Concurrent and longitudinal predictors of calculation skills in preschoolers     

Valentina Tobia  Paola Bonifacci  Gian Marco Marzocchi 《European Journal of Psychology of Education - EJPE》2016,31(2):155-174

Early calculation abilities in preschoolers are predictive of mathematics achievement in subsequent grades (e.g., Jordan et al. 2009). Two studies were conducted to evaluate concurrent and longitudinal predictors of early calculation skills. In the first study, 102 preschoolers (57.8 % female; mean age?=?60.57?±?8.66 months) were given vocabulary, language comprehension, and verbal working memory tasks and a test battery that evaluated components of early number competence (quantity comparison, counting, number line, size seriation, semantic knowledge of digits, visual-spatial memory). The children were also asked to complete early calculation tasks, including addition and subtraction calculations. The results of this task constituted the dependent variable. The results showed that vocabulary, size seriation, and visual-spatial memory were significant concurrent predictors of early calculation competence. In the second study, 43 children completed the early number competence battery at time 1 (53.5 % female; mean age?=?59.30?±?3.46 months) and the linguistic and early calculation tasks at time 2, about 10 months later (mean age?=?69.43?±?3.31 months). The analysis of the longitudinal predictors of early calculation showed significant effects for counting and size seriation. The implications for preschool assessment and intervention are discussed.  相似文献   

Compatibility and Complementarity of Classroom Ecology and Didactique Research Perspectives in Physical Education     

Jérôme Leriche  Jean-François Desbiens  Chantal Amade-Escot  Richard Tinning 《Quest (Human Kinetics)》2016,68(4):497-520

ABSTRACT

A large diversity of theoretical frameworks exists in the physical education literature. This article focuses on two of those frameworks to examine their compatibility and their complementarity. The classroom ecology paradigm concentrates on the balance between three task systems, two vectors, and programs of actions proposed by the physical education teacher and negotiated by students. The didactique research program studies the teaching and learning processes using the concepts of didactic contract and didactic milieu that focus on how the knowledge content emerges within teacher and students’ joint action. The article underlines the complementarity and the compatibility of the two frameworks when analyzing teaching and learning in physical education. It argues that the gray areas left by the classroom ecology paradigm could be filled with the insights of the didactique research program. A concise example of how the two frameworks have already been utilized is presented.  相似文献   

Secondary immunization inhibits drug induced apoptosis<Emphasis Type="Italic">in vivo</Emphasis>     

Winston Costa Pereira  Muddanna S. Rao  D. M. Vasudevan 《Indian journal of clinical biochemistry : IJCB》2003,18(2):161-168

Immunization with a proper dose of an antigenic stimulus leads to cell proliferation and antibody response of circulating lymphocytes. We have previously observed that Secondary immunized spleenocytes resist ceramide-mediated apoptosisin vitro. Our present study is aimed at investigating thein vivo effect of immunization on apoptosis. Mice were subjected to either Primary or Secondary dose with Tetanus Toxoid. Unimmunized spleenocytes served as controls. Unimmunized, Primary and Secondary immunized mice were later exposed to chemotherapeutic drugs such as Etoposide/Methotrexate/Vincristine to induce apoptosis. Apoptosis was studied by using the Feulgen reaction on 5μ thin parafin sections of spleen. It was observed that Secondary immunized mice showed a lower percentage of apoptosis as compared to Primary or Unimmunized mice that was subjected to either of the chemotherapeutic drugs. It was thus concluded that Secondary immunization inhibits the process of chemotherapeutic drug induced apoptosis in vivo.  相似文献   

The Role of Anatomy Computer-Assisted Learning on Spatial Abilities of Medical Students     

Bruno Guimarães  João Firmino-Machado  Stanislav Tsisar  Benedita Viana  Marco Pinto-Sousa  Pedro Vieira-Marques  Ricardo Cruz-Correia  Maria Amélia Ferreira 《Anatomical sciences education》2019,12(2):138-153

Currently, medical education context poses different challenges to anatomy, contributing to the introduction of new pedagogical approaches, such as computer-assisted learning (CAL). This approach provides insight into students' learning profiles and skills that enhance anatomy knowledge acquisition. To understand the influence of anatomy CAL on spatial abilities, a study was conducted. A total of 671 medical students attending Musculoskeletal (MA) and Cardiovascular Anatomy (CA) courses, were allocated to one of three groups (MA Group, CA Group, MA + CA Group). Students' pre-training and post-training spatial abilities were assessed through Mental Rotations Test (MRT), with scores ranging between 0-24. After CAL training sessions, students' spatial abilities performance improved (9.72 ± 4.79 vs. 17.05 ± 4.57, P < 0.001). Although male students in both MA Group and CA Group show better baseline spatial abilities, no sex differences were found after CAL training. The improvement in spatial abilities score between sessions (Delta MRT) was correlated with Musculoskeletal Anatomy training sessions in MA Group (r = 0.333, P < 0.001) and MA + CA Group (r = 0.342, P < 0.001), and with Cardiovascular Anatomy training sessions in CA Group (r = 0.461, P = 0.001) and MA + CA Group (r = 0.324, P = 0.001). Multiple linear regression models were used, considering the Delta MRT as dependent variable. An association of Delta MRT to the amount of CAL training and the baseline spatial abilities was observed. The results suggest that CAL training in anatomy has positive dose-dependent effect on spatial abilities.  相似文献   

