Perception and action in golf putting: skill differences reflect calibration     

van Lier WH  van der Kamp J  Savelsbergh G JP 《运动与训练心理学杂志》2011,33(3):349-369

We assessed how golfers cope with the commonly observed systematic overshoot errors in the perception of the direction between the ball and the hole. Experiments 1 and 2, in which participants were required to rotate a pointer such that it pointed to the center of the hole, showed that errors in perceived direction (in degrees of deviation from the perfect aiming line) are destroyed when the head is constrained to move within a plane perpendicular to the green. Experiment 3 compared the errors in perceived direction and putting errors of novice and skilled players. Unlike the perceived direction, putting accuracy (in degrees of deviation from the perfect aiming line) was not affected by head position. Novices did show a rightward putting error, while skilled players did not. We argue that the skill-related differences in putting accuracy reflect a process of recalibration. Implications for aiming in golf are discussed.  相似文献   

A dynamic analysis of why learners develop a preference for autonomous learners in computer-mediated communication     

Bart Rienties  Dirk Tempelaar  Bas Giesbers  Mien Segers  Wim Gijselaers 《Interactive Learning Environments》2013,21(5):631-648

A large number of studies in CMC have assessed how social interaction, processes and learning outcomes are intertwined. The present research explores how the degree of self-determination of learners, that is the motivational orientation of a learner, influences the communication and interaction patterns in an online Problem Based Learning environment. Given the complexity of CMC, we expected that autonomous learners would be more willing to contribute to cognitive discourse. In time, we expected that control-oriented learners would develop a preferential attachment to contribute to discourse from autonomous learners. Data were gathered from 37 autonomous and 39 control-oriented learners who posted 1669 messages. Using a dynamic multi-method approach of content analysis of cognitive and social discourse, social network analysis, and measures of academic motivation, we find some preliminary evidence that motivational orientation influences communication and social interaction patterns amongst learners. From the beginning, most control-oriented learners develop a preference to connect to and communicate with autonomous learners, although a separate team-analysis indicates that group dynamics also influence how learners develop connections with other learners in time. Our findings further the understanding of differences found in distance learning courses about participation and drop-out.  相似文献   

Complex phonological tasks predict reading in 7 to 11 years of age typically developing Russian children     

Svetlana V. Dorofeeva  Anna Laurinavichyute  Victoria Reshetnikova  Tatyana V. Akhutina  Wim Tops  Olga Dragoy 《Journal of Research in Reading》2020,43(4):516-535

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Adolescent Ethnic Identity in Social Context: A Commentary          下载免费PDF全文

Wim Meeus 《Child development》2017,88(3):761-766

Key findings from the various studies of this special section of Child Development are that ethnic identity is embedded in a positive proximal interpersonal context in adolescence and that the links between ethnic identity and the interpersonal context seem to become stronger from the beginning of early adolescence on. Remarkably, the (longitudinal) studies do not show that ethnic identity is a better predictor of developmental outcomes or that it can be better predicted in minority groups than in majority groups. I use one of the articles to demonstate that a longitudinal prediction model is different from a developmental sequence model. Finally, an extension of the present measures of ethnic identity is proposed. This extension would allow for a thorough investigation of the saliency of ethnic identity and its interplay with other identity domains during adolescent development.  相似文献   

Beyond additive and multiplicative reasoning abilities: how preference enters the picture     

Tine Degrande  Lieven Verschaffel  Wim Van Dooren 《European Journal of Psychology of Education - EJPE》2018,33(4):559-576

While previous studies mainly focused on children’s additive and multiplicative reasoning abilities, we studied third to sixth graders’ preference for additive or multiplicative relations. This was investigated by means of schematic problems that were open to both types of relations, namely arrow schemes containing three given numbers and a fourth missing one. In study 1, children had to fill out the missing number, while in study 2, children had to indicate all possibly correct answers among a set of given alternatives. Both studies explicitly showed the existence of a preference for additive relations in some children, while others preferred multiplicative relations. Mainly younger children preferred additive relations, whereas mainly children in upper primary education preferred multiplicative relations. Number ratios also impacted children’s preference, especially in fifth grade. Moreover, the results of study 2 provided evidence for the strength of children’s preference and showed that calculation skills do not coincide with preference, and hence, that preference and calculation skills are two distinct child characteristics. The results of both studies using these open problems resembled previous research results using classical multiplicative or additive word problems. This supports the hypothesis that children’s preferred type of relations may be at play in solving classical word problems as well—besides their abilities—and may hence be an additional factor explaining the mistakes that children make in those word problems. This research line thus seems promising for further research as well as educational practice.  相似文献   

Unrealistic responses to realistic problems with missing information: what are important barriers?     

