The role of parameter variability on retention, parameter transfer, and effector transfer     

Whitacre CA  Shea CH 《Research quarterly for exercise and sport》2002,73(1):47-57

The purpose of this study was to examine the effects of parameter variability on the learning of generalized motor programs (GMP) and movement parameterization. Participants attempted to exert a force pattern that resembled in force and time a waveform displayed on a computer monitor.The analysis suggested that relative timing (a measure of the GMP) performance remained remarkably stable across retention and transfer tests, whereby the structure of the movement remained intact, although the parameter or muscle group (effector) changed during transfer The results also indicated that variable parameter (time) practice did not enhance GMP learning but did degrade the learning parameter that was not varied (force). In addition, parameter specification was substantially less stable than the GMP, with time and force parameter performance deteriorating from the retention to transfer tests. These findings suggest that parameter specification, and not the GMP, is the primary cause of poorer performance in parameter and effector transfer.  相似文献   

Effects of modeled auditory information on a sequential timing task     

Lai Q  Shea CH  Little M 《Research quarterly for exercise and sport》2000,71(4):349-356

The purposes of the present experiment were to determine (a) whether an auditory model enhanced relative or absolute timing, (b) the extent to which the reduced frequency presentation of the auditory model resulted in enhanced retention, and (c) the degree to which executing the timing sequence was independent of the role of the effectors in carrying out the movement sequence. Participants (N = 45) were asked to alternately press two keys on a computer keyboard in an attempt to match the goal intervals presented on the computer monitor. Groups differed in terms of the frequency with which an auditory model (100, 50, or 0%) was presented. The results indicated that the auditory model (100% or 50% groups) enhanced relative timing performance and learning but not the learning of absolute timing. In addition, the 50% group did not appear to become dependent on the auditory model. However, significant decrements in performance were seen for the 100% group when the model was withdrawn. Last, participants were able to execute the timing sequences equally well when they reversed the hand used to execute the timing sequence. This was interpreted as strong evidence for the effector independence (Schmidt, 1975, 1988) and modularity of the timing sequence (Keele, Davidson, & Hayes, 1998).  相似文献   

Optimizing generalized motor program and parameter learning   总被引：1，自引：0，他引：1  

Lai Q  Shea CH  Wulf G  Wright DL 《Research quarterly for exercise and sport》2000,71(1):10-24

Two experiments examined generalized motor program (GMP) and parameter learning. Experiment 1 examined the effects of bandwidth knowledge of results (KR) about relative timing in constant and variable practice. The purpose was to determine if movement stability created by the bandwidth manipulation is associated with increased GMP learning and if bandwidth KR interacts with constant and variable practice. Participants were asked to depress four keys sequentially, using the same relative timing structure. Constant practice had one absolute timing requirement, whereas variable practice had three different absolute timing requirements. The results indicated that GMP learning was enhanced by constant practice (independent of the bandwidth KR condition) and by bandwidth KR, when variable practice was used. The findings suggest practice conditions (bandwidth KR, constant practice) that increase movement stability during practice enhance GMP learning. Parameter learning (during transfer), however, was enhanced by variable practice. Experiment 2 attempted to determine how constant and variable practice conditions could be combined to enhance both GMP and parameter learning. The results indicated that developing a stable GMP early in practice--by providing learners with constant practice early in practice--and refining parameter learning later in practice--by providing them with variable practice late in practice--were effective for both GMP and parameter learning. This suggests a hierarchy in the development of programmed actions with a stable GMP being a requisite for developing an effective and stable parameter rule.  相似文献   

Let's Circulate: A Report on the 1st Annual New Jersey Access Services Meeting     

Denise O’Shea 《Journal Of Access Services》2015,12(1-2):14-20

In 2014, access services librarians and professional staff from various institutions all over New Jersey came together at The College of New Jersey, in Ewing Township, to discuss regional trends and issues in access services. Library staff at these institutions face many of the same issues from managing student assistants, to dealing with stacks management, and handling building security. The goal of the daylong meeting was to build bonds between access services staff at the different institutions, and to learn from one another's experiences during a series of roundtable discussions, and informal conversations over coffee and lunch. It was the first meeting of its kind in New Jersey and the organizers plan to make it an annual occurrence under the name Let's Circulate. This article is a summary of the first meeting.  相似文献   

“I ‘feel’ like I am at university even though I am online.” Exploring how students narrate their engagement with higher education institutions in an online learning environment     

Sarah O’ Shea  Cathy Stone  Janine Delahunty 《Distance Education》2015,36(1):41-58

