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101.
The investigation of developmental reading and spelling disorders within the framework provided by cognitive neuropsychology
has yielded interesting results for several alphabetic orthographies, for example English, Italian, and French. However, this
approach has not attracted much attention in German speaking countries up to now. The following study, carried out with 35
German dysgraphic 3rd graders provides evidence that there is no less reason to apply this line of research to German children
than to children acquiring other alphabetic orthographies. By evaluating the individual scores of the dysgraphic children
on spelling nonwords and orthographically irregular or inconsistent words against the corresponding mean scores established
for two non-dysgraphic control samples (grade-matched and 2nd grade), nine children could be assigned to the surface dysgraphic
and 12 to the phonological dysgraphic subtype. In order to restrict the range of cognitive deficits which might have caused
the spelling patterns of the two dysgraphic subgroups at more distal links of the causal chain, individual performance profiles
were determined for several spelling-related phonological and visual-graphemic tasks. On average, the phonological dysgraphic
children showed poorer performance in different phonological tasks than the children assigned to the surface subtype. In addition,
both subgroups showed subnormal skills in visual-graphemic tasks. Dissociations between the different spelling related tasks
were observed not only between but also within the subgroups. This may reflect individually varying cognitive processing deficits
underlying developmental dysgraphia in German. 相似文献
102.
Graf C Koch B Falkowski G Jouck S Christ H Staudenmaier K Tokarski W Gerber A Predel HG Dordel S 《Journal of sports sciences》2008,26(10):987-994
Juvenile obesity is increasing worldwide. Preventive strategies are warranted. The school-based Children's Health Interventional Trial (the CHILT Project) combines health education and physical activity for children. The effect on obesity and physical performance was studied after four years in 12 primary schools compared with five control schools. Anthropometric data were recorded. Physical performance was measured by a coordination test for children (balancing backwards, one-legged obstacle jumping, lateral jumping, sideways movements) and a 6-min run (endurance). No difference in the prevalence and incidence of overweight and obesity was found between the intervention and control schools before and after the intervention. Remission of overweight was higher in the intervention schools (23.2 vs. 19.2%), but not significant. An increase in coordination related to lateral jumping and balancing backwards was apparent in the intervention schools (30.6, s = 10.8 vs. 26.1, s = 10.8, P = 0.005; 21.8, s = 11.8 vs. 19.4, s = 11.7, P = 0.007), and the increase in endurance performance tended to be higher in intervention schools (100.8, s = 122.7 vs. 92.8, s = 126.0, P = 0.055), adjusted for age, sex, baseline test result, and body mass index at final examination. Therefore, preventive intervention in primary school offers the possibility to improve physical performance in children. The prevalence and incidence of obesity were not affected. 相似文献
103.
Purpose: Visual attention is essential in many areas ranging from everyday life situations to the workplace. Different circumstances such as driving in traffic or participating in sports require immediate adaptation to constantly changing situations and frequently the conscious perception of 2 objects or scenes at the same time. Method: The attention window task, a measure of attentional breadth, in which people must attend to 2 equally attention-demanding stimuli simultaneously, was introduced. This article provides a narrative review of studies using this task and outlines different factors that might influence the attention window. Results: Differences in the spatial distribution of attention result, for example, from effects of age or physical activities as well as from emotional processes and those affected by current motivation, while gender does not have any influence. The window is represented as an ellipse with greater attentional breadth along the horizontal axis than the vertical axis, and it is about 5 to 6 times smaller than the human visual field. Conclusion: Not only everyday occurrences but also situations in sport games—for example, having an overview of the opponent, teammates, and the ball—require the ability to pay visual attention to 2 peripheral objects and continuously changing situations. Therefore, the application or avoidance of different strategies and factors is discussed to improve and adjust behavior in those situations. 相似文献
104.
105.
Stefanie Rinderle Manfred Reichert Peter Dadam 《Informatik - Forschung und Entwicklung》2002,16(1):177-197
Sollen Workflow-Management-Systeme (WfMS) in umfassender Weise für die rechnerbasierte Verwaltung und Steuerung von Gesch?ftsprozessen einsetzbar sein, müssen die von ihnen verwalteten Workflow-Schemata und -Instanzen bei Bedarf rasch anpassbar sein. Dabei müssen die auf Basis eines (alten) Workflow-Schemas erzeugten Instanzen auch nach dessen ?nderung ungest?rt weiterlaufen k?nnen, etwa durch Bereitstellung geeigneter Versionskonzepte. Sehr viel schwieriger wird es, wenn die angewandten Schema?nderungen – wo gewünscht und m?glich – auch auf die bereits (vielleicht in gro?er Zahl) laufenden Workflow-Instanzen übertragen werden sollen. Dies bei Bedarf zu k?nnen – und zwar ohne Inkonsistenzen oder Fehler zu verursachen – ist aber ungemein wichtig, wenn ein WfMS breit und flexibel einsetzbar sein soll. In diesem Beitrag wird ein Ansatz zur effizienten Prüfung der Vertr?glichkeit von Workflow-Instanzen mit einem ge?nderten Workflow-Schema vorgestellt. Durch Einbeziehung aller Beschreibungskonstrukte (z.B. auch Schleifen und Datenflüsse) und damit zusammenh?ngender Fragestellungen wird darüber hinaus zum ersten Mal die Grundlage für ein umfassendes ?nderungsmanagement geschaffen. Au?erdem wird aufgezeigt, wie der Benutzer bei der Migration vertr?glicher Instanzen auf das neue Schema konkret unterstützt werden kann. 相似文献
106.
