Infants Segment Continuous Events Using Transitional Probabilities     

Aimee E. Stahl  Alexa R. Romberg  Sarah Roseberry  Roberta Michnick Golinkoff  Kathryn Hirsh‐Pasek 《Child development》2014,85(5):1821-1826

Throughout their 1st year, infants adeptly detect statistical structure in their environment. However, little is known about whether statistical learning is a primary mechanism for event segmentation. This study directly tests whether statistical learning alone is sufficient to segment continuous events. Twenty‐eight 7‐ to 9‐month‐old infants viewed a sequence of continuous actions performed by a novel agent in which there were no transitional movements that could have constrained the possible upcoming actions. At test, infants distinguished statistically intact units from less predictable ones. The ability to segment events using statistical structure may help infants discover other cues to event boundaries, such as intentions, and carve up the world of continuous motion in meaningful ways.  相似文献   

An examination of treadmill running familiarisation in barefoot and shod conditions in healthy men     

Blayne J.W. Arnold  Benjamin K. Weeks 《Journal of sports sciences》2019,37(1):5-12

Running on a treadmill is an activity that is novel to many people. Thus, a familiarisation period may be required before reliable and valid determinations of biomechanical parameters can be made. The current study investigated the time required for treadmill familiarisation under barefoot and shod running conditions. Twenty-six healthy men, who were inexperienced in treadmill running, were randomly allocated to run barefoot or shod for 20 minutes on a treadmill at a self-selected comfortable pace. Sagittal-plane kinematics for the ankle, knee and hip, and ground reaction force and spatio-temporal data were collected at two-minute intervals. For the barefoot condition, temporal differences were observed in peak hip flexion and peak knee flexion during swing. For the shod condition, temporal differences were observed for peak vertical ground reaction force. No temporal differences were observed after 8 minutes for either condition. Reliability analysis revealed high levels of consistency (ICC > 0.90) across all consecutive time-points for all dependent variables for both conditions after 8 minutes with the exception of maximal initial vertical ground reaction force loading rate. Participants in both barefoot and shod groups were therefore considered familiarised to treadmill running after 8 minutes.  相似文献   

Research Note     

Alan Weeks 《Cambridge Journal of Education》1987,17(1):61-62

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Exploring the Social Integration of Sexual Minority Youth Across High School Contexts          下载免费PDF全文

Alexa Martin‐Storey  Jacob E. Cheadle  Julie Skalamera  Robert Crosnoe 《Child development》2015,86(3):965-975

Mental health disparities between sexual minority and other youth have been theorized to result in part from the effects of the stigmatization on social integration. Stochastic actor‐based modeling was applied to complete network data from two high schools in the National Longitudinal Study of Adolescent Health (M_age = 15 years, N = 2,533). Same‐sex attracted youth were socially marginalized in a smaller predominantly White school but not in a larger, more racially diverse school. For both schools, homophily was a critical network feature, and could represent social support for and social segregation of such youth. These findings emphasize the school context in studying the social lives of sexual minority youth and suggest that youth may be better off socially in larger and more diverse schools.  相似文献   

Vowels—Sonic Gems of Emotion for Social Communication: Practical Singing Strategies for Non-musician Teachers with Developmentally Diverse Young Children     

Kaja Weeks 《Early Childhood Education Journal》2015,43(6):515-522

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Evaluating Best Practices for Video Tutorials: A Case Study     

Thomas Weeks  Jennifer Putnam Davis 《Journal of Library & Information Services in Distance Learning》2017,11(1-2):183-195

ABSTRACT

This article will explore one library's experience creating best practices for the creation of video tutorials. First, a literature review establishes the best practices other creators have used. Then, the authors apply these best practices to the creation of their first video tutorial. Finally, they evaluate the usefulness of each practice in context. This study is helpful for all those starting to make video tutorials or reinvigorate their tutorial creation.  相似文献   

Victimization Disparities Between Heterosexual and Sexual Minority Youth From Ages 9 to 15     

Alexa Martin-Storey  Jessica Fish 《Child development》2019,90(1):71-81

Mental health disparities between heterosexual and sexual minority youth are partly explained by the higher rates of victimization experienced by sexual minority youth. The onset and progression of these victimization disparities, however, are poorly understood. Using multirater longitudinal data, trajectories of victimization starting at age 9 were compared among youth who did and did not report same-sex attraction at age 15 (N = 310). Self and teacher, but not primary caregivers, reported victimization was significantly higher among sexual minority youth starting at age 9, but did not vary across time. The findings underscore the importance of understanding homophobic experiences of sexual minority youth during late childhood and early adolescence in order to inform prevention programs.  相似文献   

Selecting School Counselors: What Administrators Should Look for in Prospective Counselors     

Elizabeth McCay 《Clearing house (Menasha, Wis.)》2013,86(5):257-260

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The Impact of Vertical Scaling Decisions on Growth Interpretations     

Derek C. Briggs  Jonathan P. Weeks 《Educational Measurement》2009,28(4):3-14

Most growth models implicitly assume that test scores have been vertically scaled. What may not be widely appreciated are the different choices that must be made when creating a vertical score scale. In this paper empirical patterns of growth in student achievement are compared as a function of different approaches to creating a vertical scale. Longitudinal item‐level data from a standardized reading test are analyzed for two cohorts of students between Grades 3 and 6 and Grades 4 and 7 for the entire state of Colorado from 2003 to 2006. Eight different vertical scales were established on the basis of choices made for three key variables: Item Response Theory modeling approach, linking approach, and ability estimation approach. It is shown that interpretations of empirical growth patterns appear to depend upon the extent to which a vertical scale has been effectively “stretched” or “compressed” by the psychometric decisions made to establish it. While all of the vertical scales considered show patterns of decelerating growth across grade levels, there is little evidence of scale shrinkage.  相似文献   

Educational enactments in a globalised world: Intercultural conversations     

Alexa Dare 《British Educational Research Journal》2011,37(5):891-892

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