Lower limb moments differ when towing a weighted sled with different attachment points     

Michael Lawrence  Erin Hartigan  Chunhao Tu 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):186-194

Sprinting while towing a sled improves sprinting parameters, however, only kinematic and temporal–spatial variables have been reported. The purpose of this study was to determine how lower extremity joint moment impulses alter when towing a sled compared to normal walking. Twelve participants walked normally, walked while towing a sled with a 50% body weight load attached at the waist, and with a 50% body weight load attached at the shoulders. Joint moment impulses were calculated for the hip, knee, and ankle. A mixed-model ANOVA with a between-subject factor of limb and repeated measures of condition was used to compare differences between limbs and towing conditions for each joint. Towing a sled increased joint moment impulses at the hip, knee, and non-dominant ankle. When compared with normal walking waist attachment increased hip extension moment impulse by 214.5% ( ? 3.31 vs. ? 10.41 Nms/kg), and shoulder attachment increased knee extension moment impulse by 166.9% (4.62 vs. 12.33 Nms/kg). The dominant limb produced greater knee extension moment impulse (p < 0.001), while the non-dominant limb produced greater hip extension (p < 0.001) and ankle plantarflexion moment impulse (p < 0.001) across all conditions. Results suggest that walking while towing may increase hip and knee extension strength.  相似文献   

Toddlers Use the Number Feature in Determiners During Online Noun Comprehension     

Erin K. Robertson  Rushen Shi  Andréane Melançon 《Child development》2012,83(6):2007-2018

Function words support many aspects of language acquisition. This study investigated whether toddlers understand the number feature of determiners and use it for noun comprehension. French offers an ideal “test case” as number is phonetically marked in determiners but not in nouns. Twenty French‐learning 24‐month‐olds completed a split‐screen experiment. Looking times to target pictures were measured under 3 trial types varying in the degree to which the determiner matched the number displayed in the object(s). Children looked longer when the determiner matched the object(s), and were confused in trials of clear mismatch. Importantly, their processing resembled that of French adults ( D. Dahan, D. Swingley, M. K. Tanenhaus, & J. S. Magnuson, 2000 ). Thus, children understand the determiner number feature early in acquisition and use this knowledge to constrain online comprehension.  相似文献   

Enhancing attachment organization among maltreated children: results of a randomized clinical trial     

Bernard K  Dozier M  Bick J  Lewis-Morrarty E  Lindhiem O  Carlson E 《Child development》2012,83(2):623-636

Young children who have experienced early adversity are at risk for developing disorganized attachments. The efficacy of Attachment and Biobehavioral Catch-up (ABC), an intervention targeting nurturing care among parents identified as being at risk for neglecting their young children, was evaluated through a randomized clinical trial. Attachment quality was assessed in the Strange Situation for 120 children between 11.7 and 31.9 months of age (M = 19.1, SD = 5.5). Children in the ABC intervention showed significantly lower rates of disorganized attachment (32%) and higher rates of secure attachment (52%) relative to the control intervention (57% and 33%, respectively). These results support the efficacy of the ABC intervention in enhancing attachment quality among parents at high risk for maltreatment.  相似文献   

Into the Unknown: Examining Neural Representations of Parent–Adolescent Interactions     

Erin L. Ratliff  Kara L. Kerr  Masaya Misaki  Kelly T. Cosgrove  Andrew J. Moore  Danielle C. DeVille  Jennifer S. Silk  Deanna M. Barch  Susan F. Tapert  W. Kyle Simmons  Jerzy Bodurka  Amanda Sheffield Morris 《Child development》2021,92(6):e1361-e1376

The parent–adolescent relationship is important for adolescents’ emotion regulation (ER), yet little is known regarding the neural patterns of dyadic ER that occur during parent–adolescent interactions. A novel measure that can be used to examine such patterns is cross-brain connectivity (CBC)—concurrent and time-lagged connectivity between two individuals’ brain regions. This study sought to provide evidence of CBC and explore associations between CBC, parenting, and adolescent internalizing symptoms. Thirty-five adolescents (mean age = 15 years, 69% female, 72% Non-Hispanic White, 17% Black, 11% Hispanic or Latino) and one biological parent (94% female) completed an fMRI hyperscanning conflict discussion task. Results revealed CBC between emotion-related brain regions. Exploratory analyses indicated CBC is associated with parenting and adolescent depressive symptoms.  相似文献   

A case study of project‐based instruction in the ninth grade: a semester‐long study of intertidal biodiversity     

Erin Baumgartner  Chela J. Zabin 《Environmental Education Research》2008,14(2):97-114

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Dissociation predicts later attention problems in sexually abused children     

