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José Luis Bermejo Xavier García-Massó Thierry Paillard 《Journal of sports sciences》2018,36(4):429-435
This study investigated the effects of fatigue on balance control and cognitive performance in a standing shooting position. Nineteen soldiers were asked to stand while holding a rifle (single task – ST). They also had to perform this postural task while simultaneously completing a cognitive task (dual task – DT). Both the ST and DT were performed in pre- and post-fatigue conditions. In pre-fatigue, participants achieved better balance control in the DT than in the ST, thus suggesting that the increased cognitive activity associated with the DT improves balance control by shifting the attentional focus away from a highly automatised activity. In post-fatigue, balance control was degraded in both the ST and DT, while reaction time was enhanced in the first minutes following the fatiguing exercise without affecting the accuracy of response in the cognitive task, which highlights the relative independent effects of fatigue on balance control and cognitive performance. 相似文献
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Karen L. Thierry Heather L. Bryant Sandra Speegle Nobles Karen S. Norris 《Early education and development》2016,27(6):805-821
Research Findings: Students experienced a mindfulness program designed to enhance their self-regulation in prekindergarten and kindergarten. At the end of the 1st year of the program, these students showed improvements in teacher-reported executive function skills, specifically related to working memory and planning and organizing, whereas students in a business as usual control group showed a decline in these areas. No difference between the groups’ receptive vocabulary was found in prekindergarten. At the end of kindergarten, the mindfulness group had higher vocabulary and reading scores than the business as usual group. Practice or Policy: These findings suggest that mindfulness practices may be a promising technique that teachers can use in early childhood settings to enhance preschoolers’ executive functioning, with academic benefits emerging in the kindergarten year. 相似文献
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Recently, the Medical University of South Carolina adopted a lecture recording system (LRS). A retrospective study of LRS was implemented to document the students' perceptions, pattern of usage, and impact on the students' grades in three basic sciences courses (Cell Biology/Histology, Physiology, and Neurosciences). The number of accesses and length of viewings of the recordings were recorded per week for each student and correlated with the grades in each of the three courses. Attendance records were not available. The results showed considerable variability in the use of the LRS by both faculty and students during the entire semester and across all three courses, including week to week variations. Data indicated that 30% of the students did not use the LRS at all with 41% of the students using it very little (less than 10 times for a total of 131 recordings). Specific patterns of usage were identified for each of the three courses throughout the semester, with an increase in access prior or during examination weeks. However, the statistical analysis showed that there was no correlation between the final grades and the usage of LRS. Finally, a survey of the students' perception showed that 74% agreed/strongly agreed that the recordings were useful with 6% disagreeing/strongly disagreeing and 11% undecided. This study showed that the use of LRS might be a viable alternative for students unable to attend lecture due to circumstances such as illness but that more research is needed to truly understand the best pedagogical use of LRS. 相似文献
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Comprehension of infrequent subject-verb agreement forms: evidence from French-learning children 总被引：1，自引：0，他引：1
Two comprehension experiments were conducted to investigate whether young French-learning children (N = 76) are able to use a single number cue in subject-verb agreement contexts and match a visually dynamic scene with a corresponding verbal stimulus. Results from both preferential looking and pointing demonstrated significant comprehension in 30-month-olds with no preference for either singular or plural. These results challenge previous claims made on the basis of English and Spanish that comprehension of subject-verb agreement expressed as a bound morpheme is late, around 5 years of age (V. A. Johnson, J. G. de Villiers, & H. N. Seymour, 2005; A.-T. Pérez-Leroux, 2005). Properties of the adult input were also analyzed. Possible implications for theories of syntactic acquisition are discussed. 相似文献
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Thierry Dana-Picard 《European Journal of Engineering Education》2001,26(1):29-37
There are three standard methods for computing the inverse of a square matrix. We compare the efficiency of these methods, both in theory and tested in the classroom. This gives an insight to the efficiency of the corresponding methods of solution of a system of linear equations. Then we describe the usage of a computer algebra system to solve some problems whose solution involves matricial computations, in particular an application of the Cayley-Hamilton theorem. 相似文献
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Statistical regularities observed in the production or use of information have been studied for a long time. In this article we define an exponential informetric process to formalize these stochastic process. It is defined by combining an effort function with a density function. Without using the powerful results of Price on the cumulative advantages process this characterization clarifies the principle of least effort. Some links between statistical theory of information and some informetric distributions are enhanced. 相似文献
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Thierry Dana-Picard Ivy Kidron 《International Journal of Science and Mathematics Education》2008,6(4):695-717
We describe and analyze a situation involving symbolic representation and graphical visualization of the solution of a system
of two linear differential equations, using a computer algebra system. Symbolic solution and graphical representation complement
each other. Graphical representation helps to understand the behavior of the symbolic solution. Together with it, the symbolic
solution and its analysis are needed to understand the graphical representation and to overcome the limiting constraints of
the CAS. The study described in this paper points out the importance of flexibility in building connections between different
mathematical registers, together with the fact that the balance between the usage of symbolic representations and of graphical
representations can be very different from one student to the other.
Research supported by Israel Science Foundation, grant number 1340/05. 相似文献
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Katrien Mondt Esli Struys Maurits Van den Noort Danielle Balériaux Thierry Metens Philippe Paquier Piet Van de Craen Peggy Bosch Vincent Denolin 《Mind, Brain, and Education》2011,5(2):79-88
Many children in bilingual regions follow lessons in a language at school (school‐language) that they hardly ever speak at home or in other informal settings. What are the neural effects of this phenomenon? This functional magnetic resonance imaging (fMRI) study investigates the effects of using school‐language on brain activity during a high cognitive task in two groups of French/Dutch bilingual children. Participants were asked to assess the correctness of 3‐operand (e.g., 5 ? 2 = 3) and 4‐operand (e.g., 3 ? 2 = 1 + 4) equations, respectively. Instructions about the task were given either in the children's school‐language or in another language that they only used at home. It was found that although both groups recruited a visuomotor occipitofrontal network in the left hemisphere, the children who performed the task in their school‐language showed less activation than the children who did not, indicating the importance of language of instruction for bilingual children's arithmetic processing. 相似文献