FEMINISM IN THE SCHOOLS IN A POSTFEMINIST AGE     

Iris M. Yob 《Educational theory》2000,50(3):383-403

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Täuschungshandlungen im Sport     

Mustafa Alhaj Ahmad Alaboud  Iris Güldenpenning  Yvonne Steggemann-Weinrich  Wilfried Kunde  Matthias Weigelt 《Sportwissenschaft》2016,46(3):223-231

Experimental studies on the head fake in basketball showed that participant’s responses in a pass direction identification task were delayed for incongruent compared to congruent directions of the players gaze and pass (so-called head fake effect). In these studies on the head fake effect, static pictures were presented and responses on the pass direction were given with a simple key press. The present study examines whether an increase in the response complexity affects the head fake effect and whether it can also be transferred to the presentation of dynamic stimuli. In experiment 1, participants were presented with static pictures of a basketball player who passes a ball to the left or to the right. The player’s gaze direction was either oriented in the direction of the intended pass or in the opposite direction (i.?e., a head fake). The participants were asked to respond as quickly as possible to the pass direction and to ignore the gaze direction. Participants gave responses by pressing a key (simple response) or by executing a quasirealistic defense movement (complex response). Response complexity was blocked. In experiment 2, videos replaced the static stimuli. The responses were only given with the complex, full body movement. Results show that the head fake effect is independent of response complexity and that it can also be found when presenting dynamic stimuli.  相似文献   

Misconceptions about Motion: Development and Training Effects     

Iris Levin  Robert S. Siegler  Sara Druyan 《Child development》1990,61(5):1544-1557

2 experiments were performed to examine whether children and adults possess a single-object/single-motion intuition. This intuition involves the view that because all parts of a rigid object move together, they all must move at the same speed. We found that third graders, sixth graders, ninth graders, and adults all responded in accord with this intuition. On problems where the intuition led to errors, a large majority of subjects of all ages answered incorrectly. On problems where it led to successful performance, subjects answered more accurately than on problems where the intuition was not applicable. In addition, the specific errors were those that the intuition yielded, and the intuition fit individual patterns of performance. The intuition not only influenced speed judgments but also judgments of distance traveled. Experiment 2 demonstrated that making sixth graders aware of the intuition and providing them kinesthetic experience that contradicted it produced significant improvements in the children's understanding. Implications for how scientific misconceptions in general can be overcome were discussed.  相似文献   

Effort Self-Talk Benefits the Mathematics Performance of Children With Negative Competence Beliefs     

Sander Thomaes  Iris Charlotte Tjaarda  Eddie Brummelman  Constantine Sedikides 《Child development》2020,91(6):2211-2220

Children with negative competence beliefs often achieve below their potential in school. This randomized field experiment tested whether engaging in positive self-talk may benefit these children’s mathematics performance. Participants (N = 212, Grades 4–6, M_age = 10.6) worked on the first half of a standardized mathematics test, engaged in effort self-talk (“I will do my very best!”), ability self-talk (“I am very good at this!”), or no self-talk, and worked on the second half of the test. Compared to both the conditions, effort self-talk benefited the performance of children holding negative competence beliefs: It severed the association between negative competence beliefs and poor performance. By internally asserting that they will deliver effort, children with negative competence beliefs can optimize their achievement in school.  相似文献   

Young Children's Ability to Read and Spell Their Own and Classmates' Names: The Role of Letter Knowledge     

Iris Levin  Linnea C. Ehri 《Scientific Studies of Reading》2013,17(3):249-273

Children's ability to read and spell their own and classmates' personal names in and out of context in Hebrew was studied. Preliterate children aged 4 to 6 years (N = 60) showed high knowledge of their own names but varied greatly in knowledge of others' names and emergent literacy skills. Reading and spelling of names was primarily related to letter knowledge rather than to phonemic awareness. Superior performance with initial over medial/final letters occurred despite no capitalization in Hebrew names. Names of two letters were read better than longer names, which were read equally well, indicating use of partial cues. These results bear on Ehri's (2005) phase theory. We speculate that informal learning of names is founded on letter knowledge plus exposure to names and is fueled by children's interest in names.  相似文献   