Kaplow JB  Hall E  Koenen KC  Dodge KA  Amaya-Jackson L 《Child abuse & neglect》2008,32(2):261-275

OBJECTIVE: The goals of this research are to develop and test a prospective model of attention problems in sexually abused children that includes fixed variables (e.g., gender), trauma, and disclosure-related pathways. METHODS: At Time 1, fixed variables, trauma variables, and stress reactions upon disclosure were assessed in 156 children aged 8-13 years. At the Time 2 follow-up (8-36 months following the initial interview), 56 of the children were assessed for attention problems. RESULTS: A path analysis involving a series of hierarchically nested, ordinary least squares multiple regression analyses indicated two direct paths to attention problems including the child's relationship to the perpetrator (beta=.23) and dissociation measured immediately after disclosure (beta=.53), while controlling for concurrent externalizing behavior (beta=.43). Post-traumatic stress symptoms were only indirectly associated with attention problems via dissociation. Taken together, these pathways accounted for approximately 52% of the variance in attention problems and provided an excellent fit to the data. CONCLUSIONS: Children who report dissociative symptoms upon disclosure of CSA and/or were sexually abused by someone within their family are at an increased risk of developing attention problems. PRACTICE IMPLICATIONS: Findings from this study indicate that children who experienced sexual abuse at an earlier age, by someone within their family, and/or report symptoms of dissociation during disclosure are especially likely to benefit from intervention. Effective interventions should involve (1) providing emotion regulation and coping skills; and (2) helping children to process traumatic aspects of the abuse to reduce the cyclic nature of traumatic reminders leading to unmanageable stress and dissociation.  相似文献   

Not another ID model     

Stephanie Roberts  Cynthia Conn  Linda Lohr  Erin Hunt  Annmari Duffy 《TechTrends》2003,47(4):15-20

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Predicting Graduation Rates at 4-year Broad Access Institutions Using a Bayesian Modeling Approach     

Gloria Crisp  Erin Doran  Nicole A. Salis Reyes 《Research in higher education》2018,59(2):133-155

This study models graduation rates at 4-year broad access institutions (BAIs). We examine the student body, structural-demographic, and financial characteristics that best predict 6-year graduation rates across two time periods (2008–2009 and 2014–2015). A Bayesian model averaging approach is utilized to account for uncertainty in variable selection in modeling graduation rates. Evidence suggests that graduation rates can be predicted by religious affiliation, proportion of students enrolled full-time, socioeconomic status of the student body, enrollment size and institutional revenue and expenditures. Findings also demonstrate that relatively fewer variables predict institutional graduation rates for Latina/o and African American students at 4-year BAIs. We conclude with implications for policy and key recommendations for research focused on 4-year BAIs.  相似文献   

Higher Education and Emerging Technologies: Shifting Trends in Student Usage     

Erin Dorris Cassidy  Angela Colmenares  Glenda Jones  Tyler Manolovitz  Lisa Shen  Scott Vieira 《The Journal of Academic Librarianship》2014

This study serves as an update to a previous study by Sam Houston State University librarians about the use and preferences of Internet, communication, and educational technologies among students. Since the previous study was initiated in 2010, the iPad has made its debut and significantly altered the educational technology landscape. In this new landscape, this study investigates student usage of such technologies as instant messaging, cell phones, e-readers, social networking, RSS feeds, podcasts, and tablets. In addition, this study aims to determine which technologies students prefer the library to utilize for a variety of services, such as reference assistance or book renewals, and which technologies may not be worth the investment, such as geosocial networking. The information gained from this survey is intended to provide guidance for libraries looking to provide services utilizing the most popular technologies with the most efficient use of resources. Survey results show an increasing use and dependence on educational technologies and a desire for basic library services to be available on a variety of platforms and technologies.  相似文献   

Modeling the Mediating Role of Volition in the Learning Process     

Teresa Garcia  Erin J. McCann  Jeannine E. Turner  Linda Roska 《Contemporary educational psychology》1998,23(4):392-418

According to action-control theory, volition plays a mediating role between the intention to learn (motivation) and goal-directed behavior (the use of learning strategies). Although extensive theoretical work has been done to document this flow of events, more empirical studies have been needed to identify the specific means by which volitional control protects the intention to learn and maintains the attempts to learn; our intention here was to address this gap in the literature. Using data from a sample of 487 college students in two different domains, we found that the positive effects of intrinsic goal orientation and self-efficacy on cognitive engagement were augmented by volitional control. We also found that the effects of volition differed by domain as well as by the type of learning strategy being considered. These results suggest that volitional control merits greater attention from those doing research in self-regulated learning.  相似文献