Contrasting Social and Cognitive Accounts on Overimitation: The Role of Causal Transparency and Prior Experiences 
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下载免费PDF全文 Three experiments (N = 100) examine the influence of causal information on overimitation. In Experiment 1, a transparent reward location reveals that the reward is unaffected by nonfunctional actions. When 5‐year‐olds observe an inefficient and subsequently an efficient strategy to retrieve a reward, they show overimitation in both phases—even though the reward is visible. In Experiment 2, children observe first the efficient then the inefficient strategy. The latter is always demonstrated communicatively, whereas the efficient strategy is presented communicatively (2a) or noncommunicatively (2b). Regardless of whether the efficient strategy is emphasized through communication or not, most children do not switch from the efficient to the inefficient strategy. Depending on the situation, children base their behavior on social motivations or causal information. 相似文献
107.
108.
Stefanie M. Attardi Douglas J. Gould Rebecca L. Pratt Victoria A. Roach 《Anatomical sciences education》2022,15(4):685-697
Gross anatomy is a source of anxiety for matriculating medical students due to the large volume of information presented in a truncated timeline, and because it may be their first exposure to human cadavers. This study aimed to assess if video-based resources would affect matriculating medical students' anatomy state anxiety levels. Videos were designed to be short, YouTube-based units that served to provide orientation information about the anatomy course, dissection facilities, and available study resources to dispel anxiety around beginning their anatomy studies. To evaluate the impact of the videos, students in two consecutive matriculating years (2018 and 2019) completed the validated State-Trait Anxiety Inventory and a demographic questionnaire. The 2019 cohort (n = 118) served as the experimental group with access to the videos; while the 2018 cohort (n = 120) without video access served as a historical control. Analyses revealed that the groups were equivalent in terms of trait anxiety (P = 0.854) and anatomy state anxiety even when student video exposure was controlled (P = 0.495). Anatomy state anxiety was only significantly lower in students with prior formal anatomy exposure (P = 0.006). Further inquiry into students' prior anatomy experience identified that individuals with post-secondary dissection experience were significantly less anxious than those without formal anatomical experience (P = 0.023). These results may serve as a cautionary tale to educators; while preference for video-based instructional materials is prevalent in the literature, videos delivered on public social media platforms fail to prepare students for the psychological impact of studying human anatomy. 相似文献
109.
Heidrun Stoeger Julia Steinbach Stefanie Obergriesser Benjamin Matthes 《High Ability Studies》2014,25(1):5-21
Multidimensional models of giftedness specify individual and environmental moderators or catalysts that help transform potential into achievement. However, these models do not state whether the importance of the ‘individual boxes’ and the ‘environmental boxes’ changes during this process. The present study examines whether, during the early stages of talent development, the ‘environmental boxes’ play a more important role than the ‘individual boxes.’ To answer this question, we analyzed individual moderators and environmental moderators of achievement for fourth-grade primary-school students (N?=?976). A cluster analysis that included intelligence, achievement, and two individual moderators (motivation and learning behavior) revealed three groups of students, two of which are of particular interest, as they both displayed high intelligence and achievement but differed in their motivation and learning behavior. Questionnaire data on family environment (filled out by parents, N?=?682) and school environment (filled out by teachers, N?=?47) supported the assumption that among young students an inauspicious set of individual moderators, in this case maladaptive motivation and learning behavior, can be compensated by a sufficiently propitious set of environmental moderators, in this case parents’ and teachers’ learning support, cultural capital within the family, and teachers’ commitment to support their students’ learning. 相似文献
110.
Stefanie Pillai Mahmud H. Khan Ida Syahirah Ibrahim Sharmane Raphael 《Higher Education》2012,63(2):187-204
This study discusses the industrial training programme at the University of Malaya in Malaysia, specifically the issues that
need to be addressed in order to enhance the employability skills of graduates. Findings from the feedback obtained from trainees
and organizations in the 2008/2009 academic session were examined in terms of the extent to which trainees felt they were
prepared for their training, and the extent to which the tasks given to them during their training were appropriate. Further,
trainees’ self-rating of particular skills and industry’s rating of the trainees were also examined. The feedback is discussed
in the context of the need to equip graduates with employability skills, an issue facing Higher Education Providers worldwide.
The findings indicate that most of the students were prepared to face the world of work. However, there were several issues
which needed attention. These included the need to address the possible mismatch between the tasks assigned to trainees and
their areas of study, and the need to enhance English language competency and particular soft skills throughout their degree
programme. Continuous input from industry is also necessary to ensure that the training benefits all parties and contributes
to the employability skills of trainees. 相似文献