Developmental effects of incentives on response inhibition     

Geier CF  Luna B 《Child development》2012,83(4):1262-1274

Inhibitory control and incentive processes underlie decision making, yet few studies have explicitly examined their interaction across development. Here, the effects of potential rewards and losses on inhibitory control in 64 adolescents (13- to 17-year-olds) and 42 young adults (18- to 29-year-olds) were examined using an incentivized antisaccade task. Notably, measures were implemented to minimize age-related differences in reward valuation and potentially confounding motivation effects. Incentives affected antisaccade metrics differently across the age groups. Younger adolescents generated more errors than adults on reward trials, but all groups performed well on loss trials. Adolescent saccade latencies also differed from adults across the range of reward trials. Overall, results suggest persistent immaturities in the integration of reward and inhibitory control processes across adolescence.  相似文献   

An analysis of high impact scholarship and publication trends in blended learning     

Lisa R. Halverson  Charles R. Graham  Kristian J. Spring  Jeffery S. Drysdale 《Distance Education》2012,33(3):381-413

Blended learning is a diverse and expanding area of design and inquiry that combines face-to-face and online modalities. As blended learning research matures, numerous voices enter the conversation. This study begins the search for the center of this emerging area of study by finding the most cited scholarship on blended learning. Using Harzing’s Publish or Perish software (http://www.harzing.com/pop.htm), we determined the most frequently cited books, book chapters, and articles on the subject of blended learning, as well as the journals in which these highly cited articles appeared. Through these findings we offer some conclusions about where the conversations about blended learning are happening, which scholars are at the forefront of these conversations, and other emerging trends in blended learning scholarship.  相似文献   

Ambience in social learning: student engagement with new designs for learning spaces     

Charles Crook  Gemma Mitchell 《Cambridge Journal of Education》2012,42(2):121-139

An imperative to develop the social experience of learning has led to the design of informal learning spaces within libraries. Yet little is known about how these spaces are used by students or how students perceive them. Field work in one such space is reported. The general private study practice of undergraduates was captured through audio diaries, while activity in the learning space was directly observed, and students provided reflective perspectives in focus groups and through spot conversations. Results suggest such spaces are popular and yet stimulate limited group work. Yet other, less intense, forms of productive collaboration did occur and a taxonomy of four such types of encounter is offered. Of particular importance to students was access to a ‘social ambience’ for study. The results encourage institutions to design for a mixed economy of student choice over learning spaces and to consider modes of encouraging diversity in their use.  相似文献   

The effects of being a reader and of observing readers on fifth-grade students’ argumentative writing and revising     

Noreen S. Moore  Charles A. MacArthur 《Reading and writing》2012,25(6):1449-1478

Opportunities to read and analyze others?? writing or to observe readers as they analyze writing might enhance one??s own sense of audience and improve one??s own writing. This mixed-methods study investigated whether reader and observer activities in comparison to writing practice activities affected fifth-grade students?? persuasive writing and revising. After writing a first draft of a persuasive letter, 87 fifth-grade students were randomly assigned to one of three conditions: being a reader, observing readers, or practicing writing. The reader group read and discussed three persuasive letters, considering whether they were persuasive and why and selecting the most persuasive. The observer group listened to the reader group??s discussions and took notes; then they had their own discussion to generate a list of criteria for what made the letters persuasive. The practice-writing control group practiced writing persuasive letters. Afterwards, all groups revised their first drafts. The reader group produced second drafts that were of better quality and contained more evidence of audience awareness than the control group. The observer group did not differ from either group. The groups did not differ on a transfer task occurring 1-week later. The authors discuss implications for designing writing curriculums that utilize reader and observer activities.  相似文献   

Effects of Extended Practice and Movement Time on Motor Control of a Coincident Timing Task     

Charles H. Shea 《Research quarterly for exercise and sport》2013,84(2):369-381

Abstract

The present study investigated the extent to which movement time (MT) and practice influenced subjects' use of feedback to make corrections in the spatial-temporal movement pattern of coincident timing responses. Subjects performed 400 coincident timing responses of either 250,500, or 1,000 milliseconds. Schmidt's (1972) index of preprograming (IP) was used to estimate the level of feedback involvement in controlling the movement while the spatial-temporal pattern of the response was characterized by fluctuations in the speed of the movement to the barrier. The analysis of the IP and the spatial-temporal pattern of the responses suggest that MT and not practice limits the extent to which a response is preprogramed, with rapid performance more likely to be preprogramed than slower performance. Indeed, in the 1,000-millisecond response, the movement pattern appeared to be adjusted in the terminal phase (i.e., near the barrier) by accelerating or decelerating the rate of movement.  相似文献   

