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71.
Patrizia Piotti Dóra Szabó Zsófia Bognár Anna Egerer Petrouchka Hulsbosch Rachel Sophia Carson Enikő Kubinyi 《Learning & behavior》2018,46(4):537-553
Several studies on age-related cognitive decline in dogs involve laboratory dogs and prolonged training. We developed two spatial tasks that required a single 1-h session. We tested 107 medium-large sized dogs: “young” (N=41, aged 2.5–6.5 years) and “old” (N=66, aged 8–14.5 years). Our results indicated that, in a discrimination learning task and in a reversal learning task, young dogs learned significantly faster than the old dogs, indicating that these two tasks could successfully be used to investigate differences in spatial learning between young and old dogs. We also provide two novel findings. First, in the reversal learning, the dogs trained based on the location of stimuli learned faster than the dogs trained based on stimulus characteristics. Most old dogs did not learn the task within our cut-off of 50 trials. Training based on an object’s location is therefore more appropriate for reversal learning tasks. Second, the contrast between the response to the positive and negative stimuli was narrower in old dogs, compared to young dogs, during the reversal learning task, as well as the cognitive bias test. This measure favors comparability between tasks and between studies. Following the cognitive bias test, we could not find any indication of differences in the positive and negative expectations between young and old dogs. Taken together, these findings do not support the hypothesis that old dogs have more negative expectations than young dogs and the use of the cognitive bias test in older dogs requires further investigation. 相似文献
72.
This paper explores the approaches adopted by high-level field athletics coaches when attempting to refine an athlete’s already well-established technique (long and triple jump and javelin throwing). Six coaches, who had all coached multiple athletes to multiple major championships, took part in semi-structured interviews focused upon a recent example of technique refinement. Data were analysed using a thematic content analysis. The coaching tools reported were generally consistent with those advised by the existing literature, focusing on attaining “buy-in”, utilising part-practice, restoring movement automaticity and securing performance under pressure. Five of the six coaches reported using a systematic sequence of stages to implement the refinement, although the number and content of these stages varied between them. Notably, however, there were no formal sources of knowledge (e.g., coach education or training) provided to inform coaches’ decision making. Instead, coaches’ decisions were largely based on experience both within and outside the sporting domain. Data offer a useful stimulus for reflection amongst sport practitioners confronted by the problem of technique refinement. Certainly the limited awareness of existing guidelines on technique refinement expressed by the coaches emphasises a need for further collaborative work by researchers and coach educators to disseminate best practice. 相似文献
73.
Heather Erwin Timothy A. Brusseau Russell Carson Samuel Hodge Minsoo Kang 《Research quarterly for exercise and sport》2018,89(3):286-297
SHAPE America – Society of Health and Physical Educators has targeted youth physical activity (PA) as 1 of its 4 goals within the 50 Million StrongTM campaign. Only 27.1% of youth met the target of all students (preK–12) participating in at least 60 min of PA that increases their heart rate enough to breathe hard at least some of the time for 7 days/week. Thus, improvements for child and adolescent engagement in PA need to be made now through 2029 and beyond. The need for these improvements warrants research related to PA and youth. We present a plethora of research questions within 3 general areas: PA and school PA programs, PA and sedentary behavior measurement, and PA and social justice imperatives. Each question is framed within the social-ecological framework levels of learning, opportunity, policy, and population health. 相似文献
74.
Force in modern classical mechanics is unique, both in terms of its logical character and the conceptual difficulties it causes. Force is well defined by a set of axioms that not only structures mechanics but science in general. Force is also the dominant theme in the ‘misconceptions’ literature and many philosophers and physicists alike have expressed puzzlement as to its nature. The central point of this article is that if we taught mechanics as the forum to discuss the nature of mechanics itself, then we would serve to better secure a learner’s understanding and appreciation of both science and mathematics. We will attempt to show that mechanics can provide the opportunity for students to enter this meta-discourse by engaging in Socratic discussion, entertaining thought experiments, comparisons made between force as defined within mechanics as a modern axiomatic system with Newton’s quantitative definition of force, how the concepts of force prior to Galileo and Newton can be used as a teaching aid with respect to student intuitive ideas and how mathematics was brought to bear on what is given empirically. Mechanics provides this opportunity and pedagogically may require it due to its axiomatic nature. 相似文献
75.
76.
Abdollahipour, Wulf, Psotta, and Nieto (2015) recently published data in the Journal of Sports Sciences to show that an external focus of attention promotes superior performance effects (gymnastics jump height and judged movement form score) when compared to internal or control foci during skill execution without an implement involved. While we do not contest the veracity of findings reported, nor others that have been used to support beneficial effects of an external focus of attention, in this Letter to the Editor we comment on considerable methodological limitations associated with this and previous studies that, we suggest, have resulted in serious theoretical oversights regarding the control of movement and, most crucially from our practitioner perspective, suboptimal recommendations for applied coaching practice. Specifically, we discuss the lack of consideration towards translational research in this area, the problematic nature of attentional focus cues employed, interpretation of findings in relation to other applied recommendations and coherence with mechanistic underpinning and, finally, the representative nature of task involved. In summary, while (laboratory) research evidence may appear to be conclusive, we suggest that the focus of attention effects are in need of more ecologically valid and rigorous testing as well as consideration of current coaching practices if it is to optimally serve the applied sporting domain that it purportedly aims to. 相似文献
77.
