Movement Duration,Fractionated Reaction Time,and Response Programming     

Donald Siegel 《Research quarterly for exercise and sport》2013,84(2):128-131

The purpose of this study was to determine how the manipulation of movement duration affects components of fractionated reaction time and presumably motor programming. Twelve subjects, in a simple reaction time paradigm, responded to an auditory signal by executing an elbow flexion movement in the sagittal plane through a range of motion of 100° in 150, 300, 600 and 1200 ms. Results indicated no changes in motor time but small increments in premotor and reaction time through the 600 ms condition. At 1200 ms, reaction time increased faster than premotor time, and this appeared to be predominantly a consequence of an increment in motor time. These data were interpreted to be supportive of the notion that movement duration is related to response complexity and the time required for motor programming.  相似文献   

Epistemic Beliefs and Conceptual Understanding in Biotechnology: A Case Study     

Carina M. Rebello  Marcelle A. Siegel  Stephen B. Witzig  Sharyn K. Freyermuth  Bruce A. McClure 《Research in Science Education》2012,42(2):353-371

The purpose of this investigation was to explore students’ epistemic beliefs and conceptual understanding of biotechnology. Epistemic beliefs can influence reasoning, how individuals evaluate information, and informed decision making abilities. These skills are important for an informed citizenry that will participate in debates regarding areas in science such as biotechnology. We report on an in-depth case study analysis of three undergraduate, non-science majors in a biotechnology course designed for non-biochemistry majors. We selected participants who performed above average and below average on the first in-class exam. Data from multiple sources—interviews, exams, and a concept instrument—were used to construct (a) individual profiles and (b) a cross-case analysis of our participants’ conceptual development and epistemic beliefs from two different theoretical perspectives—Women’s Ways of Knowing and the Reflective Judgment Model. Two independent trained researchers coded all case records independently for both theoretical perspectives, with resultant initial Cohen’s kappa values above .715 (substantial agreement), and then reached consensus on the codes. Results indicate that a student with more sophisticated epistemology demonstrated greater conceptual understandings at the end of the course than a student with less sophisticated epistemology, even though the latter performed higher initially. Also a student with a less sophisticated epistemology and low initial conceptual performance does not demonstrate gains in their overall conceptual understanding. Results suggest the need for instructional interventions fostering epistemological development of learners in order to facilitate their conceptual growth.  相似文献   

Becoming Bermuda grass: mapping and tracing rhizomes to practice reflexivity     

Christopher D. Murakami  Marcelle A. Siegel 《Cultural Studies of Science Education》2018,13(3):733-750

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CHOOSING TO PARTICIPATE     

Judith C. Siegel 《Curator: The Museum Journal》2001,44(1):15-20

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Rationality and epistemic dependence.     

Harvey Siegel 《Educational Philosophy and Theory》1988,20(1):1-6

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A multivariate study of pursuit rotor skill development   总被引：1，自引：0，他引：1  

D Siegel 《Research quarterly for exercise and sport》1990,61(2):201-205

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Childhood physical and sexual abuse as risk factors for heavy drinking among African-American women: a prospective study     

Jasinski JL  Williams LM  Siegel J 《Child abuse & neglect》2000,24(8):1061-1071

OBJECTIVE: This study examines the associations among characteristics of child sexual abuse. childhood physical abuse, lack of parental care, and heavy drinking in a relatively young, urban population of African-American women all of whom have documented histories of child sexual abuse. METHODOLOGY: The sample consists of 113 African American child victims who were brought to a city hospital emergency room for treatment and collection of forensic evidence in the 1970s and re-interviewed as adults in the 1990s. RESULTS: The results of this research suggest that multiple incidents of child sexual abuse, more than the characteristics of such abuse is an important predictor of adult heavy alcohol use and binge drinking. These results remain even after controlling for the effects of parental drinking behavior. CONCLUSION: Although the victim of multiple child sexual assaults is more likely to suffer force and penetration, these analyses suggest that it is the multiple victimization and not the force or penetration that drives the relationship between child sexual assault and drinking behaviors.  相似文献   

The argument for a constitutional right to communication and language     

Siegel L 《Journal of deaf studies and deaf education》2002,7(3):258-266

The need for and right to communication and language is fundamental to the human condition. Without communication, an individual cannot become an effective and productive adult or an informed citizen in our democracy. The importance of communication and language for deaf and hard-of-hearing children is so basic as to be beyond debate. Given the historic difficulties deaf and hard-of-hearing children face, their compromised communication and language skills and the educational, social, cognitive, and psychological consequences, this note contends that a constitutional right to communication is both necessary and legally sound. The right to assemble and to vote, the right to equal protection under the law must be extended to the right of deaf and hard-of-hearing children to full communication development and access. If the Constitution venerates the right to speech, the right to communication and language is of equal or greater value.  相似文献   

The Effects of Timed and Untimed Testing Conditions on the Reading Comprehension Performance of Adults with Reading Disabilities     

Nonie K. Lesaux  M. Rufina Pearson  Linda S. Siegel 《Reading and writing》2006,19(1):21-48

This study examined the effects of extra time on the reading comprehension performance of a heterogeneous group of adults with reading disabilities. Sixty-four adults participated. A clinic that assesses learning disabilities identified 22 as reading disabled, and 42 as normal readers. The 64 adults took a reading comprehension test under both timed and untimed conditions. Other skills measured included vocabulary, word reading, non-word reading, spelling, arithmetic, and short-term memory. Under timed conditions, there were significant differences between the participants with reading disabilities and the normally achieving participants. All of the reading disabled participants in the present study benefited from extra time, but the normally achieving readers performed similarly under the timed and untimed conditions. Further, in the untimed condition, the performance of the individuals with a less severe reading disability was not significantly different that of the Average readers. The study suggests that extra time during testing is an appropriate accommodation to help individuals begin to compensate for reading disabilities.  相似文献   

Investigating Cognitive and Linguistic Abilities that Influence the Reading Comprehension Skills of Children from Diverse Linguistic Backgrounds     

Nonie K. Lesaux  Orly Lipka  Linda S. Siegel 《Reading and writing》2006,19(1):99-131

This study investigated the influence of cognitive and linguistic skills on the reading comprehension performance of a group of learners from diverse linguistic backgrounds. The study also compared the reading comprehension performance of grade 4 children who entered kindergarten with little or no experience with English (ESL) to that of a group of native English speakers. Examiners administered various tasks of reading, language, and memory to the children in the study (n=480). The sample included three comprehension groups: (1) children with poor comprehension in the absence of word reading difficulties (Poor Comprehenders; PC), (2) children with poor word reading and poor comprehension (Poor word Recognition and comprehenders; PR), and (3) children with good word reading and comprehension abilities (Good Comprehenders; GC). Due to the small sample size of PR reader group, no comparative analyses were conducted. However, the results indicated that within the GC and PC groups there were no differences between the ESL and L1 children on measures of reading and phonological processing. Further, within the GC and PC groups, on measures of syntactic awareness and verbal working memory, the ESL speakers performed at significantly lower levels than the L1 speakers.  相似文献