Effect of stage duration on physiological variables commonly used to determine maximum aerobic performance during cycle ergometry     

Roffey DM  Byrne NM  Hills AP 《Journal of sports sciences》2007,25(12):1325-1335

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Evaluating Circle Time as a support to social skills development – reflections on a journey in school-based research     

Catherine Canney  Alison Byrne 《British Journal of Special Education》2006,33(1):19-24

The authors of this article argue that deficit in socially skilled behaviour is often one of the distinguishing characteristics that sets people with intellectual disability apart from their non-disabled peers. The need for social skills training to take place within the context of real life daily situations has been emphasised in more recent literature as essential in enabling people with an intellectual disability to generalise new skills. The researchers involved in this study, Catherine Canney, a senior educational psychologist, and Alison Byrne, a senior speech and language therapist, both work in a school for children with mild intellectual disability in Ireland as part of a multidisciplinary team. Analysis of teachers' referrals to the team indicated a significant and ongoing need for supporting social skills development among the students.
The purpose of this study was to investigate the merits of Circle Time as a classroom intervention aimed at improving the social skills of students with a mild intellectual disability. The research is presented here as an evaluative case study reflecting this experience. Organisational and interactional issues arising are presented and discussed with the intention of supporting those involved in facilitating Circle Time with children who have special educational needs. The authors also identify avenues for future research.  相似文献   

Actors who can’t play in the sports film: exploring the cinematic construction of sports performance     

Sebastian Byrne 《Sport in Society》2017,20(11):1565-1579

The sports film often focuses upon character psychology and narrative in the cinematic capturing and construction of sport and sports performance. However, the limited attention given to the role of the actor’s body threatens to compromise this seamless dramatic structure of the narrative, not to mention viewer identification with the protagonist, thus leading to inadequate sporting technique that fails to achieve verisimilitude. This paper looks to address the limitations in the actor’s bodily performance, by rethinking the relationship between the actor’s physical portrayal and their cinematic construction. I argue that cinematic techniques should function as an extension of the actor’s body, thus creating a more seamless fusion between the two. Adopting such a method would facilitate a more heightened representation of sports performance, while contributing to the unfolding of the plot through the bodily interactions between the actors during the spectacle of sports sequences.  相似文献   

Editorial     

Kieran Byrne  Marco Todeschini 《欧洲师范教育杂志》1994,17(1-2):5-7

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The Unique Contributions of Verbal Analogical Reasoning and Nonverbal Matrix Reasoning to Science and Maths Problem‐Solving in Adolescence     

Annie Brookman‐Byrne  Denis Mareschal  Andrew K. Tolmie  Iroise Dumontheil 《Mind, Brain, and Education》2019,13(3):211-223

Relational reasoning, the ability to detect meaningful patterns, matures through adolescence. The unique contributions of verbal analogical and nonverbal matrix relational reasoning to science and maths are not well understood. Functional magnetic resonance imaging data were collected during science and maths problem‐solving, and participants (N = 36, 11–15 years) also completed relational reasoning and executive function tasks. Higher verbal analogical reasoning associated with higher accuracy and faster reaction times in science and maths, and higher activation in the left anterior temporal cortex during maths problem‐solving. Higher nonverbal matrix reasoning associated with higher science accuracy, higher science activation in regions across the brain, and lower maths activation in the right middle temporal gyrus. Science associations mostly remained significant when individual differences in executive functions and verbal IQ were taken into account, while maths associations typically did not. The findings indicate the potential importance of supporting relational reasoning in adolescent science and maths learning.  相似文献   

Measures of Kindergarten Spelling and Their Relations to Later Spelling Performance     

Rebecca Treiman  Brett Kessler  Tatiana Cury Pollo  Brian Byrne  Richard K. Olson 《Scientific Studies of Reading》2016,20(5):349-362

Learning the orthographic forms of words is important for both spelling and reading. To determine whether some methods of scoring children’s early spellings predict later spelling performance better than do other methods, we analyzed data from 374 U.S. and Australian children who took a 10-word spelling test at the end of kindergarten (M age = 6 years 2 months) and a standardized spelling test approximately 2 years later. Surprisingly, scoring methods that took account of phonological plausibility did not outperform methods that were based only on orthographic correctness. The scoring method that is most widely used in research with young children, which allots a certain number of points to each word and which considers both orthographic and phonological plausibility, did not rise to the top as a predictor. Prediction of Grade 2 spelling performance was improved to a small extent by considering children’s tendency to reverse letters in kindergarten.  相似文献   

