The role of language in children's formation and retention of mental images     

Ann C. Howe  Ellen S. Vasu 《科学教学研究杂志》1989,26(1):15-24

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Framing Cross-Cultural Ethical Practice in Adapt[ive] Physical Activity     

Donna Goodwin  P. David Howe 《Quest (Human Kinetics)》2016,68(1):43-54

ABSTRACT

Academics and practitioners are often at a loss when it comes to understanding the ethical socio-political and cultural contexts that invade the world of adapted physical activity. Ethical practice is situated in the local and the specific. In this article we highlight the reality that both academics and practitioners need to be ever mindful that the cultures surrounding the education, sport and rehabilitation components of adapted physical activity are distinctive environments that vary across the globe. Because of the cultural diversity surrounding adapted physical activity, we set out an embryonic framework for ethically thinking about practice in our field. Ultimately, we hope that this framework will go some way to illuminate questions of situated ethical importance that are becoming increasing conundrums within adapted physical activity.  相似文献   

The Role of Metamotivational Monitoring in Motivation Regulation     

David B. Miele  Abigail A. Scholer 《教育心理学家》2018,53(1):1-21

This article builds on existing models of motivation regulation in order to examine how students identify and address motivational deficits (e.g., not enough motivation or not the right type of motivation). Integrating perspectives from the achievement motivation, metacognition, and emotion regulation literatures, we propose that metamotivational processes play an essential role in students' monitoring of their motivational states. By emphasizing the ways in which students monitor not only the quantity but also the quality of their motivation, our model extends existing perspectives. We identify different components of motivation that are likely to be the target of monitoring (e.g., self-efficacy, intrinsic value), specify the metamotivational feelings (e.g., hopelessness, boredom) that signal problems with each component, and discuss how strategies are selected to address these problems. Our framework generates new questions about how students monitor (and control) their task-specific motivation.  相似文献   

Building a Creative Ecosystem – The Young Designers on Location Project     

Dan Davies  Alan Howe  Susan Haywood 《The International Journal of Art & Design Education》2004,23(3):278-289

This article reports on findings from a research project designed to explore ways in which creativity can be fostered through interactions between selected children, particular environments, materials, techniques and key adults. The Young Designers on Location (YDoL) project was funded by the National Endowment for Science, Technology and the Arts (NESTA), and brought together selected groups of 11 year‐olds with ‘design‐related professionals’ (DRPs) to work together intensively for a week in two locations (Bath Spa University College and Ironbridge Gorge Museum, Shropshire) then subsequently in participants' schools. The findings from case studies of selected individuals within the Bath location include key messages about the quality of environment and relationships in unlocking children's creativity. The study has exemplified aspects of Harrington's model of a ‘creative ecosystem’ [1].  相似文献   

Artifactual dimensions of visual rhetoric: what a content analysis of 114 peer-reviewed articles reveals about data collection reporting     

Abigail Selzer King  Michael J. McCarthy 《Technical Communication Quarterly》2018,27(3):249-260

This content analysis examined how the authors of 114 peer-reviewed journal articles explained their empirical approaches to visual rhetoric scholarship. The authors content analysis sought to answer the question: how do scholars engage with the material dimensions of visual culture, specifically in terms of artifact selection and reporting data collection procedures? The answers to this question, the authors argue, are needed urgently as visual rhetoric research continues to expand because inconsistent reporting will hinder replicability and the reader’s access to the author’s argument. The authors use the findings of their content analysis to surface the implicit norms of empirical visual rhetoric research and to develop recommendations for reporting visual data collection procedures.  相似文献   

The development of forgetting and reminiscence     

C J Brainerd  V F Reyna  M L Howe  J Kingma 《Monographs of the Society for Research in Child Development》1990,55(3-4):1-93; discussion 94-109

Many theoretical positions on memory development anticipate that forgetting rates should vary substantially with age. The nature of these age variations is also relevant to many applied questions about child development that have major social policy implications, such as the veracity of children's eyewitness testimony and the long-term effectiveness of classroom instruction. Surprisingly, developmental studies of long-term retention have repeatedly produced the puzzling finding that forgetting rates are age invariant. It now seems, however, that these null age trends may have been artifacts of variables such as measurement insensitivity, floor effects, and stages-of-learning confounds. Assuming, as some later studies suggest, that forgetting rates vary with age when these factors are controlled, there are three overriding questions that must be dealt with in the developmental analysis of forgetting: the relative importance of storage failure versus retrieval failure, the relative importance of true forgetting processes versus test-induced processes, and the relative importance of storage-based reminiscence versus retrieval-based reminiscence. We describe a framework (disintegration/redintegation theory) that provides a conceptual environment within which research on these questions can progress. This framework, which evolved from fuzzy-trace theory, reinterprets processes such as storage failure, retrieval failure, restorage, and retrieval relearning in terms of levels of featural integration in traces (i.e., the extent to which contextual information is integrated with core semantic gist to produce a coherent representation). The theory is implemented in a mathematical model (the trace-integrity model) whose parameters deliver measurements of relevant memory processes on a common ratio scale. In a series of experiments, the model was used to study the theory's predictions about the contributions of these memory processes to long-term retention in subjects between the ages of 7 and 70. All the experiments were standard long-term retention designs (an initial acquisition session, followed by a 1-2-week forgetting interval, followed by a series of retention tests).(ABSTRACT TRUNCATED AT 400 WORDS)  相似文献   

