Memory for Preselected and Constrained Short Movements     

Warren D. Walsh 《Research quarterly for exercise and sport》2013,84(3):368-379

Abstract

The present experiment investigated the recall of terminal location and distance of both preselected and constrained short movements (12 cm ± 4 cm approximately) following 5 second and 30 second unfilled retention intervals. Systematic alteration of the magnitude and direction of the starting position for recall movements revealed that the distance moved markedly interfered with the recall of the terminal location, but distance was essentially recalled independently of terminal location. Recall of distance was superior to terminal location for both the unfilled retention intervals, and there was a decrease in location recall performances following the longer 30 second delay when compared to recall attempts after the shorter 5 second delay. The Findings are discussed in terms of recent proposals to account for the memory for, and control of, discrete limb movements.  相似文献   

High-intensity interval running is perceived to be more enjoyable than moderate-intensity continuous exercise: Implications for exercise adherence     

Jonathan D. Bartlett  Graeme L. Close  Don P. M. MacLaren  Warren Gregson  Barry Drust 《Journal of sports sciences》2013,31(6):547-553

Abstract

The aim of this study was to objectively quantify ratings of perceived enjoyment using the Physical Activity Enjoyment Scale following high-intensity interval running versus moderate-intensity continuous running. Eight recreationally active men performed two running protocols consisting of high-intensity interval running (6×3 min at 90% [Vdot]O_2max interspersed with 6×3 min active recovery at 50% [Vdot]O_2max with a 7-min warm-up and cool down at 70% [Vdot]O_2max) or 50 min moderate-intensity continuous running at 70% [Vdot]O_2max. Ratings of perceived enjoyment after exercise were higher (P < 0.05) following interval running compared with continuous running (88 ± 6 vs. 61 ± 12) despite higher (P < 0.05) ratings of perceived exertion (14 ± 1 vs. 13 ± 1). There was no difference (P < 0.05) in average heart rate (88 ± 3 vs. 87 ± 3% maximum heart rate), average [Vdot]O₂ (71 ± 6 vs. 73 ± 4%[Vdot]O_2max), total [Vdot]O₂ (162 ± 16 vs. 166 ± 27 L) or energy expenditure (811 ± 83 vs. 832 ± 136 kcal) between protocols. The greater enjoyment associated with high-intensity interval running may be relevant for improving exercise adherence, since running is a low-cost exercise intervention requiring no exercise equipment and similar relative exercise intensities have previously induced health benefits in patient populations.  相似文献   

An assessment of the minimum reading comprehension of prospective teachers as defined by a de facto standard     

Earl F. Rankin  Warren E. Lacefield 《Research in higher education》1985,22(4):381-394

This study contrasts minimum reading comprehension of prospective teachers and average readability of required undergraduate textbooks. The Degrees of Reading Power (DRP) test represents student test scores and textbook readability measurements on the same scale. Over 2,274 teacher education program applicants at 21 institutions in one state participated. A representative sample of 237 books used in these schools was selected. Since the mean DRP test score for students (79.6) was much higher than the mean DRP readability for books (69.9), any difficulties in understanding the average text by the average student cannot be due to basic deficiencies in reading comprehension. However, 20% of the applicants scored below the average DRP value for all books and 33% below the average for the more difficult books. Minimum reading ability varied with plans for teaching at different grade levels and academic areas and with level of commitment to the teaching profession.  相似文献   

Using Biomedically Relevant Multimedia Content in an Introductory Physics Course for Life Science and Pre-health Students     

Elliot Mylott  Ellynne Kutschera  Justin C. Dunlap  Warren Christensen  Ralf Widenhorn 《Journal of Science Education and Technology》2016,25(2):222-231

We will describe a one-quarter pilot algebra-based introductory physics course for pre-health and life science majors. The course features videos with biomedical experts and cogent biomedically inspired physics content. The materials were used in a flipped classroom as well as an all-online environment where students interacted with multimedia materials online and prior to engaging in classroom activities. Pre-lecture questions on both the medical content covered in the video media and the physics concepts in the written material were designed to engage students and probe their understanding of physics. The course featured group discussion and peer-lead instruction. Following in-class instruction, students engaged with homework assignments which explore the connections of physics and the medical field in a quantitative manner. Course surveys showed a positive response by the vast majority of students. Students largely indicated that the course helped them to make a connection between physics and the biomedical field. The biomedical focus and different course format were seen as an improvement to previous traditional physics instruction.  相似文献   

Hillsdale college     

Warren Treadgold  Ralph Hancock  Rodler Morris  Thomas Payne 《Academic Questions》1991,4(4):10-12

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First-grade cognitive abilities as long-term predictors of reading comprehension and disability status     

Fuchs D  Compton DL  Fuchs LS  Bryant VJ  Hamlett CL  Lambert W 《Journal of learning disabilities》2012,45(3):217-231

In a sample of 195 first graders selected for poor reading performance, the authors explored four cognitive predictors of later reading comprehension and reading disability (RD) status. In fall of first grade, the authors measured the children's phonological processing, rapid automatized naming (RAN), oral language comprehension, and nonverbal reasoning. Throughout first grade, they also modeled the students' reading progress by means of weekly Word Identification Fluency (WIF) tests to derive December and May intercepts. The authors assessed their reading comprehension in the spring of Grades 1-5. With the four cognitive variables and the WIF December intercept as predictors, 50.3% of the variance in fifth-grade reading comprehension was explained: 52.1% of this 50.3% was unique to the cognitive variables, 13.1% to the WIF December intercept, and 34.8% was shared. All five predictors were statistically significant. The same four cognitive variables with the May (rather than December) WIF intercept produced a model that explained 62.1% of the variance. Of this amount, the cognitive variables and May WIF intercept accounted for 34.5% and 27.7%, respectively; they shared 37.8%. All predictors in this model were statistically significant except RAN. Logistic regression analyses indicated that the accuracy with which the cognitive variables predicted end-of-fifth-grade RD status was 73.9%. The May WIF intercept contributed reliably to this prediction; the December WIF intercept did not. Results are discussed in terms of a role for cognitive abilities in identifying, classifying, and instructing students with severe reading problems.  相似文献   

Introduction     

Adrea Lawrence  KuuNUx TeeRIt Kroupa  Donald Warren 《History of education quarterly》2014,54(3):253-254

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American Indian Histories as Education History     

Donald Warren 《History of education quarterly》2014,54(3):255-285

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The relationship of supportive communication to sex discussion in the home     

Michael R. Neer  Clay Warren 《Communication Research Reports》2013,30(2):154-160

Supportive communication was examined as a component of mothers’ sex discussion with children. Results demonstrated that mothers who communicated supportively were more open and disclosing when discussing sex and were more likely to provide sons with birth control information and instruction than mothers who communicated nonsupportively. The study concludes by raising several issues for future research and sex education pro‐ams for parents.  相似文献   

Foreign and domestic news content of Chinese television     

John Warren 《广播与电子媒介杂志》2013,57(2):219-224

A sample from 10 weeks of the major Chinese national television news program was content analyzed; 559 news stories were coded according to duration, topic category, position in the newscast, and geographic origin. The 189 international stories clustered at the end of the broadcast and were significantly shorter than domestic stories. A plurality of domestic stories was from the capital, Beijing, and covered different topics than those that originated outside of China. Foreign and domestic stories were brief and provided little interpretation or background.  相似文献