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Clare Beaumont 《Journal of Research in Reading》1982,5(1):29-42
This study investigated children's ability to read and understand sentences containing relative clauses (RCs). A small group of seven-year-old children were tested on their comprehension of four different types of sentences containing them. It was anticipated that sentences without relative pronouns would be more difficult to understand than those where they were present: for example, The horse the man is chasing is fat would be more difficult than The horse that the man is chasing is fat. This was indeed the case in sentences where the pronoun functioned as object in the RC. Where the pronoun functioned as subject, presence or absence of the pronoun (plus auxiliary verb) was not an important factor. It seemed that the children did not make consistent use of pronouns to aid their parsing of the sentence. It is suggested that a still incomplete understanding of function words may contribute to beginning readers' difficulties. Moreover, these results did not entirely bear out predictions made from spoken language data, which suggests that syntactic complexity in written language may need special consideration. 相似文献
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Chris Beaumont Maggi Savin-Baden Emily Conradi Terry Poulton 《Interactive Learning Environments》2013,21(1):125-141
This article reports the findings of a demonstrator project to evaluate how effectively Immersive Virtual Worlds (IVWs) could support problem-based learning. The project designed, created and evaluated eight scenarios within Second Life (SL) for undergraduate courses in health care management and paramedic training. Evaluation was primarily qualitative, using illuminative evaluation which provided multiple perspectives through interviews, focus groups and questionnaires with designers, facilitators, learning technologists and students. Results showed that SL provided a rich, engaging environment which enhanced authenticity of the scenarios, though there were issues of access and usability. The article concludes by drawing together the lessons learned which will inform educators who seek to design and develop learning scenarios in this medium. 相似文献
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Ross Beaumont Philip Cordery Mark Funnell Stephen Mears Lewis James Phillip Watson 《Journal of sports sciences》2017,35(19):1920-1927
This study examined effects of 4 weeks of caffeine supplementation on endurance performance. Eighteen low-habitual caffeine consumers (<75 mg · day?1) were randomly assigned to ingest caffeine (1.5–3.0 mg · kg?1day?1; titrated) or placebo for 28 days. Groups were matched for age, body mass, V?O2peak and Wmax (P > 0.05). Before supplementation, all participants completed one V?O2peak test, one practice trial and 2 experimental trials (acute 3 mg · kg?1 caffeine [precaf] and placebo [testpla]). During the supplementation period a second V?O2peak test was completed on day 21 before a final, acute 3 mg · kg?1 caffeine trial (postcaf) on day 29. Trials consisted of 60 min cycle exercise at 60% V?O2peak followed by a 30 min performance task. All participants produced more external work during the precaf trial than testpla, with increases in the caffeine (383.3 ± 75 kJ vs. 344.9 ± 80.3 kJ; Cohen’s d effect size [ES] = 0.49; P = 0.001) and placebo (354.5 ± 55.2 kJ vs. 333.1 ± 56.4 kJ; ES = 0.38; P = 0.004) supplementation group, respectively. This performance benefit was no longer apparent after 4 weeks of caffeine supplementation (precaf: 383.3 ± 75.0 kJ vs. postcaf: 358.0 ± 89.8 kJ; ES = 0.31; P = 0.025), but was retained in the placebo group (precaf: 354.5 ± 55.2 kJ vs. postcaf: 351.8 ± 49.4 kJ; ES = 0.05; P > 0.05). Circulating caffeine, hormonal concentrations and substrate oxidation did not differ between groups (all P > 0.05). Chronic ingestion of a low dose of caffeine develops tolerance in low-caffeine consumers. Therefore, individuals with low-habitual intakes should refrain from chronic caffeine supplementation to maximise performance benefits from acute caffeine ingestion. 相似文献
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J. Graham Beaumont 《教育心理学》1983,3(3-4):213-226
The origins and current status of the concept of hemisphericity are discussed, with particular reference to research in education. The principal approaches adopted in hemisphericity: lateral eye movement research, electrophysiological measures, questionnaires and the use of cognitive test batteries, are evaluated and studies of direct validation reviewed. It is argued that hemisphericity, as a neuropsychological phenomenon, is scientifically invalid and of little relevance to education. While direct investigations of cognitive style within education are to be encouraged, the misleading reference to cerebral organisation should be abandoned as false and dangerous. The potential contribution of neuropsychology within education is discussed. 相似文献
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A recurrent theme in sports economics is the extent to which overall league attendances will be raised by measures, such as revenue sharing, which aim to improve competitive balance. This debate has ignored the phenomenon of home advantage, which may, however, be important to the extent that, if all teams had equal talent, all matches may then be weighted heavily in favour of the home team. We present an analysis of the relationship between attendance and match-level uncertainty in the English Football League. A simulation from our model indicates that equality of playing talent would in fact lower aggregate attendance. This result is explained by the loss of prospectively the most uncertain games, where weak teams have home advantage over strong teams. 相似文献
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David Forrest James Beaumont John Goddard Robert Simmons 《Journal of sports sciences》2013,31(4):439-445
A recurrent theme in sports economics is the extent to which overall league attendances will be raised by measures, such as revenue sharing, which aim to improve competitive balance. This debate has ignored the phenomenon of home advantage, which may, however, be important to the extent that, if all teams had equal talent, all matches may then be weighted heavily in favour of the home team. We present an analysis of the relationship between attendance and match-level uncertainty in the English Football League. A simulation from our model indicates that equality of playing talent would in fact lower aggregate attendance. This result is explained by the loss of prospectively the most uncertain games, where weak teams have home advantage over strong teams. 相似文献
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The need to engage students studying at a distance in order to reduce isolation, foster a sense of belonging and enhance learning has received significant attention over the past few years. Conversely, very little research has focused on teachers working in this type of environment. In fact, we argue, they appear to be the forgotten dimension in ‘communities’ of distance learning. In this paper we identify some of the problems generated by teaching university subjects simultaneously across a network of campuses: a practice known as multi‐location teaching. We examine strategies for engaging multi‐location teachers as key contributors to a quality learning experience for students, and provide an analysis of how identified teaching needs and professional development are addressed within one particular teaching team by a small but powerful micro‐practice called the ‘Tutors’ Forum’. Drawing on data collected through a survey and interviews conducted over 2006/07, we discuss the benefits and critical success factors of the Tutors’ Forum in facilitating engagement and professional development for teachers working at a distance from the subject coordinator and other members of the teaching team. These factors include a specific style of leadership that fosters an inclusive, dialogic space where the patterns of interaction are characterised by reciprocity, collegiality and professional care. We discuss the implications of this practice for the further engagement of university teachers in an increasingly casualised and fragmented higher education sector. 相似文献
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Sandra Weintraub Patricia J. Bauer Philip David Zelazo Kathleen Wallner‐Allen Sureyya S. Dikmen Robert K. Heaton David S. Tulsky Jerry Slotkin David L. Blitz Noelle E. Carlozzi Richard J. Havlik Jennifer L. Beaumont Dan Mungas Jennifer J. Manly Beth G. Borosh Cindy J. Nowinski Richard C. Gershon 《Monographs of the Society for Research in Child Development》2013,78(4):1-15
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