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Ning Liu Yan Bing Zhang Weston T. Wiebe 《Journal of Intercultural Communication Research》2017,46(4):330-345
From the theoretical perspectives of intergroup contact, predicted outcome value (POV), and similarity-attraction, this study examined U.S. host nationals’ (N = 342) communicative behaviours in a recent initial encounter with an international student and attitudes toward the student’s cultural group as a whole. Testing of two models indicated the significant sequential mediator effects of perceived similarity-social attraction and POV-social attraction between communication variables (e.g. amount of communication exchange in both models, self-disclosure in model 1, and information seeking in model 2), and intergroup attitudes (e.g. behavioural attitudes). Findings in general demonstrated that contact effects in the intercultural context varied according to specific measures of communication, the mediating mechanisms, and intergroup attitudes. 相似文献
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Bart Gilis Peter Catteeuw Evelien Van Roie Johan Wagemans 《Journal of sports sciences》2013,31(6):551-563
Abstract Baldo et al. (2002) and Helsen et al. (2006) considered the flash-lag effect to explain errors made by assistant referees when judging offside in association football. The main aims of the present study were as follows: (1) to determine whether the flash-lag effect emerges in offside situations on the field of play or off the field when presented as computer animations or as video footage of real-life matches; (2) to examine offside decision-making errors in two standards of assistant referee – international FIFA and Belgian national referees. The results support the flash-lag hypothesis in several ways. First, both the FIFA and Belgian assistant referees were more likely to make errors by raising their flag when they had to assess offside situations on the field of play and when presented as three-a-side computer animations. Second, more flag errors were made when the defender moved in the opposite direction to that of the attacker. Third, the strategy of raising the flag in case of doubt was not observed when an interpretation of the offside law had to be made about the involvement of play of an attacker. Future research is needed to examine the extent to which on- and off-the-field training sessions can be used as training tools to improve offside decision-making. 相似文献
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Abstract In the present study, we investigated the accuracy of offside judgements of assistant referees in the English Premier League. The moment in the match, the position and movement speed of the assistant referee, attacker and second-last defender, together with the angle of view for the assistant referee were all considered to underlie incorrect decisions. The error rate was 17.5% (868 of 4960 situations). As the English assistant referees tended not to signal in doubtful situations (c = 0.91), there was an overall bias towards non-flag errors (773 non-flag errors vs. 95 flag errors). The flash-lag hypothesis could explain all flag errors, whereas the optical-error hypothesis could explain a proportion of the non-flag errors (45.4%). Fatigue, movement speed, and angle of view did not have a detrimental effect on offside decision making. In conclusion, there were fewer flag errors than in the 2002 and 2006 FIFA World Cups, whereas the number of non-flag errors rose. The increased awareness of factors involved in offside decision making and the instructions to give the benefit of the doubt to attackers could have contributed to this situation. 相似文献
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Gaze‐Contingent Display Changes as New Window on Analytical and Holistic Face Perception in Children With Autism Spectrum Disorder 
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下载免费PDF全文 Kris Evers Goedele Van Belle Jean Steyaert Ilse Noens Johan Wagemans 《Child development》2018,89(2):430-445
The strength of holistic face perception in children with autism spectrum disorder (ASD) was evaluated by applying the gaze‐contingent mask and window technique to a face matching and discrimination task in 6‐ to 14‐year‐old children with (n = 36) and without ASD (n = 47), and by examining fixation patterns. Behavioral results suggested a slower and less efficient face processing in the ASD sample compared with the matched control group. Comparing the moving mask and window conditions revealed a reduced holistic face processing bias in the younger age group but not in the older sample. Preferential viewing patterns revealed both similarities and differences between both participant groups. 相似文献
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Filip J.R.C. Dochy Martin M.A. Valcke Leo J.J.M. Wagemans 《Higher Education in Europe》1991,16(4):123-136
This article reflects the results of an investigation involving economics and law students and focusing on the quality and impact of their expertise (or prior knowledge) in relation to the course, Economics and Money. Attention was paid in this project to the construction of different tests intended to grasp the complex nature of prior knowledge at the content level. In relation to the quality of expertise, the results of this project could reveal that economics and law students possess a composite of different expertise components. In relation to the impact of prior knowledge on the acquisition of subject‐oriented knowledge, regression analysis shows that expertise accounts for 16 to 17 percent of the variance in posttest scores. Although this percentage is limited, further analysis could reveal that optimal requisite knowledge and mathematics are important in this perspective. These results are important since they might be helpful in order to guide future initiatives to support students in the initial stages of their studies to cope with the demands of specific domains to be studied. In this study, study time was also used as an independent variable to hypothesize about differences in expertise in the impact on the acquisition of new subject matter. No significant findings could be derived to support hypotheses in this context. 相似文献
