Letters     

Sidney G. Tickton 《Educational technology research and development : ETR & D》1972,20(2):223-224

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Acknowledgments     

Sidney E. Benton 《ASHE Higher Education Report》1982,11(1):VI-VI

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Intracultural communication rules and outcomes within three domestic cultures     

Mary Jane Collier  Sidney A. Ribeau 《Int J Intercult Relat》1986,10(4)

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Speech Perception and Production by Sequential Bilingual Children: A Longitudinal Study of Voice Onset Time Acquisition     

Kathleen M. McCarthy  Merle Mahon  Stuart Rosen  Bronwen G. Evans 《Child development》2014,85(5):1965-1980

The majority of bilingual speech research has focused on simultaneous bilinguals. Yet, in immigrant communities, children are often initially exposed to their family language (L1), before becoming gradually immersed in the host country's language (L2). This is typically referred to as sequential bilingualism. Using a longitudinal design, this study explored the perception and production of the English voicing contrast in 55 children (40 Sylheti‐English sequential bilinguals and 15 English monolinguals). Children were tested twice: when they were in nursery (52‐month‐olds) and 1 year later. Sequential bilinguals' perception and production of English plosives were initially driven by their experience with their L1, but after starting school, changed to match that of their monolingual peers.  相似文献   

Changes in swimming technique during time to exhaustion at freely chosen and controlled stroke rates     

Morgan Alberty  François Potdevin  Jeanne Dekerle  Patrick Pelayo  Philippe Gorce  Michel Sidney 《Journal of sports sciences》2013,31(11):1191-1200

Abstract

The aim of this study was to assess technical changes during constrained swimming in time-to-exhaustion tests. Ten swimmers of national standard performed a maximal 400-m front crawl and two sets of exhaustion tests at 95%, 100%, and 110% of mean 400-m speed. In the first set (free), swimmers had to maintain their speeds until exhaustion and mean stroke rate was recorded for each test. In the second set (controlled), the same speed and individual corresponding stroke rate were imposed. The durations of the exhaustion tests, relative durations of the stroke phases, and arm coordination were analysed. For each speed in the “controlled” set, the exhaustion tests were shorter. Moreover, variables were consistent, suggesting a stabilization of stroke technique. Under the free condition, stroke rate increased to compensate for the decrease in stroke length. At the same time, swimmers reduced the relative duration of their non-propulsive phases in favour of the propulsive phases. Thus, swimmers changed their arm coordination, which came close to an opposition mode. These two constraints enable swimmers both to maintain their stroking characteristics and develop compensatory mechanisms to maintain speed. Moreover, stroke rate can be seen as a useful tool for controlling arm technique during paced exercise.  相似文献   

Cognitive Stimulation as a Mechanism Linking Socioeconomic Status With Executive Function: A Longitudinal Investigation     

Maya L. Rosen  McKenzie P. Hagen  Lucy A. Lurie  Zoe E. Miles  Margaret A. Sheridan  Andrew N. Meltzoff  Katie A. McLaughlin 《Child development》2020,91(4):e762-e779

Executive functions (EF), including working memory, inhibition, and cognitive flexibility, vary as a function of socioeconomic status (SES), with children from economically disadvantaged backgrounds having poorer performance than their higher SES peers. Using observational methods, we investigated cognitive stimulation in the home as a mechanism linking SES with EF. In a sample of 101 children aged 60–75 months, cognitive stimulation fully mediated SES-related differences in EF. Critically, cognitive stimulation was positively associated with the development of inhibition and cognitive flexibility across an 18-month follow-up period. Furthermore, EF at T1 explained SES-related differences in academic achievement at T2. Early cognitive stimulation—a modifiable factor—may be a desirable target for interventions designed to ameliorate SES-related differences in cognitive development and academic achievement.  相似文献