Re: Shaken baby syndrome and hypothermia.     

D Allasio  H Fischer 《Child abuse & neglect》2001,25(11):1413-1414

  相似文献   

Perceptual-cognitive expertise of handball coaches in their young and middle adult years     

Lennart Fischer  Joseph Baker  Rebecca Rienhoff  Bernd Strauß  Judith Tirp  Dirk Büsch 《Journal of sports sciences》2016,34(17):1637-1642

There is little research investigating the maintenance of perceptual-cognitive expertise in general and even less comparing coaches of different ages. The aim of this study was to test for perceptual-cognitive differences between age groups, licence levels, and their interaction. This study investigated differences in skilled performance between young and middle-aged coaches of three different skill levels. Participants performed an accuracy-oriented pattern recall (mean distance in pixel) and a time-oriented flicker test (mean detection time in ms). There were some significant differences between age groups and between skill groups for both tests, but no interactions. For the pattern recall test, the effect sizes were larger for skill level differences, while for the flicker test effects were larger for ageing. These results suggest coaches are able to maintain accuracy skills better than reaction timed tasks. This is in line with findings on speeded performance in general populations, which show declines with age. Moreover, results also support findings on perceptual expertise in skills where accuracy was important.  相似文献   

Knowledge acquisition by computerized audiovisual feedback     

Fischer  Peter Michael  Mandl  Heinz 《European Journal of Psychology of Education - EJPE》1988,3(2):217-233

The present article gives an outline of the state of art in computer assisted intervention by learning-concomitant differential feedback. Based on the spectrum of possible meanings and interpretations given to the concepts ‘interaction’ and ‘interactive’ this concept is elaborated and illustrated by prototypical theoretical approaches. Based on our own empirical findings arguments are given showing that sophisticated audiovisual interactive new technologies can properly be used even on the small machines available in schools if the content materials and the flow of control given to the learner are carefully designed and based on principles of cognitive science.

  相似文献   

Future learning spaces for learning communities: Perspectives from the learning sciences     

Julia Eberle  Yotam Hod  Frank Fischer 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(5):2071-2074

  相似文献   

The impact of linguistic similarity on cross-cultural comparability of students’ perceptions of teaching quality     

Fischer  Jessica  Praetorius  Anna-Katharina  Klieme  Eckhard 《Educational Assessment, Evaluation and Accountability》2019,31(2):201-220

Educational Assessment, Evaluation and Accountability - Valid cross-country comparisons of student learning and pivotal factors contributing to it, such as teaching quality, offer the possibility...  相似文献   

Analysis of performance in orienteering with treadmill tests and physiological field tests using a differential global positioning system     

Larsson P  Burlin L  Jakobsson E  Henriksson-Larsén K 《Journal of sports sciences》2002,20(7):529-535

The aim of this study was to determine the physiological responses to orienteering by examining the interrelationships between the information provided by a differential global positioning system (dGPS) about an orienteer's route, speed and orienteering mistakes, portable metabolic gas analyser data during orienteering and data from incremental treadmill tests. Ten male orienteers completed a treadmill threshold test and a field test; the latter was performed on a 4.3 km course on mixed terrain with nine checkpoints. The anaerobic threshold, threshold of decompensated metabolic acidosis, respiratory exchange ratio, onset of blood lactate accumulation and peak oxygen uptake (VO2peak) were determined from the treadmill test. Time to complete the course, total distance covered, mean speed, distance and timing of orienteering mistakes, mean oxygen uptake, mean relative heart rate, mean respiratory exchange ratio and mean running economy were computed from the dGPS data and metabolic gas analyser data. Correlation analyses showed a relationship between a high anaerobic threshold and few orienteering mistakes (r = - 0.64, P < 0.05). A high threshold of decompensated metabolic acidosis and VO2peak were related to a fast overall time (r = -0.70 to -0.72, P < 0.05) and high running speed (r = 0.64 to 0.79, P < 0.05 and P < 0.01, respectively), and were thus the best predictors of performance.  相似文献   

Editorial     

Susan Alice Fischer 《Changing English: An International Journal of English Teaching》2008,15(4)

  相似文献   

Curious effects produced by lightning     

J.G. Fischer 《Journal of The Franklin Institute》1870,90(6):384

  相似文献   

In Physics Education,Perception Matters          下载免费PDF全文

Jason R. Sattizahn  Daniel J. Lyons  Carly Kontra  Susan M. Fischer  Sian L. Beilock 《Mind, Brain, and Education》2015,9(3):164-169

Student difficulties in science learning are frequently attributed to misconceptions about scientific concepts. We argue that domain‐general perceptual processes may also influence students' ability to learn and demonstrate mastery of difficult science concepts. Using the concept of center of gravity (CoG), we show how student difficulty in applying CoG to an object such as a baseball bat can be accounted for, at least in part, by general principles of perception (i.e., not exclusively physics‐based) that make perceiving the CoG of some objects more difficult than others. In particular, it is perceptually difficult to locate the CoG of objects with asymmetric‐extended properties. The basic perceptual features of objects must be taken into account when assessing students' classroom performance and developing effective science, technology, engineering, and mathematics (STEM) teaching methods.  相似文献   

Rater strategies for reaching agreement on pupil text quality     

Lennart Jølle 《Assessment in Education: Principles, Policy & Practice》2015,22(4):458-474

Novice members of a Norwegian national rater panel tasked with assessing Year 8 pupils’ written texts were studied during three successive preparation sessions (2011–2012). The purpose was to investigate how the raters successfully make use of different decision-making strategies in an assessment situation where pre-set criteria and standards give a rather strict framework. The data sources were the raters’ pair assessment dialogues. The analysis shows that the raters use a ‘shared standards strategy’, but when reaching agreement on text quality they also seem to make very good use of assessment strategies related to their work as writing teachers. Moreover, asymmetries in knowledge and participation among raters contribute to creating an image of writing assessment as a challenging hermeneutic practice. It is suggested that future rater preparation would gain from being attentive to the internalised assessment practices teachers bring to the fore when working as raters.  相似文献