Speed Versus Accuracy: Implications of Adolescents' Neurocognitive Developments in a Digital Game to Train Executive Functions     

Bruce D. Homer  Teresa M. Ober  Maya C. Rose  Andrew MacNamara  Richard E. Mayer  Jan L. Plass 《Mind, Brain, and Education》2019,13(1):41-52

Adolescence is a period of rapid cognitive change, including an initial increase in speed of cognitive processing and a more gradual increase in efficiency of cognitive processing. This study examined how neurophysiological changes associated with adolescent development can inform the design of game‐based executive function (EF) training. Two versions of a digital game designed to train the EF subskill of inhibition were given to adolescents (aged 13–17; N = 96): one focusing on speed, the other on accuracy. Consistent with neurocognitive developments, it was hypothesized that younger adolescents would benefit more from the speed version, and older adolescents more from the accuracy version. A significant age by condition interaction was found: Controlling for pretest, younger adolescents had better outcomes in the speed condition, while older adolescents had better outcomes in the accuracy condition. These findings argue for consideration of adolescents' neurocognitive development when designing games for learning and skill improvement.  相似文献   

Avant-gardes and educational reforms in history: futures past revisited     

Christine Mayer  Karin Priem 《History of education》2018,47(4):521-522

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Lecture-notes on physics     

Alfred M. Mayer 《Journal of The Franklin Institute》1868,85(1):35-44

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TWO UNPUBLISHED LETTERS OF SEMMELWEIS     

Mayer CF 《Bulletin of the Medical Library Association》1942,30(3):233-236

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Lecture-notes on physics     

Alfred M. Mayer 《Journal of The Franklin Institute》1868,85(3):183-196

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Errata     

Brian E. Udermann  John M. Mayer  Steven R. Murray 《Research quarterly for exercise and sport》2013,84(4):434-437

Abstract

One hundred and eighteen national collegiate fencers engaged in the first round competition in the 28th annual NCAA Fencing Championships held at the University of Illinois, Chicago Circle Campus. After the first day of competition, the field size was reduced to 72 fencers or 24 fencers per weapon. Through the use of a unique scoring device, response times and accuracy measurements were recorded for each fencer. The fencers then engaged in their respective round robin tournament according to class of weapon; epee, sabre, or foil. Two criterion measures of fencing success were then correlated with response times and accuracies. Correlation coefficients for sabre fencemen were slightly better than 0. Criterion measures for epee fencers showed a low relationship with response time and accuracies while those of foil showed a slight to fair relationship.  相似文献   

Teaching Web 2.0 Beyond the Library: Adventures in Social Media,the Class     

Ann M. Farrell  Susan H. Mayer  Melissa L. Rethlefsen 《Medical reference services quarterly》2013,32(3):233-244

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Energy options: A practical work project for the school     

A. M. Conforto  M. Mayer 《International Journal of Science Education》2013,35(3):227-234

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Understanding Students' Experiments—What kind of support do they need in inquiry tasks?     

Julia Caroline Arnold  Kerstin Kremer  Jürgen Mayer 《International Journal of Science Education》2013,35(16):2719-2749

Inquiry learning is a widely recognized method for fostering inquiry competence in science education. Nevertheless, there is discussion about how to best support students while working on inquiry tasks (in this case: experiments on causal relationships). To identify the kind of support students need in order to design experiments in upper grades, an empirical study consisting of two parts was conducted. The first part, a quantitative test (N?=?96), tested students' competences in designing an experiment. It was found that students need scaffolding in basic aspects of designing (like dependent and independent variables), to reach higher levels, since only about thirty percent reach levels II or III out of three levels. On more reflective aspects (like confounding variables, test times and repetitions), only a maximum of twenty-five percent reached level I or higher; therefore, even more support is needed on these aspects. The second part of the study was a qualitative video-analysis of students' discussions, designs and implementations of an experiment. It was found that support is needed on procedural knowledge and understanding. Possible implications for inquiry support are discussed.  相似文献   

Development of student–teacher relationships in rural early elementary classrooms     

Kathleen Cranley Gallagher  Kirsten Kainz  Lynne Vernon-Feagans  Kelley Mayer White 《Early childhood research quarterly》2013

An increasing body of literature documents associations between student–teacher relationships, children's academic success, and children's social competence in school. Less is known about characteristics and processes involved in the quality of relationships between students and teachers, and little research has examined these issues with populations of young students and teachers living in rural communities. The current study examined the relationships between rural kindergarten and first-grade students and their teachers in spring of the school year, predicted by child demographic factors, child process factors, and teacher characteristics. Using a multi-level model to account for clustering of children in classrooms, children's behavior and literacy skills were examined as contributors to the teachers’ perceptions of the developing teacher–student relationship, focusing on their potential to mediate associations between more distal characteristics and teacher–student relationships. Controlling for relationship conflict in fall, boys and African American students were more likely to have relationships with teachers that were higher in conflict in spring. When behavior and literacy skills measures were added to the model, children's behavior mediated the effect of gender, such that behavior problems accounted for much of the variance in student–teacher conflict associated with gender. However, neither behavior problems nor literacy skills mediated the effects of minority status on conflict; African American students had poorer relationships with teachers regardless of behavior or literacy skills.  相似文献