Changes in curiosity behavior from childhood to adolescence     

Rita W. Peterson 《科学教学研究杂志》1979,16(3):185-192

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Comparison of 1 and 2 days per week of strength training in children   总被引：1，自引：0，他引：1  

Faigenbaum AD  Milliken LA  Loud RL  Burak BT  Doherty CL  Westcott WL 《Research quarterly for exercise and sport》2002,73(4):416-424

The purpose of this study was to compare the effects of 1 and 2 days per week of strength training on upper body strength, lower body strength, and motor performance ability in children. Twenty-one girls and 34 boys between the ages of 7.1 and 12.3 years volunteered to participate in this study. Participants strength trained either once per week (n = 22) or twice per week (n = 20) for 8 weeks at a community-based youth fitness center. Each training session consisted of a single set of 10-15 repetitions on 12 exercises using child-size weight machines. Thirteen children who did not strength train served as age-matched controls. One repetition maximum (1RM) strength on the chest press and leg press, handgrip strength, long jump, vertical jump, and flexibility were assessed at baseline and posttraining. Only participants who strength trained twice per week made significantly greater gains in 1RM chest press strength, compared to the control group (11.5 and 4.4% respectively, p < .05). Participants who trained once and twice per week made gains in 1RM leg press strength (14.2 and 24.7%, respectively) that were significantly greater than control group gains (2.4%). On average, participants who strength trained once per week achieved 67% of the 1RM strength gains. No significant differences between groups were observed on other outcome measures. These findings support the concept that muscular strength can be improved during the childhood years and favor a training frequency of twice per week for children participating in an introductory strength training program.  相似文献   

Rapid prototyping methodology in action: A developmental study   总被引：1，自引：0，他引：1  

Toni Stokes Jones  Rita C. Richey 《Educational technology research and development : ETR & D》2000,48(2):63-80

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Reflections on the state of educational technology research and development: A response to Kozma   总被引：1，自引：0，他引：1  

Rita C. Richey 《Educational technology research and development : ETR & D》2000,48(1):16-18

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What do employers pay for employees’ complex problem solving skills?     

Peer Ederer  Alexander Patt  Silvia Castellazzi 《International Journal of Lifelong Education》2015,34(4):430-447

We estimate the market value that employers assign to the complex problem solving (CPS) skills of their employees, using individual-level Mincer-style wage regressions. For the purpose of the study, we collected new and unique data using psychometric measures of CPS and an extensive background questionnaire on employees’ personal and work history. The data were collected in 16 firms (23 establishments) in Germany, Spain, South Africa, Denmark, Slovakia, Switzerland, and France in the period 2012–2014. We find significant economic returns to CPS in our sample. One standard deviation higher CPS is associated with 10–20% higher hourly wages. The returns to CPS are sizeable even after controlling for fluid intelligence, suggesting that CPS probably captures skills important for modern production that are beyond what general intelligence tests can measure.  相似文献   

Evaluating the Portuguese National Reading Plan: teachers’ perceptions on the impact in schools     

António Firmino da Costa  Elsa Pegado  Patrícia Ávila  Ana Rita Coelho 《Educational Research for Policy and Practice》2015,14(2):119-138

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Technical investigation of an eighteenth-century Chinese Imperial carved lacquer screen     

Václav Pitthard  Sabine Stanek  Martina Griesser  Christiane Jordan  Silvia Miklin-Kniefacz 《文物保护研究》2014,59(5):S124-S126

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Mobilizing learning resources in a transnational classroom: translocal and digital resources in a community technology center     

Silvia Noguerón-Liu 《Learning, Media and Technology》2014,39(4):429-448

Drawing from transnational and activity theory frameworks, this study analyzes the ways translocal flows shape learning in a community technology center serving adult immigrants in the US Southwest. It also explores students' constructions of the transnational nature of the courses they took, where they had access to both online and face-to-face instruction. Findings describe the ways transnational flows shaped relationships between elements in the classroom activity system – in particular, the framing of the online platform as a mediating tool and object of instruction, the roles in the division of labor for local tutors, and the students' construction of remote and local support. Pedagogical implications for adult immigrant education supported by translocal online resources are discussed.  相似文献   

Linguistic kernels for answer re-ranking in question answering systems     

Alessandro Moschitti  Silvia Quarteroni 《Information processing & management》2011

Answer selection is the most complex phase of a question answering (QA) system. To solve this task, typical approaches use unsupervised methods such as computing the similarity between query and answer, optionally exploiting advanced syntactic, semantic or logic representations.  相似文献   

Competence, achievement goals, motivational climate, and pleasant psychobiosocial states in youth sport   总被引：1，自引：0，他引：1  

Bortoli L  Bertollo M  Comani S  Robazza C 《Journal of sports sciences》2011,29(2):171-180

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