Human kinematics and event control: on-line movement registration as a means for experimental manipulation     

Oudejans RR  Coolen BH 《Journal of sports sciences》2003,21(7):567-576

In human movement and sports science, manipulations of perception and action are common and often comprise the control of events, such as opening or closing liquid crystal goggles. Most of these events are externally controlled, independent of the actions of the participants. Less common, although sometimes desirable, are event manipulations that are dependent on the unconstrained movements of participants. As an example, we describe a method we used previously to manipulate vision of basketball jump shooters on the basis of on-line registration of their own movements. The shooters wore liquid crystal goggles that opened or shut as a function of specific kinematic features of these movements. The novel aspect of this method is that the criteria for detecting movement patterns and performing the appropriate manipulations are adjustable to the specific sport context and the complexity and variations of the unconstrained movements. The method was implemented as a finite state machine: a computer system that can be used for pattern recognition. We discuss this method, how it works and the potential it has for studying perceptual-motor skills in sport. Furthermore, the results of the basketball experiment are briefly summarized and complemented with new analyses.  相似文献   

Learning from the experts: practice activities of expert decision makers in sport   总被引：3，自引：0，他引：3  

Baker J  Côté J  Abernethy B 《Research quarterly for exercise and sport》2003,74(3):342-347

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Kinematic,kinetic and EMG analysis of four front crawl flip turn techniques     

Suzana Matheus Pereira  Caroline Ruschel  Marcel Hubert  Leandro Machado  Helio Roesler  Ricardo Jorge Fernandes 《Journal of sports sciences》2015,33(19):2006-2015

This study aimed to analyse the kinematic, kinetic and electromyographic characteristics of four front crawl flip turn technique variants. The variants distinguished from each other by differences in body position (i.e. dorsal, lateral, ventral) during rolling, wall support, pushing and gliding phases. Seventeen highly trained swimmers (17.9 ± 3.2 years old) participated in interventional sessions and performed three trials of each variant, being monitored with a 3-D video system, a force platform and an electromyography (EMG) system. Studied variables: rolling time and distance, wall support time, push-off time, peak force and horizontal impulse at wall support and push-off, centre of mass horizontal velocity at the end of the push-off, gliding time, centre of mass depth, distance, average and final velocity during gliding, total turn time and electrical activity of Gastrocnemius Medialis, Tibialis Anterior, Biceps Femoris and Vastus Lateralis muscles. Depending on the variant, total turn time ranged from 2.37 ± 0.32 to 2.43 ± 0.33 s, push-off force from 1.86 ± 0.33 to 1.92 ± 0.26 BW and centre of mass velocity during gliding from 1.78 ± 0.21 to 1.94 ± 0.22 m · s^?1. The variants were not distinguishable in terms of kinematical, kinetic and EMG parameters during the rolling, wall support, pushing and gliding phases.  相似文献   

Branding of Flemish higher education institutions: a strategic balance perspective     

Jelle Mampaey  Jeroen Huisman  Marco Seeber 《高等教育研究与发展》2015,34(6):1178-1191

Branding of higher education institutions (HEIs) is an expanding area of research. The existing literature mainly draws on the strategic management perspective that argues that HEIs are pressured to develop brands which differentiate them from their competitors. Past studies, however, do insufficiently take into account that most HEIs are positioned in systems that contain both competitive pressures (to differentiate) and institutional pressures (to meet taken-for-granted expectations), where neither of the pressures is clearly dominant. Our multiple case study of the five Flemish universities finds that branding can simultaneously address competitive and institutional pressures and that the universities studied combine aspects of distinctiveness with elements of similarity.  相似文献   

Announcements     

Jérôme Rossier 《International Journal for Educational and Vocational Guidance》2015,15(2):185-190

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Differential effects of reading trainings on reading processes: a comparison in Grade 2     

Bettina?MüllerEmail author  Axel?Mayer  Tobias?Richter  Ana?Kri?an  Teresa?Hecht  Marco?Ennemoser 《Zeitschrift für Erziehungswissenschaft》2015,18(3):489-512

Phonics, fluency, and reading strategy trainings are evidence-based interventions that foster the reading skills of poor readers in primary school. The purpose of the present study was to compare differential effects of the three types of trainings on the efficiency of component processes on word, sentence, and text level immediately after the training and at a 3-month follow-up. The 235 poor readers were randomly allocated to one of the reading interventions or to a control condition. All interventions consisted of 25 sessions that were scheduled twice a week and lasted 45 min. Results indicated short-term effects of the phonics training and the strategy training on the efficiency of a broad range of word-level and sentence-level processes. None of the treatment effects persisted over the long term, indicating the need for instructional efforts to regularly practice the acquired skills after the actual training.  相似文献