Young Children’s Ability to Produce Valid and Relevant Counter-Arguments     

Bahar Köymen  Cathal O’Madagain  Andreas Domberg  Michael Tomasello 《Child development》2020,91(3):685-693

In collaborative problem solving, children produce and evaluate arguments for proposals. We investigated whether 3- and 5-year-olds (N = 192) can produce and evaluate arguments against those arguments (i.e., counter-arguments). In Study 1, each child within a peer dyad was privately given a reason to prefer one over another solution to a task. One child, however, was given further information that would refute the reasoning of their partner. Five-year-olds, but not 3-year-olds, identified and produced valid and relevant counter-arguments. In Study 2, 3-year-olds were given discourse training (discourse that contrasted valid and invalid counter-arguments) and then given the same problem-solving tasks. After training, 3-year-olds could also identify and produce valid and relevant counter-arguments. Thus, participating in discourse about reasons facilitates children’s counter-argumentation.  相似文献   

Libraries that learn: Keys to managing organizational knowledge     

Denise O’Shea 《Journal Of Access Services》2020,17(2):101-102

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The Routledge companion to severe,profound and multiple learning difficulties     

Michael O’Keeffe 《欧洲特需教育杂志》2016,31(2):293-295

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An intervention in the Halliwick Method procedures (swimming) for a group of individuals with Downs syndrome     

D. Kokaridas  N. Aggelopoulou-Sakadami  B. Walters 《欧洲特需教育杂志》2013,28(2):218-231

The purpose of this study was to intervene in the process of the Halliwick Method (swimming), in order to improve the method, or some of its aspects, for a sample of 14 individuals with Downs syndrome (aged six to 21 years), using both an individualized educational setting approach and a differentiation of the elements of the Halliwick Method. The pre-intervention phase included medical examination, IQ, measurement of the behaviour according to the Rutter Scale and a Test of Physical Performance for each subject. Next, the subjects were assigned to seven pairs of case studies, where each individual following a Halliwick Methods swimming programme was paired with an individual following a modified swimming programme based on the same method, on physical health variables, IQ, behaviour and motor abilities. The duration of each swimming programme was 24 weeks for each individual, at a frequency of once per week, for 40 minutes. In the light of the findings of this study, further recommendations for the improvement of Halliwick Method procedures were made, common factors that affected the performance of each individual were identified and their relation with performance was explored.  相似文献   

Responses     

Michael E. Walters Author Ed.D.  Virgil S. Ward Ph.D. 《Roeper Review》2013,35(4):267-268

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Serious leisure: the sport of target shooting and leisure satisfaction     

Douglas W. Murray  David Martin  Martin O’Neill  T. Jason Gouge 《Sport in Society》2016,19(7):891-905

This study is designed to identify the underlying satisfaction dimensions gained through engagement in target shooting as a serious leisure pastime. The instrument design was based on the Leisure Satisfaction Scale. A total of 5502 useable surveys were collected through the Internet and a website related to target shooting and gun ownership. The results revealed eight dimensions: self-actualization, social interaction, location aesthetic, respite, physical benefit, connection and hedonic pleasure, which supplied the primary satisfiers of engaging in target shooting as a serious leisure activity. The demographic profile and dimensions of satisfaction may serve to dispel commonly held stereotypes of shooting hobbyists and those involved in gun ownership. The findings have important implications for leisure researchers and practitioners, to industry, both leisure and firearm related, and the target shooting community at large. This study adds to the literature of both target shooting and serious leisure.  相似文献   

Undergraduates' personal and social problems and their appropriateness for discussion with a counsellor in a Nigerian university     

O. Adamolekun 《International journal for the advancement of counseling》1984,7(4):297-303

An instrument, Student Survey Questionnaire, assessed the appropriateness of students' social and personal problems for discussion with a counsellor. It was hypothesized that there would be no significant relationship between the social and personal problems of students and the appropriateness of the problems for discussion with a counsellor. It was tested using a 2×5 chi square contingency table of non-admission or admission of problems against five appropriateness levels. The result showed a significant relationship: the more problems the students admit the more they want to discuss them. Most of the students who admitted they have personal and social problems saw these problems as appropriate for discussion with a counsellor.  相似文献   

Exploring the everyday realities of grass-roots football coaching: towards a relational perspective     

Paul Potrac  Lee Nelson  Jimmy O’Gorman 《Soccer & Society》2016,17(6):910-925

While scholars have increasingly engaged with the (micro)political and emotional experiences of coaches in professional and semi-professional football, little attention has been given to grass-roots coaches’ understandings of these issues. The aim of this paper is to outline one possible research agenda that could contribute to the development of a rich and increasingly nuanced understanding of the everyday realities of being a grass-roots football coach. In particular, we consider (volunteer) coaches’ participation in grass-roots football to be an inherently relational endeavour. Following the presentation of a creative fiction that is based upon our shared experiences of being grass-roots football coaches, we then illustrate how relational thinking might be productively applied to exploring the social, (micro)political and emotional features of grass-roots football coaching.  相似文献   

Measurement precision of body composition variables in elite wheelchair athletes,using dual-energy X-ray absorptiometry     

Mhairi Keil  Julia O. Totosy de Zepetnek  Katherine Brooke-Wavell 《European Journal of Sport Science》2016,16(1):65-71

The purpose of this study was to assess the reproducibility of body composition measurements by dual-energy X-ray absorptiometry (DXA) in 12 elite male wheelchair basketball players (age 31 ± 7 years, BMI 21 ± 2 kg/m² and onset of disability 25 ± 9 years). Two whole body scans were performed on each participant in the supine position on the same day, using Lunar Prodigy Advance DXA (GE Lunar, Madison, WI, USA). Participants dismounted from the scanning table and were repositioned in-between the first and second scan. Whole body coefficient of variation (CV) values for bone mineral content (BMC), fat mass (FM) and soft tissue lean mass (LTM) were all <2.0%. With the exclusion of arm FM (CV = 7.8%), CV values ranged from 0.1 to 3.7% for all total body and segmental measurements of BMC, FM and LTM. The least significant change that can be attributed to the effect of treatment intervention in an individual is 1.0 kg, 1.1 kg, 0.12 kg for FM, LTM, and BMC, respectively. This information can be used to determine meaningful changes in body composition when assessed using the same methods longitudinally. Whilst there may be challenges in the correct positioning of an individual with disability that can introduce greater measurement error, DXA is a highly reproducible technique in the estimation of total and regional body composition of elite wheelchair basketball athletes.  相似文献   

The Nature–Nurture Question: Teachers’ perceptions of how genes and the environment influence educationally relevant behaviour     

Sheila O. Walker  Robert Plomin 《教育心理学》2005,25(5):509-516

Despite a substantial body of research suggesting genetic influence on educationally relevant behavioural traits, it is not clear how the nature–nurture question is perceived by teachers. In order to answer this question, we surveyed 667 UK primary school teachers, and for comparison also surveyed 1,340 parents about their perceptions of genetic and environmental influence on personality, intelligence, behaviour problems, learning difficulties, and mental illness. For these five domains of behaviour, the percentages of teachers who reported that genetics were at least as important as environment were .87, .94, .43, .94, and .91, respectively. Results for parents were similar (.92, .93, .54, .86, and .89). We also found that 80% of teachers reported no coverage of genetics during teacher training.  相似文献