"This is a bad dog, you know...": constructing shared meanings during sibling pretend play   总被引：2，自引：0，他引：2  

Howe N  Petrakos H  Rinaldi CM  LeFebvre R 《Child development》2005,76(4):783-794

The construction of shared meanings in play, pretense enactment, internal state language, and sibling relationship quality were investigated in 40 kindergarteners with an older (M age = 7.10 years) or younger (M age = 3.6 years) sibling. Dyadic strategies to construct shared meanings (e.g., extensions, building on) were positively associated with frequency of pretense and internal state language. Developmental differences indicated that older dyads used more shared meaning strategies, whereas younger dyads engaged in non-maintenance behaviors (i.e., disruptions to flow of play). Furthermore, firstborn kindergarteners used more non-maintenance behaviors, whereas second-born kindergarteners extended partner's ideas. Findings highlight the sibling relationship as a context for illuminating social understanding and relationship dynamics during pretend play.  相似文献   

RATIONAL NUMBER AND PROPORTIONAL REASONING: USING INTENSIVE QUANTITIES TO PROMOTE ACHIEVEMENT IN MATHEMATICS AND SCIENCE     

Christine Howe  Terezinha Nunes  Peter Bryant 《International Journal of Science and Mathematics Education》2011,9(2):391-417

Student mastery of rational number and proportional reasoning is a recognized challenge, yet supporting mastery is central within mathematics and science. This paper focuses on a 4-lesson teaching programme which was designed to foster mastery in the context of intensive quantities. Intensive quantities such as density, speed and temperature depend upon proportional relations, require rational number for their representation and are relevant to science. Two versions of the teaching programme were developed, one using ratio representation and the other using fractions. Implementation with 535 children aged 9–11 years revealed that both versions promoted mastery of fractions, whilst the ratio version also supported proportional reasoning. It is suggested that the ratio version provides useful foundations for teaching, even with children who, as with the present sample, have no previous experience of ratios themselves.  相似文献   

How can the social theory of Pierre Bourdieu assist sport management research?     

P.J. Kitchin  P. David Howe 《Sport Management Review》2013,16(2):123-134

Currently there are some key issues that highlight the negative underbelly of sport and of those who manage it. Entrenched gender and racial inequality, corruption, and the marginalization of individuals and groups from organized sport suggest that the study of sport management requires a wider social and ethical dimension to its analyses. In attempting to develop critical research into sport management we ask how can the social theory of Pierre Bourdieu assist sport management research? This paper explicates the benefits of Bourdieu to sport management by suggesting a dynamic, relational approach to the implementation of his practice theory. We introduce the foundations of his opus and review their previous application in the study of organized sport. Drawing on these concepts we recommend adopting a longitudinal, critical, and ethnographic approach for a more nuanced understanding of how complex phenomena impact on the management of sport. This paper presents conceptual and methodological implications in conjunction with a call for further research to increase our critical understanding of sport management.  相似文献   

Submaximal and Peak Cardiorespiratory Response After Moderate-High Intensity Exercise Training in Subacute Stroke     

Anna E. Mattlage  Abigail L. Ashenden  Angela A. Lentz  Michael A. Rippee  Sandra A. Billinger 《Cardiopulmonary Physical Therapy Journal》2013,24(3):14-20

Purpose

Reduced cardiovascular fitness post-stroke may negatively impact recovery. There is little information regarding exercise testing performance and cardiorespiratory response to an aerobic exercise intervention in subacute stroke. The purpose of this study was to examine cardiorespiratory response in subacute stroke after an 8-week aerobic exercise intervention using a total body recumbent stepper (TBRS).

Methods

Nine individuals with mean age 61.2 (SD 4.7) years and mean 66.7 (SD 41.5) days post-stroke completed the exercise intervention. Participants had a mean Fugl-Meyer score of 100.3 (SD 29.3). Outcome measures were obtained at baseline and postintervention. A peak exercise test using a TBRS assessed oxygen consumption, heart rate, and minute ventilation. Participants completed an 8-week exercise intervention on a recumbent stepper 3 times per week at a prescribed heart rate intensity.

Results

Submaximal VO₂ was significantly lower from baseline to postintervention with a main effect of Study Visit (F_1,8 = 8.5, p = 0.02). Heart rate was not significantly different pre- to postintervention. Minute ventilation exhibited no main effect of Study Visit or Test Minute.

Conclusion

Moderate-high intensity aerobic exercise in subacute stroke appears to be beneficial for improving cardiovascular outcomes during submaximal performance of an exercise test.Key Words: oxygen uptake, cerebrovascular accident, cardiovascular fitness, submaximal exercise  相似文献