Commentary: Development of Perception-Action Systems and General Principles of Pattern Formation     

M. T. Turvey  Paula Fitzpatrick 《Child development》1993,64(4):1175-1190

Our commentary on this special issue devoted to Developmental Biodynamics: Brain, Body, and Behavior Connections is divided into 3 main sections. The first section is an overview of the individual contributions. 5 major themes are identified: (1) inappropriateness of computational treatments of development and the need for more biologically and physically relevant treatments; (2) significance of tailoring muscular to nonmuscular forces in developing movement coordination; (3) importance of spontaneous movements as exploratory and formative mechanisms; (4) influences of action capabilities on the development of perception capabilities, and vice versa; (5) applications of methods and techniques of nonlinear dynamics to developmental processes. In the second section, we provide a synopsis of current ways of thinking about prototypical developmental processes, namely, pattern formation and pattern differentiation, in various classes of physical and biological systems. It is suggested that efforts to understand the progressive formation and differentiation of patterns in terms of very general principles provide a valuable resource of concepts and methods for students of child development. In the third section, hypotheses about the development of perception-action systems are generated from juxtaposing the themes and conjectures of this special issue with general principles of pattern formation. The hypotheses suggest the possibility of a pattern formation or dynamics approach to child development as an alternative to the conventional approaches emphasizing maturation (nativist), specific learning experiences (empiricist), cognitive stages (Piagetian), and strategies of encoding and retrieval (information processing).  相似文献   

The Psychometric Characteristics of Choice Items     

Anne R. Fitzpatrick  Wendy M. Yen 《Journal of Educational Measurement》1995,32(3):243-259

This study investigated the psychometric characteristics of constructed-response (CR) items referring to choice and non-choice passages administered to students in Grades 3, 5, and 8. The items were scaled using item response theory (IRT) methodology. The results indicated no consistent differences in the difficulty and discrimination of the items referring to the two types of passages. On the average, students' scale scores on the choice and non-choice passages were comparable. Finally, the choice passages differed in terms of overall popularity and in their attractiveness to different gender and ethnic groups  相似文献   

The Take Action Program     

Kathleen Fitzpatrick 《International Journal of Disability, Development & Education》2016,63(3):399-400

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The Effects of a Student Sampling Plan on Estimates of the Standard Errors for Student Passing Rates     

Guemin Lee  Anne R. Fitzpatrick 《Journal of Educational Measurement》2003,40(1):17-28

Examined in this study were three procedures for estimating the standard errors of school passing rates using a generalizability theory model. Also examined was how these procedures behaved for student samples that differed in size. The procedures differed in terms of their assumptions about the populations from which students were sampled, and it was found that student sample size generally had a notable effect on the size of the standard error estimates they produced. Also the three procedures produced markedly different standard error estimates when student sample size was small.  相似文献   

Arthur young and “ten or a dozen booksellers”: The publication of the Universal Museum in 1762     

Barbara Laning Fitzpatrick 《Media History》2013,19(1-2):35-43

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High-intensity efforts in elite soccer matches and associated movement patterns,technical skills and tactical actions. Information for position-specific training drills     

Jack Ade  John Fitzpatrick 《Journal of sports sciences》2016,34(24):2205-2214

ABSTRACT

This study aimed to translate movement patterns, technical skills and tactical actions associated with high-intensity efforts into metrics that could potentially be used to construct position-specific conditioning drills. A total of 20 individual English Premier League players’ high-intensity running profiles were observed multiple times (n = 100) using a computerised tracking system. Data were analysed using a novel high-intensity movement programme across five positions (centre back [CB], full-back [FB], central midfielder [CM], wide midfielder [WM] and centre forward [CF]). High-intensity efforts in contact with the ball and the average speed of efforts were greater in WMs than CBs, CMs and CFs (effect sizes [ES]: 0.9–2.1, P < 0.05). WMs produced more repeated efforts than CBs and CMs (ES: 0.6–1.3, P < 0.05). In possession, WMs executed more tricks post effort than CBs and CMs (ES: 1.2–1.3, P < 0.01). FBs and WMs performed more crosses post effort than other positions (ES: 1.1–2.0, P < 0.01). Out of possession, CFs completed more efforts closing down the opposition (ES: 1.4–5.0, P < 0.01) but less tracking opposition runners than other positions (ES: 1.5–1.8, P < 0.01). CFs performed more arc runs before efforts compared to CBs, FBs and WMs (ES: 0.9–1.4, P < 0.05), however, CBs completed more 0–90° turns compared to FBs, CMs and WMs (ES: 0.9–1.1, P < 0.01). The data demonstrate unique high-intensity trends in and out of possession that could assist practitioners when devising position-specific drills.  相似文献   

Subjectivity and objectivity: Polanyi and Lonergan     

J. Fitzpatrick 《Higher Education Quarterly》1982,36(2):183-195

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Health Information Resource Database     

Roberta Bronson Fitzpatrick 《Medical reference services quarterly》2013,32(4):381-387

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Kiva Microloans in a Learning Community: An Assignment for Interdisciplinary Synthesis     

Susan Staats  Alfonso Sintjago  Renata Fitzpatrick 《Innovative Higher Education》2013,38(3):173-187

Learning communities can strengthen early undergraduates’ learning, but planning them can be daunting for instructors. Learning communities usually rely on integrative assignments that encourage interdisciplinary analysis. This article reports on our experiences using microloans as an interdisciplinary assignment in a learning community that united algebra with world literature. Students used the microfinance website www.kiva.org to make small loans of real money to entrepreneurs in low-income countries. Four themes emerged from student reaction to the assignment: awareness of Africa, community impact, mathematical consciousness, and productive collaboration among students. Our reflections suggest that microfinance assignments may support integrative learning across many other disciplines.  相似文献   

A Comparison of Exposure Control Procedures in CAT Systems Based on Different Measurement Models for Testlets     

Aimee M. Boyd  Barbara Dodd  Steven Fitzpatrick 《教育实用测度》2013,26(2):113-135

The purposes of the study were twofold: (a) to test for evidence of construct validity related to social and academic (general, English, mathematics) competencies, as measured by self, teachers, parents, and peers, for children in Grades 3 (n = 175), 7 (n = 193), and 11 (n = 159), and (b) to examine the extent to which ratings by significant others were concordant with self-ratings for these four constructs. Based on a comparison of nested multitrait-multimethod covariance structure models, results demonstrated that despite evidence of global convergent and discriminant validities, method effects were instrumental in attenuating trait variances. In particular, self-ratings for early preadolescents and peer ratings for all ages were the most vulnerable to this anomaly. Overall, results suggest that researchers consider making greater use of parent ratings in the measurement of social and academic competencies for elementary children.  相似文献