The modulation of corticospinal excitability and inhibition following acute resistance exercise in males and females     

Christopher Latella  Ashlee Hendy  Dan Vanderwesthuizen  Wei-Peng Teo 《European Journal of Sport Science》2018,18(7):984-993

Objective: The acute responses to resistance training (RT) between males and females are poorly understood, especially from a neural perspective. Therefore, we aimed to compare the corticospinal and intracortical responses during fatigue and recovery following RT.

Methods: Twenty-two participants (12M, 10F) completed one-session of RT (3?×?12 repetition maximum) unilateral leg extensions with 60?s recovery. Single- and paired-pulse transcranial magnetic stimulation measured changes in the motor-evoked potential (MEP), corticospinal silent period (CSP), CSP/MEP ratio, and intracortical facilitation/inhibition (ICF, SICI). The maximal compound wave (M_MAX) measured peripheral excitability of the rectus femoris (RF) and maximal voluntary isometric contraction (MVIC) neuromuscular function of the leg extensors. Measures were taken immediately post, 30?min, 1 and 6?h post-training.

Results: A significantly greater increase in MEP/M_MAX ratio (p?=?.005) was observed for females immediately post-training compared to males. While no sex differences in MEP/M_MAX ratio was observed at 30?min and 1?h post-training, a greater MEP/M_MAX ratio for males was observed at 30?min (p?p?=?.003). CSP trended to decrease for males compared to females immediately post-training (d?=?1.93). MVIC was decreased post-training for males; 14.22% and females; 14.16% (P?MAX reduced at 30?min for both groups (P?P?>?.05).

Conclusion: The net output of corticospinal excitability is similar between males and females during fatigue. However, the mechanism in which this is modulated (increased MEP, decreased CSP) appears to be sex-specific.  相似文献   

A new Lyapunov functional approach to sampled-data synchronization control for delayed neural networks     

Shen-Ping Xiao  Hong-Hai Lian  Kok Lay Teo  Hong-Bing Zeng  Xiao-Hu Zhang 《Journal of The Franklin Institute》2018,355(17):8857-8873

This paper discusses the problem of synchronization for delayed neural networks using sampled-data control. We introduce a new Lyapunov functional, called complete sampling-interval-dependent discontinuous Lyapunov functional, which can adequately capture sampling information on both intervals from $r(t?\overline{\tau })$ to $r(t_k?\overline{\tau })$ and from $r(t?\overline{\tau })$ to $r(t_{k+1}?\overline{\tau })$. Based on this Lyapunov functional and an improved integral inequality, less conservative conditions are derived to ensure the stability of the synchronization error system, leading to the fact that the drive neural network is synchronized with the response neural network. The desired sampled-data controller is designed in terms of solutions to linear matrix inequalities. A numerical example is provided to demonstrate that the proposed approaches are effective and superior to some existing ones in the literature.  相似文献   

Carnap and Kuhn: Arch Enemies or Close Allies?   总被引：1，自引：0，他引：1  

Irzik  Gurol; Grunberg  Teo 《The British journal for the philosophy of science》1995,46(3):285-307

  相似文献   

Investigating pre-service teachers’ acceptance of Web 2.0 technologies in their future teaching: a Chinese perspective     

Timothy Teo  Guoyuan Sang  Cathy Ka Weng Hoi 《Interactive Learning Environments》2019,27(4):530-546

In recent years, there has been an exponential growth of the explorations around the pedagogical use of Web 2.0 technologies in China. This study offers an alternate perspective by examining predictors of pre-service teachers’ uptake of Web 2.0 technologies for teaching purposes. On the basis of prior related research focusing on the pedagogical use of ICT, an eight-factor research model was hypothesised. Data were collected from two universities in China through a questionnaire (N?=?464). Structural equation modelling analysis results suggested that perceived usefulness, perceive enjoyment, subjective norm, technological pedagogical and content knowledge, and facilitating conditions had statistically significant direct effects on intention to use Web 2.0 technologies. The findings can help stakeholders in China (e.g. teacher educators, school leaders, and education policy makers) develop a better understanding of the realities of teachers’ pedagogical use Web 2.0 technologies in China.  相似文献   

Computer-enabled visual creativity: an empirically-based model with implications for learning and instruction     

Jiajun  Guo  Islam  A. Y. M. Atiquil  Teo  Timothy  Spector  Jonathan Michael 《Instructional Science》2019,47(5):609-625

Instructional Science - This study focuses on visual creativity and how it can be supported with computer technologies and thereby be used to support learning and instruction. However, studies...  相似文献   