This article outlines a collaborative study between higher education institutions in Australia, which qualitatively explored the online learning experience for undergraduate and postgraduate students. The project adopted a narrative inquiry approach and encouraged students to story their experiences of this virtual environment, providing a snapshot of how learning is experienced by those undertaking online studies. The study explores what impacted upon students’ engagement in this environment and how different facets of their learning experience made a qualitative difference to how individuals enacted engagement. Drawing upon Sharon Pittaway’s engagement framework, the article seeks to foreground student voice as the learners define their engagement in learning, the strategies they employed to assist this process and how engagement was enacted at an individual level. The students’ reflections presented in this article can be used to inform teaching and learning strategies designed to improve engagement in the online environment within the higher education sector.  相似文献   

Learning in Equity-Oriented Scale-Making Projects     

A. Susan Jurow  Molly Shea 《学习科学杂志》2015,24(2):286-307

This article examines how new forms of learning and expertise are made to become consequential in changing communities of practice. We build on notions of scale making to understand how particular relations between practices, technologies, and people become meaningful across spatial and temporal trajectories of social action. A key assumption of our perspective is that the scale relations that give meaning to our actions are not natural but are contested in social, cultural, and political projects. Studying these contentious activities can help us understand the nature of changing participation in dynamic and historically developed practices. Using case materials from 3 groups engaged in the local food justice movement in the western United States, we illustrate their engagement in equity-oriented scale making. Defining features of this work included identifying leverage points within inequitable systems; developing strategies for remediating scale relations to include the perspectives of historically marginalized groups; and coordinating trajectories of practice across settings, activities, and time so that these interventions became increasingly consequential. We conclude with a discussion of the significance of equity-oriented scale making as a lens for organizing design efforts and for studying their implications for nondominant communities.  相似文献   

The Vegetative State and the Science of Consciousness     

Shea N  Bayne T 《The British journal for the philosophy of science》2010,61(3):459-484

Consciousness in experimental subjects is typically inferred from reports and other forms of voluntary behaviour. A wealth of everyday experience confirms that healthy subjects do not ordinarily behave in these ways unless they are conscious. Investigation of consciousness in vegetative state patients has been based on the search for neural evidence that such broad functional capacities are preserved in some vegetative state patients. We call this the standard approach. To date, the results of the standard approach have suggested that some vegetative state patients might indeed be conscious, although they fall short of being demonstrative. The fact that some vegetative state patients show evidence of consciousness according to the standard approach is remarkable, for the standard approach to consciousness is rather conservative, and leaves open the pressing question of how to ascertain whether patients who fail such tests are conscious or not. We argue for a cluster-based 'natural kind' methodology that is adequate to that task, both as a replacement for the approach that currently informs research into the presence or absence of consciousness in vegetative state patients and as a methodology for the science of consciousness more generally.  相似文献   

Book reviews     

Verne A. Stadtman  Boris Ford  Robert Berdahl  John D. Turner  Irving J. Spitzberg  Sylvia Shimmin  M. L. Shattock  Denis E. Ince  Michalina Vaughan  Keith Soothill  M. North  Paul Fordham  Charlotte Shea  M. G. de St. V. Atkins  Walter Little  S. Williams  J. M. M. Ritzen  Murray Aitkin  G. MacGregor-Reid  Colin Lyas  A. M. Ross  P. G. Altbach  Margaret C. Ives 《Higher Education》1980,9(1):105-125

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A better IDEA: best practice and outcomes‐oriented remedies in public impact litigation for students with disabilities     

Kathleen G. Noonan  Megan A. McCarthy  Lindsay Shea  Steven C. Marcus  David S. Mandell 《Journal of Research in Special Educational Needs》2016,16(3):178-186

Class action lawsuits filed in violation of Individuals with Disabilities Education Act (IDEA) raise questions for those concerned with improving the education system for students with disabilities. First, do the lawsuits result in changes that can be directly linked to improved student outcomes? Second, do these lawsuits and the ‘consent decrees’ that settle them refer to best practices in educating children with disabilities? To date, no study has examined the remedies ordered as a result of these lawsuits in the disability education context, or proven how different types of remedies can impede or facilitate progress for students with disabilities. Class action lawsuits under IDEA filed in large, urban school districts between 1990 and 2011 and the remedies ordered under the final agreement were reviewed. This review suggests that the lawsuits against large, urban school districts tend to result in remedial activities that focus more on planning, supporting and monitoring than on outcomes or evidence‐based practice.  相似文献   

Studying the development of agency and political consciousness in science education     

Vossoughi  Shirin  Shea  Molly 《Cultural Studies of Science Education》2019,14(2):327-334

Cultural Studies of Science Education - In this commentary, we wrestle with key ideas presented in Schenkel, Calabrese Barton, Tan, Nazar, and Flores’ Framing Equity through a Closer...  相似文献