Correspondence     

William  Allen Cyril  Bibby Ernest  Rudd 《Higher Education Quarterly》1971,25(2):238-239

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Fatal constriction of an 8-year-old child by her parents' pet python: a call for amendment to existing laws on the ownership of exotic wildlife to protect children from avoidable injury and death     

Omalu BI  Dominick JT  Uhrich TG  Wecht CH 《Child abuse & neglect》2003,27(9):989-991

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Quelle Psychologie Pour Quel Apprentissage des Mathématiques?     

Jean-François Perret 《European Journal of Psychology of Education - EJPE》1987,2(3):247-260

The author briefly presents an investigation on the learning of numeration at primary school. This leads him to question certain characteristics of pupil’s cognitive abilities. The way in which pupil’s know-how takes form and become significant according to his personal experience of school work, is a question that needs to be explored in greater detail. The second part of this article proposes some considerations on the psychology of school learning, and tries to place this in its relation to research in psychology and mathematics teaching. The article finally shows what a didactic framework can bring to the development of the psychology of school learning.  相似文献   

Children like it more but don’t learn more: Effects of esthetic visual design in educational games     

Ondřej Javora  Tereza Hannemann  Tereza Stárková  Kristina Volná  Cyril Brom 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1942-1960

Little is known about what design elements in digital learning games enhance learning; especially in the case of child audiences. This study examines the effects of a learning game’s visual design on perceived attractiveness and learning outcomes. We developed two visual designs for the game: one with supposedly high esthetic value and another with a low esthetic value. Participants (children between 9 and 11 years of age, N = 53) were randomly divided into two groups. Each group interacted with their assigned version for about 20 minutes and then evaluated its visual attractiveness without knowing about the other version. Then, they evaluated the attractiveness of the complementary version. As the next step, they evaluated both versions side-by-side. During the free-choice period, children could continue playing one of the game versions or a different game. They clearly preferred the high esthetic version in evaluations (d > 0.86) and in the free-choice period (62% preferred the high esthetic version of the target game), but this did not improve their learning outcomes (comprehension: d = –0.59; transfer: d = –0.16). Possible explanations of this effect are discussed in terms of cognitive load theory and cognitive-affective theory of learning from media.  相似文献   

Learning novel mathematical concepts in a computer-enriched environment     

Cyril Julie 《British journal of educational technology : journal of the Council for Educational Technology》1991,22(2):99-109

There is widespread belief that computers should be used for the teaching and learning of mathematics. Research indicates that computers are primarily used in mathematics classes: (1) to reinforce previously taught concepts, (2) to allow students to construct computer programs to simulate mathematical techniques known to the student and (3) to explore mathematical microworlds encompassing mathematical ideas and concepts normally known to the student. Furthermore, it is said that pre-service teachers should experience the learning of mathematical ideas and concepts of which they had no prior experience in environments in which computers are just one of the resources available for exploring and experimenting with these ideas and concepts. How should these learning environments be constructed so that pre-service teachers are sensitised to the value of doing mathematics in such environments? Is a student's understanding of novel mathematical concepts enhanced when s/he explores it in a computer-enriched environment? An experiment with pre-service teachers was carried out in a college of education for blacks in South Africa. This article describes the insights gained from this experiment.  相似文献   

Kinematic differences in upper limb joints between flat and topspin forehand drives in competitive male tennis players     

Cyril Genevois  Machar Reid  Thomas Creveaux 《Sports biomechanics / International Society of Biomechanics in Sports》2020,19(2):212-226

Abstract

The topspin tennis forehand drive has become a feature of modern game; yet, as compared to the serve, there has been little research analysing its kinematics. This is surprising given that there is considerably more variation in the execution of the topspin forehand. Our study is the first to examine the amplitude of upper limb joint rotations that produce topspin in the forehand drives of 14 male competitive tennis players using video-based motion analysis. Humerothoracic abduction (-)/adduction (+), extension (-) /flexion (+), and external (-)/internal (+) rotation, elbow extension (-) /flexion (+) and forearm supination (-)/pronation (+), wrist extension (-)/flexion (+) and ulnar (-)/radial (-) deviation were computed. Our findings revealed that the generation of topspin demanded more humeral extension and forearm pronation but less humeral internal rotation angular displacement during the forwardswing. The follow-through phase of the topspin shot was characterised by greater humeral internal rotation and forearm pronation, and reduced humeral horizontal adduction when compared to the flat shot. This study provides practitioners with a better understanding of the upper limb kinematics associated with the topspin tennis forehand drive production to help guide skill acquisition interventions and physical training.  相似文献   

Teacher locus of control and classroom climate: A cross-lagged correlational study     

Cyril J. Sadowski  Helen R. Woodward 《Psychology in the schools》1983,20(4):506-509

The Locus of Control Scale for Teachers was given to 13 middle school teachers, and the Origin-Climate Questionnaire was given to 78 of their students. Results indicated a moderate relationship between teachers' locus of control and students' perception of classroom climate. The difference between the cross-lagged correlations suggested that teachers' locus of control has a causal impact on classroom climate.  相似文献   

Chalk talk     

Cyril M. Pipkin 《Peabody Journal of Education》2013,88(6)

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Cross-Cultural Concepts of Adolescence in Europe,the United States and Japan     

Cyril Simmons 《Asia Pacific Journal of Education》1996,16(2):53-69

In the twentieth century, in Europe and North America, the origin and development of the concept of adolescence owes much to the growth of universal education. However, in the latter years of the present century the countries of Europe and North America began to experience relative economic decline and, at the same time, develop growing respect for the educational achievements of the countries of the Pacific Rim. This paper seeks to examine models of adolescence more closely both in the countries of the first industrial revolution and in the country that leads the world in academic achievement – Japan.  相似文献   

Book reviews     

Cyril Levitt  Judy Pelham  Philip G. Altbach 《Higher Education》1991,22(4):385-390

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