When developing motor skills there are several outcomes available to an athlete depending on their skill status and needs. Whereas the skill acquisition and performance literature is abundant, an under-researched outcome relates to the refinement of already acquired and well-established skills. Contrary to current recommendations for athletes to employ an external focus of attention and a representative practice design, Carson and Collins' (2011) [Refining and regaining skills in fixation/diversification stage performers: The Five-A Model. International Review of Sport and Exercise Psychology, 4, 146–167. doi:10.1080/1750984x.2011.613682] Five-A Model requires an initial narrowed internal focus on the technical aspect needing refinement: the implication being that environments which limit external sources of information would be beneficial to achieving this task. Therefore, the purpose of this paper was to (1) provide a literature-based explanation for why techniques counter to current recommendations may be (temporarily) appropriate within the skill refinement process and (2) provide empirical evidence for such efficacy. Kinematic data and self-perception reports are provided from high-level golfers attempting to consciously initiate technical refinements while executing shots onto a driving range and into a close proximity net (i.e. with limited knowledge of results). It was hypothesised that greater control over intended refinements would occur when environmental stimuli were reduced in the most unrepresentative practice condition (i.e. hitting into a net). Results confirmed this, as evidenced by reduced intra-individual movement variability for all participants’ individual refinements, despite little or no difference in mental effort reported. This research offers coaches guidance when working with performers who may find conscious recall difficult during the skill refinement process. 相似文献
78.
Background: Many international science curriculum documents mandate that students should be able to participate in argument, debate and decision-making about contemporary science issues affecting society. Termed socioscientific issues, these topics provide students with opportunities to use their scientific knowledge to discuss, debate and defend their decisions and to evaluate the arguments of their peers.
Purpose: This study describes the development and trialling of scenarios based on the socioscientific issue of climate change. The scenarios required students to make and justify a decision and were designed to assess students’ argumentation skills.
Sample: A sample of 162 Year 10 students from five schools in Perth, Western Australia participated in this study.
Design and methods: Recent media articles were reviewed to identify relevant contexts for scenarios related to climate change that could be used to develop and assess students’ argumentation skills. In the first phase, students trialled scenarios about wind farms and hydrogen fuel buses using writing frames with scaffolding questions to generate as many reasons as possible to justify their decision. The responses were categorised into themes which were used to prepare a scoring rubric. In the second phase, students generated written arguments about the scenarios to support their decision. The arguments were analysed using both the scoring rubric developed from the first phase and Toulmin’s argumentation pattern of claim, data, backing, qualifier and rebuttal.
Results: Students’ responses to the scaffolded questions were categorised into themes of agriculture, economy, energy, environment, human impact and ethical factors. The themes of economy and the environment predominated with ethical justifications cited infrequently. An analysis of the arguments generated revealed a majority of students’ responses consisted of a claim and data with backings, qualifiers and rebuttals rarely provided.
Conclusions: Scenarios about climate change socioscientific issues can be used by teachers to both develop and assess students’ argumentation skills in classroom settings. 相似文献
79.
Carson A. Scott Wilson John 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1984,30(1):41-55
An analysis of the concept of education has been thought necessary by philosophers of education in the past in order to provide a measuring stick against which the genuineness and quality of purportedly educational activities and educated people could be gauged. R.S. Peters and John Wilson have both offered new analysis of education and it is here argued that each fails: Peters' because it will allow too much to count as educational and Wilson's because it will permit too little. The author's position is that the concept of education is too vague to admit of precise characterization, hence further analysis is futile. In its place is offered an analysis of the concept ofschooling. Schooling is less vague and can be divided intotypes of schooling each of which provides criteria for establishing the genuineness and quality of educational activities and educated people.
Zusammenfassung In der Vergangenheit wurde eine Analyse des Erziehungsbegriffs von Erziehungsphilosophen für nötig gehalten, um einen Maßstab zu schaffen, anhand dessen Echtheit und Güte von beabsichtigten erzieherischen Aktivitäten und der Ausgebildeten abgelesen werden könnte. R.S. Peters und John Wilson haben beide eine neue Erziehungsanalyse vorgeschlagen, und der Autor legt dar, daß eine wie die andere fehlschlagen: Peters Analyse, weil sie erlaube, zu viel zum Erzieherischen zu zählen und Wilsons, weil sie zu wenig gestatte. Der Autor meint, daß der Erziehungsbegriff viel zu ungenau ist, um abgrenzende Beschreibung zuzulassen, und daher weitere Analyse vergeblich ist. Stattdessen wird eine Analyse des BegriffsSchulung vorgeschlagen. Schulung ist weniger ungenau und kann in zwei Schulungstypen unterteilt werden, welche beide Kritieren liefern, zur Feststellung von Echtheit und Güte der erzieherischen Aktivitäten und der Ausgebildeten.
Résumé On pensait autrefois que l'analyse du concept de l'éducation présentée par les philosophes de l'éducation était nécessaire à l'élaboration d'une échelle de mesure d'après laquelle on pouvait apprécier l'authenticité et la qualité des activités pédagogiques visées et des personnes instruites. R.S. Peters et John Wilson ont présenté l'un et l'autre une nouvelle analyse de l'éducation et l'on démontre dans cet article que les deux échouent: celle de Peters parce qu'elle prend trop en considération l'aspect pédagogique, celle de Wilson pas assez au contraire. L'auteur pense que le concept de l'éducation est trop vague pour permettre une définition précise, ce qui rend tout autre analyse futile. On offre donc à la place une analyse du concept de l'instruction. L'instruction est moins indéfinie et peut être divisée entypes d'instruction, chacun pouvant fournir les critères de détermination de l'authenticité et de la qualité des activités pédagogiques et des personnes instruites.相似文献
80.
Robert N. Carson 《Science & Education》2004,13(7):797-809
This article explores the relationship between specific cultural events such as Galileos work with the pendulum and a curriculum design that seeks to establish in skeletal form a comprehensive epic narrative about the co-evolution of cultural systems and human consciousness. The article explores some of the challenges and some of the strategies needed to represent complex primary events in the concise, viscerally immediate form necessary to make this curriculum offering practical. 相似文献