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The development of response inhibition was investigated using a computerized go/no‐go task, in a lagged sequential design where 376 preschool children were assessed repeatedly between 3.0 and 5.25 years of age. Growth curve modeling was used to examine change in performance and predictors of individual differences. The most pronounced change was observed between 3 and 3.75 years. Better working memory and general cognitive ability were related to more accurate performance at all ages, but relations with speed changed with age, where better cognitive skills were initially related to slower responding, but faster responding at later ages. Boys responded more quickly and were more accurate on go trials, whereas girls were better able to withhold responding on no‐go trials. 相似文献
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This mixed-methods case study examined the notebook entries of one class of 22 second graders as a way of examining how teacher identity shaped the way students experienced their science curriculum. These notebook entries were created during lessons with three different teachers over the course of one school year, using similar kit-based materials to teach science. The entries were coded for inquiry phase, percent missing or incomplete entries, and driving force (teacher-driven, student-driven, or balanced); chi-squared analyses revealed significant differences among the notebook entries created by the same students during lessons taught by each of the three teachers. Qualitative observations of each teachers' instruction around notebook use supported these quantitative differences, and suggested that the differences in curriculum as experienced by students could be attributed to differences in teacher identity, both who the teacher is and what they do in the classroom. These findings indicate that students' notebooks are useful tools for examining how teachers' identities might shape how elementary students experience science curriculum, and that they can be used to help structure more effective professional development plans for each teacher. 相似文献
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Caron A. C. Clark Tiffany D. Sheffield Sandra A. Wiebe Kimberly A. Espy 《Child development》2013,84(2):662-677
Executive control (EC) is related to mathematics performance in middle childhood. However, little is known regarding how EC and informal numeracy differentially support mathematics skill acquisition in preschoolers. A sample of preschoolers (115 girls, 113 boys), stratified by social risk, completed an EC task battery at 3 years, informal numeracy assessments at 3.75 and 4.5 years, and a broad mathematics assessment during kindergarten. Strong associations were observed between latent EC at age 3 and mathematics achievement in kindergarten, which remained robust after accounting for earlier informal numeracy, socioeconomic status, language and processing speed. Relations between EC and mathematics achievement were stronger in girls than in boys. Findings highlight the unique role of EC in predicting which children may have difficulty transitioning to formal mathematics instruction. 相似文献
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Jochim Spitz Koen Put Johan Wagemans A. Mark Williams 《European Journal of Sport Science》2017,17(6):748-756
Objectives: Slow-motion replays of foul play situations are now used in the education and training of sports officials. We investigated the impact of video speed on the decision-making process of association football referees and how this interacted with expertise. Methods: Three different groups of referees, varying in level of expertise, assessed video clips from an in-game perspective. Video clips represented corner kick and open play situations in which a foul occurred or not. For these foul/no foul situations, the referees had to make a technical (no foul; indirect free kick; direct free kick; or penalty kick) and a disciplinary decision (no card; yellow card; or red card), under both slow-motion and real-time viewing conditions. Accuracy scores were determined by comparing participant’s responses with the decisions of an expert panel. Results: Significant differences were observed across groups for foul/no foul situations, suggesting that the experts were able to process the available information more effectively than their less expert colleagues. The accuracy scores for the technical decision were higher in slow motion (67%) compared to a real-time viewing condition (56%), particularly for corner kick situations. No differences were found between real time and slow motion for the disciplinary decision. Conclusions: Slow-motion footage results in higher accuracy scores for complex technical decisions. These findings have implications for the use of slow-motion replays in the decision-making process of referees. 相似文献