Absence of girl images: the gender construct in personal and social education in Hong Kong     

Chui Ping Iris Kam 《Sex education》2013,13(5):569-581

Education Ordinance 1971 in Hong Kong not only provided girls with a much greater chance of receiving education than had hitherto been the case, it also had the effect of incorporating them into the regulatory framework of the school system. This paper examines how the discourses of civic education and sex education before and after reunification with mainland China have interchanged the concept of gender with the biological sex in the construction of the girl. In particular, it argues that, in the name of maintaining the stability of society, the developmental path for girls has been limited in the discourses of sex, personal and social education. As a result, girls are only presumed to become women and take up their appropriate gender roles according to the social norms of contemporary Hong Kong.  相似文献   

Children's Frequency of Participation in Moderate to Vigorous Physical Activities     

Bruce G. Simons-Morton  Nancy M. O'hara  Guy S. Parcel  Iris Wei Huang  Tom Baranowski  Brad Wilson 《Research quarterly for exercise and sport》2013,84(4):307-314

Abstract

Third and fourth grade boys (n = 422) and girls (n = 390) in four Texas elementary schools reported their participation in moderate to vigorous physical activities (MVPAs) over a 3-day period. Students were surveyed during class on successive days. On a subsample (n = 44), the agreement between reported and observed physical activities during physical education or recess was 86.3%. Running, walking fast, games and sports, and bicycling accounted for 70% of Total MVPAs. Of Total MVPAs reported, 47.0% for boys and 44.6% for girls were 10 min or longer in duration (LMVPA). The average number of LMVPAs per day was 1.7 for both boys and girls. Students reported significantly more occurrences of LMVPAs out of school than during school. Significant interaction between grade and gender indicated that third grade boys reported more Total MVPAs and LMVPAs than third grade girls, but fourth grade boys reported fewer Total MVPAs and LMVPAs than fourth grade girls. During the 3-day reporting period, 12.3% of boys and 13.3% of girls reported no LMVPAs, and 35.6% of boys and girls reported fewer than one LMVPAs per day. While the majority of children reported obtaining at least some activity daily, a substantial proportion of children in this sample reported fewer than one LMVPA daily, indicating that many children may not be obtaining adequate amounts of physical activity.  相似文献   

Diffraction as a Methodology for Feminist Onto-Epistemology: On Encountering Chantal Chawaf and Posthuman Interpellation     

Iris van der Tuin 《Parallax》2014,20(3):231-244

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Re-Envisioning Learning,Re-Engaging the Literature     

Josh Radinsky  Iris Tabak 《学习科学杂志》2016,25(2):153-155

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Allometric scaling of Wingate anaerobic powertest scores in women     

Hetzler RK  Stickley CD  Kimura IE 《Research quarterly for exercise and sport》2011,82(1):70-78

In this study, we developed allometric exponents for scaling Wingate anaerobic test (WAnT) power data that are effective in controlling for body mass (BM) and lean body mass (LBM) and established a normative WAnT data set for college-age women. One hundred women completed a standard WAnT Allometric exponents and percentile ranks for peak (PP) and mean power (MP) were established. Allometric exponents were applied to WAnT scores for an independent sample (n=31) to assess external validity. PP and MP were 477.0 W (SD = 80.0) and 372.6 W (SD = 61.5), respectively. Allometrice exponents for PP and MP scaled for BM were b = 0.92 and b = 0.76, respectively, and for LBM they were b = 0.93 and b = 0.91, respectively. In the independent sample, these exponents produced correlations between allometrically scaled PP and MP and BM of r = -.02 and r = .02, respectively. Correlations between allometrically scaled PP and MP and LBM were r = .004 and r = -.02, respectively. The allometric exponents were effective in partialing out the effect of BM for PP and MP and demonstrated acceptable levels of external validity when applied to an independent sample. The allometric exponents and normative values provide a useful tool for comparing WAnT scores in college-age women without the confounding effects of BM or LBM.  相似文献