Increasing public understanding of transgenic crops through the World Wide Web     

Byrne PF  Namuth DM  Harrington J  Ward SM  Lee DJ  Hain P 《Public understanding of science (Bristol, England)》2002,11(3):293-304

Transgenic crops among the most controversial "science and society" issues of recent years. Because of the complex techniques involved in creating these crops and the polarized debate over their risks and beliefs, a critical need has arisen for accessible and balanced information on this technology. World Wide Web sites offer several advantages for disseminating information on a fast-changing technical topic, including their global accessibility; and their ability to update information frequently, incorporate multimedia formats, and link to networks of other sites. An alliance between two complementary web sites at Colorado State University and the University of Nebraska-Lincoln takes advantage of the web environment to help fill the need for public information on crop genetic engineering. This article describes the objectives and features of each site. Viewership data and other feedback have shown these web sites to be effective means of reaching public audiences on a complex scientific topic.  相似文献   

Longitudinal twin study of early literacy development: Preschool through Grade 1     

Brian Byrne  Stefan Samuelsson  Sally Wadsworth  Jacqueline Hulslander  Robin Corley  John C. DeFries  Peter Quain  Erik G. Willcutt  Richard K. Olson 《Reading and writing》2007,20(1-2):77-102

Grade 1 literacy skills of twin children in Australia (New South Wales) and the United States (Colorado) were explored in a genetically sensitive design (N = 319 pairs). Analyses indicated strong genetic influence on word and nonword identification, reading comprehension, and spelling. Rapid naming showed more modest, though reliable, genetic influence. Phonological awareness was subject to high nonshared environment and no reliable genetic effects, and individual measures of memory and learning were also less affected by genes than nonshared environment. Multivariate analyses showed that the same genes affected word identification, reading comprehension, and spelling. Country comparisons indicated that the patterns of genetic influence on reading and spelling in Grade 1 were similar, though for the U.S. but not the Australian children new genes came on stream in the move from kindergarten to Grade 1. We suggest that this is because the more intensive kindergarten literacy curriculum in New South Wales compared with Colorado, consistent with the mean differences between the two countries, means that more of the genes are “online” sooner in Australia because of accelerated overall reading development.  相似文献   

The benefits of publishing systematic quantitative literature reviews for PhD candidates and other early-career researchers     

Catherine Pickering  Jason Byrne 《高等教育研究与发展》2014,33(3):534-548

Universities increasingly expect students to publish during a PhD candidature because it benefits the candidate, supervisor, institution, and wider community. Here, we describe a method successfully used by early-career researchers including PhD candidates to undertake and publish literature reviews – a challenge for researchers new to a field. Our method allows researchers new to a field to systematically analyse existing academic literature to produce a structured quantitative summary of the field. This method is a more straightforward and systematic approach than the traditional ‘narrative method’ common to many student theses. When published, this type of review can also complement existing narrative reviews produced by experts in a field by quantitatively assessing the literature, including identifying research gaps. The method can also be used as the initial step for further analysis, including identifying suitable datasets for meta-analysis. Students report that the method is enabling and rewarding.  相似文献   

Genetic and environmental influences on prereading skills and early reading and spelling development in the United States, Australia, and Scandinavia     

Stefan Samuelsson  Richard Olson  Sally Wadsworth  Robin Corley  John C. DeFries  Erik Willcutt  Jacqueline Hulslander  Brian Byrne 《Reading and writing》2007,20(1-2):51-75

Genetic and environmental influences on prereading skills in preschool and on early reading and spelling development at the end of kindergarten were compared among samples of identical and fraternal twins from the U.S. (Colorado), Australia, and Scandinavia. Mean comparisons revealed significantly lower preschool print knowledge in Scandinavia, consistent with the relatively lower amount of shared book reading and letter-based activities with parents, and lack of emphasis on print knowledge in Scandinavian preschools. The patterns of correlations between all preschool environment measures and prereading skills within the samples were remarkably similar, as were the patterns of genetic, shared environment, and non-shared environment estimates: in all samples, genetic influence was substantial and shared environment influence was relatively weak for phonological awareness, rapid naming, and verbal memory; genetic influence was weak, and shared environment influence was relatively strong for vocabulary and print knowledge. In contrast, for reading and spelling assessed at the end of kindergarten in the Australian and U.S. samples, there was some preliminary evidence for country differences in the magnitude of genetic and environmental influences. We argue that the apparently higher genetic and lower shared environment influence in the Australian sample was related to a greater emphasis on formal reading instruction, resulting in more advanced reading and spelling skills at the end of kindergarten, and thus there was greater opportunity to observe genetic influences on response to systematic reading instruction among the Australian twins.  相似文献