Janina Krawitz  Stanislaw Schukajlow  Wim Van Dooren 《教育心理学》2018,38(10):1221-1238

Abstract

It is a well-documented finding that students tend to neglect their real-world knowledge when solving word problems, even when realistic assumptions are needed. Although studies have successfully shown the extent to which students tend to provide unrealistic responses, the question of where this tendency comes from has yet to be answered. We focused on two major steps needed to solve realistic word problems: noticing missing information and making realistic assumptions. We conducted two studies with fifth graders (Study 1, N?=?108; Study 2, N?=?60) in which we compared students’ (un-)realistic responses to problems that differed in how obvious the missing information was. Study 1 fostered only students’ ability to make assumptions. Study 2 fostered this ability plus the ability to notice missing information. The results indicate that, if the missing information is not obvious, students’ failure to notice it seems to be what prevents them from arriving at a realistic solution.  相似文献   

School Chemistry vs. Chemistry in Research: An Exploratory Experiment     

Habraken  Clarisse L.  Buijs  Wim  Borkent  Hens  Ligeon  Willy  Wender  Harry  Meijer  Marijn 《Journal of Science Education and Technology》2001,10(3):249-256

This report describes a study which explores, from the out-of-school student viewpoint, why students are not studying chemistry anymore. In a 2-day stay at a research institution three groups of graduating high school students from different schools, together with their chemistry teacher, were confronted hands-on with molecular modeling in industry and in university. Each of these volunteer students had agreed to write an essay on School Chemistry Vs. Chemistry in Research. These essays were evaluated together by the students, the teacher, and the researcher in a meeting at their school. The opinion of the students show that school chemistry does not convey today's chemistry in research and in industry. At the computer screen the students demonstrated their skill in performing molecular modeling experiments. Moreover, at the computer screen, chemistry was fun and easier to understand. Now we begin to see the solution: our students are also our teachers.  相似文献   

The academic progress of foreign students: study achievement and study behaviour     

Wim Jochems  Joke Snippe  Harm Jan Smid  Agnes Verweij 《Higher Education》1996,31(3):325-340

In this study we investigated associations between studying in a foreign language and students' academic achievement and study behaviour. Data were gathered in the Netherlands, at the Delft University of Technology (DUT). The results show that the success rate of foreign students was about the same as that of the Dutch students, but that foreign students needed more time to pass the examination. Language proficiency played a major part in explaining differences in study achievement as did the presence or absence of a selection procedure in the student's country of origin. Furthermore, the results show that the study behaviour of foreign students was significantly different from the Dutch students: their average grades on examinations were lower, they made more attempts before passing an examination, they were more likely to postpone examinations and to follow a different order from the recommended one. Suggested measures to improve foreign students' study success include requiring higher levels of language proficiency and stricter selection of foreign students in the country of origin. It is suggested that a system of mentors which provides for intensive coaching of foreign students in their first year may prevent a slow start.  相似文献   

Longitudinal effects of induction on teaching skills and attrition rates of beginning teachers     

Michelle Helms-Lorenz  Wim van de Grift  Ridwan Maulana 《School Effectiveness & School Improvement》2016,27(2):178-204

The teaching profession faces a shortage as well as a decline of teaching skills. A possible way to mitigate this is to implement evidence-based induction arrangements. Seventy-one schools with 338 beginning secondary education teachers were randomly allocated to an experimental or a control group. The experimental schools used induction arrangements; the authors measured the effects of these arrangements by using repeated lesson observations and by comparing the rates at which beginners in the control and experimental groups left the teaching profession. Three years later, 14% of the control group and 12% of the experimental group had left. Leaving the profession could be explained by a lack of certification and low initial teaching skill levels. The experimental group exhibited greater improvement in teaching skills compared to the control group. Workload reduction influenced the skill level negatively, and coaching and observing had a strong positive influence on the skill level in Year 3.  相似文献   

Phonemic Analysis: effects of word properties     

Robert Schreuder  Wim H. J. van Bon 《Journal of Research in Reading》1989,12(1):59-78

The relation between performance in phonemic segmentation and reading and writing ability is discussed. Not much is known about how segmentation is carried out and which word properties influence performance. Therefore, effects of word properties (length, CV structure, syllabic structure, meaning) were investigated in two experiments. Strong indications were obtained that an onset-rime distinction is relevant for the process of segmentation. The meaning of a word appears to have no influence. The decentration hypothesis can therefore be abandoned as an explanation for segmentation difficulties. Effects of length and syllabic boundary can be explained by the (disruptive) effect of consonant clusters, which are not only difficult to segment themselves, but also adversely affect the processing of segments earlier in the word. This leads to the conclusion that a simple, strictly serial model for segmentation cannot be adequate. The results furthermore suggest that an articulatory rather than a phonological code is the object of segmentation.  相似文献