Time series analysis of knowledge of results effects during motor skill acquisition     

J R Blackwell  R W Simmons  J A Spray 《Research quarterly for exercise and sport》1991,62(1):10-17

Time series analysis was used to investigate the hypothesis that during acquisition of a motor skill, knowledge of results (KR) information is used to generate a stable internal referent about which response errors are randomly distributed. Sixteen subjects completed 50 acquisition trials of each of three movements whose spatial-temporal characteristics differed. Acquisition trials were either blocked, with each movement being presented in series, or randomized, with the presentation of movements occurring in random order. Analysis of movement time data indicated the contextual interference effect reported in previous studies was replicated in the present experiment. Time series analysis of the acquisition trial data revealed the majority of individual subject response patterns during blocked trials were best described by a model with a temporarily stationary, internal reference of the criterion and systematic, trial-to-trial variation of response errors. During random trial conditions, response patterns were usually best described by a "White-noise" model. This model predicts a permanently stationary, internal reference associated with randomly distributed response errors that are unaffected by KR information. These results are not consistent with previous work using time series analysis to describe motor behavior (Spray & Newell, 1986).  相似文献   

Angle and rotation: Effects of different types of feedback on the quality of response     

Malcolm Simmons  Peter Cope 《Educational Studies in Mathematics》1993,24(2):163-176

The study compares the levels of response to angle/rotation problems presented on screen with a Logo microworld with the levels of response to similar problems presented on paper. Pairs of children aged from 9 to 11 who had little or no experience of Logo completed the problems in about 40 minutes. Pairs of children completed the problems over a period of eight weeks. The responses, classified using the SOLO taxonomy (Structure of Observed Learning Outcomes), suggested that the effect of the immediate feedback of the screen turtle heading was to inhibit moves to a higher level of response compared to those levels of response reached when responding to paper tests.  相似文献   

A Review of: “Christians and Jews in Dialogue: Learning in the Presence of the Other. By Mary C. Boys and Sara S. Lee”     

Linda Wright Simmons 《Religious education (Chicago, Ill.)》2013,108(2):273-275

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Season-of-birth bias in association football     

Simmons C  Paull GC 《Journal of sports sciences》2001,19(9):677-686

In this longitudinal study, we assessed the frequency of birth dates for boys selected for the Football Association National School. Birthdays were divided into three periods of the year: January to April, May to August and September to December. We compared data over a 5 year period and concluded that there is indeed a bias towards selecting older children. Furthermore, analysis of separate data revealed a shift of bias when comparing two different start dates, namely September and January. Our findings show that the youngest children from the January start date (born September to December) are selected significantly more often than the youngest children from the September start date (born May to August). Interestingly, even when the influence of body mass was reduced, the selection bias towards the older players remained.  相似文献   

HUMAN DEVELOPMENT: SOME CONDITIONS FOR ADULT FAITH AT AGE THIRTY     

Henry C. Simmons C.P. 《Religious education (Chicago, Ill.)》2013,108(6):563-572

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The role of special schools for children with profound and multiple learning difficulties: is segregation always best?     

Ben Simmons  Phil Bayliss 《British Journal of Special Education》2007,34(1):19-24

The education of young people with profound and multiple learning difficulties continues to raise challenges and controversies. In this article, Ben Simmons, an ESRC funded PhD student and research assistant, and Phil Bayliss, programme director for the masters degree in special education and disability, both based in the School of Education and Lifelong Learning at the University of Exeter, describe their research into provision for pupils with profound and multiple learning difficulties in a special school in the south west of England. Their work, based in an interpretivist, qualitative approach, set out to illuminate issues relating to the inclusion of pupils with profound and multiple learning difficulties. The findings presented here suggest that the school, in spite of its strong reputation, struggled significantly to provide appropriate learning experiences for pupils with profound and multiple learning difficulties. Ben Simmons and Phil Bayliss discuss the need for improved staff development opportunities focused on enhancing current levels of knowledge and skills. They conclude by calling for a reappraisal of the established view that special schools necessarily provide the best learning environment for pupils with profound and multiple learning difficulties.  相似文献   

Learning the rules of the game: The role of generic “you” and “we” in shaping children's interpretations of norms     

Ariana Orvell  Giulia Elli  Valerie Umscheid  Ella Simmons  Ethan Kross  Susan A. Gelman 《Child development》2023,94(1):159-171

A critical skill of childhood is learning social norms. We examine whether the generic pronouns “you” and “we,” which frame information as applying to people in general rather than to a specific individual, facilitate this process. In one pre-registered experiment conducted online between 2020 and 2021, children 4- to 9-year-old primarily living in the midwestern U.S. (N = 146, 75 girls, 71 boys, M_age = 7.14, SD = 1.69, 82% White) interpreted actions described with generic pronouns (vs. “I”) as normatively correct and selected the speaker who used generic pronouns as the rule-follower, particularly when generic pronouns were presented first. There were no significant effects of age. These results illustrate how generic pronouns influence how children discern unfamiliar norms and form interpersonal judgments.  相似文献   

Betraying a generation: how education is failing young people. By Patrick Ainley     

Robin Simmons 《British Journal of Educational Studies》2017,65(1):125-126

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Using 21st century video prompting technology to facilitate the independence of individuals with intellectual and developmental disabilities          下载免费PDF全文

Jennifer M. Cullen  Evette A. Simmons‐Reed  Lindy Weaver 《Psychology in the schools》2017,54(9):965-978

Barriers in acquiring, maintaining, and generalizing daily living skills are factors that contribute to discrepancies in independent living outcomes among transition age youth and young adults with intellectual and developmental disabilities (IDD). Acquisition and generalization of daily living skills empowers transition age youth and young adults with disabilities to meet their own needs with minimal reliance on others. Infusing the use of technology as a self‐prompting device facilitates the acquisition of tasks that may not be otherwise attainable. In this study, self‐directed video prompting on an iPad with the My Pictures Talk application was used to help young adults with IDD in a postsecondary program acquire daily living skills in a single subject, multiple probe across subjects design. The effects of the intervention on generalization to tasks that were one, two, and three components different were also assessed. Results demonstrated a functional relationship between the introduction of the intervention and improvement in skill performance.  相似文献   

The Reading–Spelling Connection: Developing and Evaluating a Beginning Spelling Intervention for Children at Risk of Reading Disability     

Lana Edwards Santoro  Michael D. Coyne  Deborah C. Simmons 《Learning disabilities research & practice》2006,21(2):122-133

Abstract In this article, we describe the development and evaluation of a beginning spelling intervention for young children at risk of reading disability. We first summarize the literature that supports beginning spelling as an ideal method for strategically integrating the beginning reading big ideas of phonemic awareness and alphabetic understanding. We then summarize the literature on effective instructional principles for students at risk of reading disability. Next, we describe how instructional design was applied to the development of an intervention for young children at risk of reading disability, then summarize the findings of an experimental study supporting the effectiveness of this intervention. Finally, we provide selected examples from the spelling intervention to illustrate the findings' translation into instructional practice.  相似文献