Acquisition of a complex basketball-dribbling task in school children as a function of bilateral practice order     

Stöckel T  Weigelt M  Krug J 《Research quarterly for exercise and sport》2011,82(2):188-197

The purpose of this study was to investigate order-of-practice effects for the acquisition of a complex basketball skill in a bilateral transfer paradigm. The task required participants to dribble as fast as possible in slalom-like movements across six javelins and return to the initial position. Fifty-two right-handed school children (M age = 11.7years) practiced this skill in eight sessions over 4 weeks under one of two training schedules: (a) with the dominant hand, before changing to their nondominant hand (D-ND group), or (b) with the nondominant hand, before changing to the dominant hand (ND-D group). All tests were conducted with the right hand or the left hand only, and a transfer test was given with both hands alternating. The results of a retention test yielded significantly larger learning gains for the ND-D group as compared to the D-ND group. It is interesting that this performance advantage was independent of the respective hand tested. The same pattern of result was found in the transfer test, with significantly shorter movement times for the ND-D group with both hands alternating. Such order-of-practice effects for the acquisition of complex skills can be explained with hemispheric brain asymmetries for the processing of specific task requirements.  相似文献   

Comparing national policies on institutional profiling in Germany and the Netherlands     

Matthias Klumpp  Harry de Boer  Hans Vossensteyn 《比较教育学》2014,50(2):156-176

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Interindividual Differences in Learning Performance: The Effects of Age,Intelligence, and Strategic Task Approach     

Matthias Kliegel  Mareike Altgassen 《Educational gerontology》2013,39(2):111-124

ABSTRACT

The present study investigated fluid and crystallized intelligence as well as strategic task approaches as potential sources of age-related differences in adult learning performance. Therefore, 45 young and 45 old adults were asked to learn pictured objects. Overall, young participants outperformed old participants in this learning test. However, more than 2/3 of the interindividual variability in learning performance was explained by interindividual differences in fluid intelligence and strategic task approach, with age not being a reliable predictor. Results indicate that personal resources and task approach influence learning performance directly and independently.  相似文献   

Alternativen zur Regelschule     

Matthias Trautmann 《Zeitschrift für Erziehungswissenschaft》2008,11(3):499-505

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Evolution?rer Test von Realzeitsystemen     

Joachim Wegener  Matthias Grochtmann 《Informatik - Forschung und Entwicklung》2000,6(2):151-160

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Otto/Coelen, Grundbegriffe der Ganztagsbildung     

Josef Keuffer  Matthias Trautmann 《Zeitschrift für Erziehungswissenschaft》2006,9(1):142-144

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Stürmer für Hitler     

Gerhard Fischer  Ulrich Lindner  Matthias Marschik 《Sportwissenschaft》2000,30(2):228-231

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The impact of metamemory and domain-specific knowledge on memory performance     

Wolfgang Schneider  Matthias Schlagmüller  Mechtild Visé 《European Journal of Psychology of Education - EJPE》1998,13(1):91-103

This paper consists of two major parts. First, research exploring possible interactions between metamemory and domain-specific knowledge in influencing children’s text recall and comprehension is briefly summarized. Overall, the findings indicate that metacognitive knowledge does make a difference even in cases where domain-specific knowledge is rich. Second, a recent experiment conducted in our lab and investigating the generalizability of this conclusion for sort-recall tasks is described in more detail. Third — and fourth-grade soccer experts and novices were first given a comprehensive metamemory questionnaire and then administered a sort-recall tasks using two different picture lists: whereas one list included items from various semantical categories (e.g., animals, clothes), the other list was composed of soccer pictures that could be classified in several categories such as players, kicks, or equipment. The results showed that although domain-specific knowledge had a strong impact on recall of the soccer list, general metacognitive knowledge made an independent contribution, particularly for the group of soccer experts. More specifically, good metamemory positively affected the recall of experts but had no impact on novices’ memory performance.  相似文献   

Expertise reversal effects in writing-to-learn     

Matthias Nückles  Sandra Hübner  Sandra Dümer  Alexander Renkl 《Instructional Science》2010,38(3):237-258

This article presents two longitudinal studies that investigated expertise reversal effects in journal writing. In Experiment 1, students wrote regular journal entries over a whole term. The experimental group received a combination of cognitive and metacognitive prompts. The control group received no prompts. In the first half of the term, the experimental group applied more cognitive and metacognitive strategies in their journals and showed higher learning outcomes than the control group. Towards the end of the term, the amount of cognitive and metacognitive strategies elicited by the experimental group decreased while the number of cognitive strategies applied by the control group increased. Accordingly, the experimental group lost its superiority on learning outcomes. In order to avoid these negative long-term effects of prompts, a gradual and adaptive fading-out of the prompts was introduced in the experimental group in Experiment 2 while a control group received permanent prompts. The results showed that, over the course of the term, the fading group applied increasingly more cognitive strategies while the control group applied fewer and fewer cognitive strategies. Accordingly, at the end of the term, the permanent prompts group showed substantially lower learning outcomes than the fading group. Together, these results provide evidence for an expertise reversal effect in writing-to-learn. The more the students became skilled in journal writing and internalized the desired strategies, the more the external guidance by prompts became a redundant stimulus that interfered with the students’ internal tendency to apply the strategies and, thus, induced extraneous cognitive load. Accordingly, a gradual fading-out of the prompts in line with the learners’ growing competencies proved to be effective in mitigating the negative side-effects of the provided instructional support.  相似文献   

Initial Vocational Training from a Company Perspective: a Comparison of British and German In-House Training Cultures     

Matthias Pilz 《Vocations and Learning》2009,2(1):57-74

Vocational training and skills are playing an increasingly important role in the developed economies. However, both the vocational education structure and the underlying philosophy and culture of education and training vary from country to country. What is clear, though, is that employers play a crucial role in all cases; this paper explores the reasons why companies in different countries are willing to invest in initial vocational education and how they do so. The paper will focus on Great Britain and Germany as examples of a market-led model and a state-directed model, respectively. Interviews with employers in both countries show that, in Britain, initial vocational education is strongly task-related in most cases or else is seen as the employee’s private, individual concern. In Germany, by contrast, a much broader range of initial vocational education is available and is viewed as an integral part of company culture.  相似文献