when compared with the placebo one, the two groups showed identical exercise-induced changes in all the measured parameters. Exercise induced increased IL-6 and IL-10 levels in plasma and blood mononuclear cells. IL-6 and IL-10 mRNA levels in blood mononuclear cells increased after the competition. After recovery, IL-6 mRNA returned to basal levels and IL-10 mRNA levels remained elevated. In conclusion, exercise induced increased IL-6 and IL-10 production in blood mononuclear cells. However, vitamin C supplementation did not influence IL-6 and IL-10 response to exercise.  相似文献   

Using growth models to monitor school performance: comparing the effect of the metric and the assessment     

Pete Goldschmidt  Kilchan Choi  Felipe Martinez  John Novak 《School Effectiveness & School Improvement》2013,24(3):337-357

This paper investigates whether inferences about school performance based on longitudinal models are consistent when different assessments and metrics are used as the basis for analysis. Using norm-referenced (NRT) and standards-based (SBT) assessment results from panel data of a large heterogeneous school district, we examine inferences based on vertically equated scale scores, normal curve equivalents (NCEs), and nonvertically equated scale scores. The results indicate that the effect of the metric depends upon the evaluation objective. NCEs significantly underestimate absolute individual growth, but NCEs and scale scores yield highly correlated (r >.90) school-level results based on mean initial status and growth estimates. SBT and NRT results are highly correlated for status but only moderately correlated for growth. We also find that as few as 30 students per school provide consistent results and that mobility tends to affect inferences based on status but not growth – irrespective of the assessment or metric used.  相似文献   

Cognitive processes and math performance: a study with children at third grade of basic education     

Isabel S. Campos  Leandro S. Almeida  Aristides I. Ferreira  Luis F. Martinez  Glória Ramalho 《European Journal of Psychology of Education - EJPE》2013,28(2):421-436

The present study aims to examine the relationship between cognitive factors and mathematical achievement in primary education. Participants were 103 Portuguese third grade students, aged 8 and 9. All participants completed a battery for working memory (WMTB-C), a test of general intelligence (Raven's Progressive Color Matrices), a selective attention test (d2), and mathematical exercises (arithmetic story problems and measurement skills). Data suggested significant correlations between math performance, executive, visuospatial sketchpad and g factor. Our findings suggest the importance of the cognitive factors in two mathematical domains considered. In consonance with the research in this area, we conclude that working memory (WM) assumes an important role in different math curricular achievements.  相似文献   

The linguistic advantage of the intellectually gifted child: An empirical study of spontaneous speech     

Pau‐San Hoh 《Roeper Review》2013,35(3):178-185

This study compares the linguistic development of a gifted bilingual child from birth to 7 with that of subjects in first language acquisition research. The aspects analyzed are phonology, morphology (word formation), lexicon, modality (encoding of speaker's attitude towards the truthfulness of a proposition), syntax (sentence construction), semantic and syntactic logic, metaphoric use, ambiguity, humor, and social competence. The comparison shows not only the gifted child's acceleration through the normal course of development, but also subversion of that path. This article, in presenting linguistic evidence that offers insight on cognitive and psychosocial development, raises questions about the established idea of domain specificity and the intelligence/creativity dichotomy. As a first project of its kind ‐ a longitudinal study of spontaneous speech ‐the findings here suggest that investigation of performance in real time can help provide a fuller picture of how the gifted mind is truly exceptional.  相似文献   

Against the odds: resilience in mathematics students in transition     

Paul Hernandez‐Martinez  Julian Williams 《British Educational Research Journal》2013,39(1):45-59

This paper examines ‘resilience’ of mathematics students in transition from a sociocultural perspective, in which resilience is viewed as relational and in particular as a function of the social and cultural capital students may bring to the new field. We draw on two students’ stories of transition, in which we recognise elements traditionally viewed as ‘risks’ for mathematics students in transition into institutions where new demands are made. However, in each case it seems that some of their apparent background ‘risk factors’—coming from poorer socioeconomic backgrounds and disadvantaged schools—have come to serve to constitute capital, buttressing their particular resilience, as they provide a crucial kind of autonomy that is particularly valued in the new institution. We identify the learners’ reflexivity as having been crucial to this accumulation of capital and we discuss some educational implications.  相似文献   

A Critical Co-Constructed Autoethnography of a Gendered Cross-Cultural Mentoring Between Two Early Career Latin@ Scholars Working in the Deep South     

Regina L. Suriel  James Martinez  Venus Evans-Winters 《Educational Studies A Journal of the American Educational Studies Association》2018,54(2):165-182

Multicultural mentoring has been suggested to support Latin@ faculty success in their careers, yet current literature on effective mentorships of Latin@ faculty is limited. This critical co-constructed autoethnography draws on critical race theory (CRT) and latin@ critical race theory (LatCrit) frameworks to highlight the lived experiences and key elements of an effective gendered cross-cultural mentoring relationship in a Latin@ pretenure faculty dyad working in a predominantly White institution of higher education located in the Deep South of the United States. Drawing upon a methodological rhythm of sorts, a Black scholar acts as a muse providing testimonios and interpretations of a relationship existing among Latin@ scholars in predominantly White intellectual spaces. Findings from this critical co-constructed autoethnography note that a safe colored space supports effective mentoring, familismo, personalismo, enabling effective cross-cultural mentorship.  相似文献   

The affective lives of doubled-up Latinx youth: Influences of school experiences,familism, and ethnic identity exploration     

Lorena Aceves  Amanda M. Griffin  Michael L. Sulkowski  Griselda Martinez  Kyler S. Knapp  Mayra Y. Bámaca-Colbert  Hobart H. Cleveland 《Psychology in the schools》2020,57(12):1878-1895

Doubled-up Latinx youth experience many daily challenges associated with ethnic minority status and residential instability. Doubled-up youth share housing with noncustodial caregivers such as friends and/or extended family members primarily because of economic hardship and a breakdown in available parental support. Using data from baseline and 10 days of twice-a-day surveys, this study examined how in-school positive experiences, familism (i.e., a perspective that gives precedence to the family), and ethnic identity (i.e., affirmation, exploration, and resolution) influence after school positive (e.g., feeling joyful/happy) and negative (e.g., feeling stressed/anxious) affect among doubled-up Latinx youth (70% female; M_age = 16.5). Results indicate that in-school positive experiences were associated with more after school positive affect and less after school negative affect. In addition, youth with higher levels of familism reported experiencing less after school negative affect. However, gender moderated the relation of ethnic identity exploration and experiences of after school positive affect. Specifically, females with higher levels of ethnic identity exploration reported relatively lower levels of after school positive affect compared with males. Overall, study findings highlight the importance of both person-level and varying contextual influences on the affective lives of doubled-up Latinx youth.  相似文献   

From The Editors’ Desk     

Juan Sánchez Muñoz  Enrique G. Murillo Jr.  Heather Hernandez Martinez 《Journal of Latinos & Education》2016,15(4):263-265

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Belén Bistué: Collaborative Translation and Multi-Version Texts in Early Modern Europe     

Pau Canigueral Batllosera 《Publishing Research Quarterly》2014,30(3):326-327

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