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1.
Kohei Watanabe Takayuki Sato Takahiro Mukaimoto Wataru Takashima Michio Yamagishi Tetsunari Nishiyama 《Journal of sports sciences》2016,34(15):1413-1422
We aimed to investigate neuromuscular activation of thigh muscles during track cycling at various speeds. Eight male competitive cyclists volunteered to participate in this study. Surface electromyography of the vastus lateralis, biceps femoris and adductor magnus muscles of the bilateral legs was recorded during track cycling on velodromes with a 250-m track. The participants were instructed to maintain three different lap times: 20, 18 and 16 s. The average rectified value (ARV) was calculated from the sampled surface electromyography. Significantly higher ARVs were observed in the right compared to left leg for the biceps femoris muscle during both straight and curved sections at 18- and 16-s lap times (P < 0.05). In the biceps femoris muscle, significant changes in ARVs during the recovery phase with an increase in speed were seen in the right leg only (P < 0.05). There were no significant differences in ARVs between the straight and curved sections for all three muscles (P > 0.05). From our findings, it was suggested that during track cycling on a velodrome the laterality of the biceps femoris muscle activity is a key strategy to regulate the speed, and fixed neuromuscular strategies are adopted between straight and curved sections for thigh muscles. 相似文献
2.
Naoyuki Takeuchi Takayuki Mori Yoshimi Suzukamo Shin‐Ichi Izumi 《Mind, Brain, and Education》2019,13(3):167-175
Metacognitive functions are important for both teachers and students to facilitate teaching and learning. The prefrontal cortex (PFC) plays a proven role in metacognition. As a pilot study, we evaluated the PFC activity of teachers and students using near‐infrared spectroscopy devices to explore the neural mechanism of PFC underlying metacognitive function during teaching and problem‐solving processes. In 14 student‐teacher pairs, participants in the teacher role gave hints via a tablet screen to facilitate solving of a tangram puzzle task by participants in the student role. The PFC activity of teachers increased after giving hints but not while planning hints. The PFC activity of students increased upon task solving after receiving hints. The PFC of teachers might play a metacognitive role in monitoring their own teaching results. The PFC activity of students might be related to the creativity process after gaining insights, as well as metacognitive process for monitoring their own behavior. 相似文献
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The origin of universal shadow education: what the supplemental education phenomenon tells us about the postmodern institution of education 总被引：1，自引：0，他引：1
Prodigious growth in out-of-school, private educational activities meant to supplement formal schooling is observed worldwide. Why has shadow education expanded, and what does it mean for the future of education in postmodern society? Illustrated by the historical development and recent changes in the Japanese shadow education industry, it is suggested that shadow education follows the institutional logic of formal education. And as this logic has become more homogenized and expansive globally, so have the forms and goals of shadow education. Because of its focus on learning and achievement, which are central to formal education, it is predicted that shadow education will be increasingly incorporated into the broader culture of education. 相似文献
4.
The main topic of this article is architectural barriers and infrastructures as identified by university students with disabilities. The data presented is part of a much wider research project, sponsored by Spain’s Ministry of Economy and Competition. A biographical-narrative methodology was used for this study. The results presented have been classified based on one of five barrier types: urban (barriers that are outside the actual university campus), transport (public transportation and personal vehicles), building (obstacles inside university buildings), environmental (those elements within the classroom, including furniture, excessive noise or inadequate temperatures) and communication (these are divided into signposting and barriers when accessing information). Lastly, a variety of questions are considered in the conclusions which indicate that universities still need a certain degree of adaptation and readjustment to really be accessible and inclusive, in keeping with the principles of universal design. 相似文献
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Yusuke Mori Hiroaki Yamane Yoshitaka Ushiku Tatsuya Harada 《Information processing & management》2019,56(5):1865-1879
Creativity is considered a human characteristic; creative endeavors, including automatic story generation, have been a major challenge for artificial intelligences. To understand how humans create and evaluate stories, we (1) construct a story dataset and (2) analyze the relationship between emotions and story interestingness. Given that understanding how to move readers emotionally is a crucial creative technique, we focus on the role of emotions in evaluating reader satisfaction. Although conventional research has highlighted emotions read from a text, we hypothesize that readers’ emotions do not necessarily coincide with those of the characters. The story dataset created for this study describes situations surrounding two characters. Crowdsourced volunteers label stories with the emotions of the two characters and those of readers; we then empirically analyze the relationship between emotions and interestingness. The results show that a story’s score has a stronger relationship to the readers’ emotions than the characters’ emotions. 相似文献
7.
This paper first discusses the corrections of the errors which Jong and Zobrist made in Ref. (1) and next describes the sign determination suitable forthese topological formulas. The technique for sign determination is based on the node partitioning algorithm which is also presented. 相似文献
8.
In the first condition in Experiment 1, 6 rats were exposed to concurrent variable ratio (VR) 30, variable interval (VI) 30-sec
schedules. In the next two conditions, the subjects were exposed to concurrent VI VI schedules and concurrent tandem VI-differential-reinforcement-of-high-rate
VI schedules. For the latter conditions, the overall and relative reinforcer rates equaled those in the first condition. Only
minor differences appeared in time allocation (a molar measure) across conditions. However, local response rate differences
(a molecular measure) appeared between schedule types consistently with the interresponse times these schedules reinforced.
In Experiment 2, these findings reappeared when the prior experiment was replicated with 5 subjects, except that the VR schedule
was replaced by a VI plus linear feedback schedule. These results suggest that within the context tested, the molar factor
of relative reinforcement rate controls preference, whereas the molecular factor of the relation between interresponse times
and reinforcer probability controls the local response rate. 相似文献
9.
This article is based on a previous Spanish study, which aimed to analyze the existence of barriers and aid for 44 students with disabilities enrolled at University. A qualitative methodology was used to collect data. The results analyze both the support and the obstacles provided by new technologies, the opinion students have of technologies in education, and how they affect their academic lives. Some of the training requirements of the faculty members regarding the pedagogical use of these technologies are also described. The conclusions display the university as an institution with potential for improvement, where certain technological limitations persist, thus leading one to believe that as an institution, it must exercise self-criticism and implement measures to facilitate an inclusive education. 相似文献
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