Shadow education in Singapore: A Deweyan perspective     

Peter Teo  Dorothy Koh 《Educational Philosophy and Theory》2020,52(8):869-879

Abstract

This study focuses on the phenomenon of private supplementary tutoring, otherwise known as ‘shadow education’, which has proliferated around the world. By casting the spotlight on one particular shadow education institution (SEI) in Singapore and viewing it through the lens of Dewey’s educational philosophy, the study aimed to illuminate the inner workings of a SEI to shed light on its ability to thrive in a competitive educational landscape. Data were drawn from lesson observations, interviews with various stakeholders and the SEI website. Viewed through Dewey’s philosophical thinking about the connections between the child and curriculum and school and society, the data shows an institution outwardly guided by a progressivist mission to develop learners as a whole, providing opportunities for broadening their minds and preparing them for their future workplace. However, evidence also suggests that there is a fundamental focus on high-stakes examination preparation in its pedagogic practices and curricular content. This tension reflects the wider socio-economic culture in Singapore that is entrenched within a utilitarian and pragmatic paradigm while aspiring towards more humanistic and holistic educational goals.  相似文献   

MEASURING EFFICACY SOURCES: DEVELOPMENT AND VALIDATION OF THE SOURCES OF TEACHER EFFICACY QUESTIONNAIRE (STEQ) FOR CHINESE TEACHERS          下载免费PDF全文

Cathy Ka Weng Hoi  Mingming Zhou  Timothy Teo  Youyan Nie 《Psychology in the schools》2017,54(7):756-769

The aim of the current study is to develop and validate an instrument to measure the four sources of teacher efficacy among Chinese primary school teachers. A 26‐item Sources of Teacher Efficacy Questionnaire (STEQ) was proposed with four subscales: mastery experience, vicarious experience, social persuasion, and physiological arousal. The results supported the hypothesized four‐factor structure of the STEQ. Scores from all the four factors of the STEQ had strong significant correlations with the Teachers’ Sense of Efficacy Scale (TSES), which showed the criterion‐related validity of the STEQ. Further, scores of all four sources significantly predicted teacher efficacy scores, among which social persuasion was the strongest predictor. This study contributes to the self‐efficacy literature by providing researchers with an instrument for examining the various facets of teacher efficacy. The findings can inform school principals and teacher educators, enabling them to facilitate a school culture and teaching environment that cultivates a greater sense of teacher efficacy and, in turn, better teaching performance.  相似文献   

Understanding Chinese female university teachers’ intention to pursue a PhD degree: some insights from a Chinese university     

Dai  Hai Min  Ju  Bei  Teo  Timothy  Rappa  Natasha Anne 《Higher Education》2021,81(6):1347-1366

Higher Education - To respond to an increasing emphasis placed on research capability and productivity, universities in China are reforming their policies regarding faculty’s performance...  相似文献   

A cross-cultural study on the influence of cultural values and teacher beliefs on university teachers’ information and communications technology acceptance     

Huang  Fang  Sánchez-Prieto  José Carlos  Teo  Timothy  García-Peñalvo  Francisco J.  Olmos-Migueláñez  Susana  Zhao  Chen 《Educational technology research and development : ETR & D》2021,69(2):1271-1297

This study examined how cultural values and teacher beliefs influence Chinese and Spanish university teachers’ acceptance of ICTs by combining Hofstede’s cultural values theory with technology acceptance theories. Four hundred and twenty-five university teachers from China and 385 teachers from Spain participated in the study. The proposed research model was tested by using samples from both countries and the multigroup analyses were performed to test moderating effects of cultural variables. Results confirmed the validity of the model in both samples and the effects of cultural values on the adoption of ICTs, and significant differences were observed between the two samples.

  相似文献   

The Knowledge,Volition and Action Programme in Singapore: the effects of an experimental intervention programme on high ability achievement     

Chua Tee Teo  May Ling Quah 《High Ability Studies》1999,10(1):23-35

This study hypothesises that non‐achieving behaviour of gifted adolescents in Singapore may be attributed to a lack of knowledge, volition and action on the part of the gifted. As such, an educational intervention programme, Knowledge/Volition/Action, was devised to teach pupils knowledge of the self, volition, consultation, time management and stress management. All subjects were gifted pupils in a secondary one cohort in three premier schools hosting the Gifted Education Programme (GEP). Experimental subjects (n = 57) and control subjects (n = 57) were matched by age, gender, school, class, race, socio‐economic status, academic and non‐academic achievement before being randomly selected and randomly assigned to groups. The effects of the intervention on academic and non‐academic achievement were reported using paired t‐tests. Interestingly, the intervention programme was found to be effective in augmenting the non‐academic rather than the academic achievement of the experimental group.  相似文献