Logic of Questionable Density     

Charles O. Dotson 《Research quarterly for exercise and sport》2013,84(1):23-36

Abstract

The probability of winning a game of tennis from scratch in terms of the probability of winning an individual point has been well documented. However, once the game is underway this probability rapidly changes. This paper presents formulas for the conditional probabilities of a player winning a game from any scoreline. Each point is ranked in order of importance with regard to winning the game. A number of interesting and surprising features arise and an area of further research is suggested.  相似文献   

What Are the Contributory and Compensatory Relationships Between Physical Education and Physical Activity in Children?     

Charles F. Morgan  Aaron Beighle  Robert P. Pangrazi 《Research quarterly for exercise and sport》2013,84(5):407-412

Limited data are available on the contributory and compensatory relationships between physical education and physical activity in children. Four hundred eighty-five (280 girls) children in first through sixth grades wore sealed pedometers during waking hours, including normally scheduled physical education lessons. The least, moderately, and most active children accumulated approximately 1,700, 1,100, and 2,500 more steps/day, respectively, on school days with physical education. No compensatory increases in physical activity were found on school days that did not offer physical education. The implications of the contributory relationship are highlighted by the evidence that 50% of the least active children were at risk for overweight or overweight and that no compensatory increases in physical activity were found on school days when physical education classes were not scheduled.  相似文献   

Physical Fitness Norms for College Freshmen     

William B. Zuti  Charles B. Corbin 《Research quarterly for exercise and sport》2013,84(2):499-503

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Crabs in the grey cup: Baltimore's Canadian football Sojourn, 1994–95     

Charles Kupfer Assistant Professor of American Studies & History 《国际体育史杂志》2013,30(1):49-66

During the early 1990s, Baltimore had a problem: replacing its professional football team, which moved to Indiana in 1984. Fans, politicians, and entrepreneurs plotted, begged, and spent millions trying to gain a replacement. But the National Football League was diffident. With scads of ardent civic suitors, the NFL played hard-to-get. By 1994, Baltimore remained on the outside, feeling desperate. At the same time, North America's “other” professional football operation, the Canadian Football League, faced troubles, too. Older than the more high-profile NFL, the CFL lagged behind its media-savvy American counterpart. Across Canada, the CFL discerned disturbing signs of ennui in its fan base. The solution came suddenly: expand the CFL into the United States, injecting elements of nationalistic competition into the staid league, and granting pigskin-hungry American cities teams to call their own. What followed was a brief, bizarre, and culturally significant episode pin North American sport history. The CFL added five American franchises, while fretting that its distinctively Canadian identity might dilute or evaporate. Most American franchises met scant fan approval. Only in Baltimore did the experiment succeed, because there singular conditions brewed a blend of civic parochialism matching Canadian nationalism.  相似文献   

Accuracy and Prediction in Throwing: A Taxonomic Analysis of Children's Performance     

Shirl J. Hoffman  Charles H. Imwold  John A. Koller 《Research quarterly for exercise and sport》2013,84(1):33-40

Abstract

The throwing and prediction performances of first, third and fifth grade boys and girls were analyzed within the framework of a four-part taxonomy originally conceived by Fitts (1965). Throwing performance was assessed under task conditions which varied the motion states of the thrower's body and the target (stationary or moving) by use of a dual pendulum apparatus. Accuracy scores were highest in a condition where both body and target were stationary, and lowest where both body and target were moving. Task conditions requiring motion of only target or of body were of intermediate difficulty, and scores for these tasks were not significantly different from each other. There was evidence of learning across trial blocks for all tasks, but no indication that rates of acquisition differed for the task types. Likewise, significant main effects were observed for age levels but no age X task type interactions were disclosed. Boys were more accurate than girls across task conditions, most noticeably on the two most difficult tasks. Comparison of subjects' ability to predict, from a stationary body position, the coincidence of the moving target with a standard reference point, and their ability to predict the coincidence of their moving body with the same reference point revealed lower error scores on the former prediction task.  相似文献