Reading training by means of disappearing text: effects on reading performance and eye movements     

Sebastian Peter Korinth  Olaf Dimigen  Werner Sommer  Zvia Breznitz 《Reading and writing》2016,29(6):1245-1268

The Reading Acceleration Program (RAP), which uses adaptively increasing text erasure rates to enforce reading rate improvements, has been positively evaluated in various languages, reader and age groups. The current study compared the established incremental increase of text erasure rate with a training using fixed erasure rates in two groups of young, non-impaired German adults. Eye-tracking measures prior and post training examined training-related changes of eye-movement patterns. Equal gains in reading performance in both training groups led to the conclusion that not the adaptive increase but already text erasure at fixed rates provides an economically efficient tool for the enhancement of reading rates. Furthermore, eye-tracking results suggest that text erasure training affects word processing not only at one specific level, but simultaneously at pre-lexical, lexical, and post-lexical stages. Although these outcomes are promising, further research is necessary to determine the optimal individual erasure rates that preserve good comprehension at varying levels of text difficulty and in different orthographies.  相似文献   

Die FHStG-Novelle BGBl I 2007/89 – Fachhochschul-Recht aus trüber Quelle?     

Werner Hauser  Peter Reininghaus  Christian Schweighofer 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2008,7(3):70-80

Die Novelle BGBl I 2007/89 des FHStG führte zu einigen wesentlichen ?nderungen im Fachhochschul-Studienrecht. Sie brachte einerseits die Etablierung einer Studierendenvertretung im Fachhochschul-Bereich sowie andererseits Vorgaben für die (arbeitsrechtliche) Stellung von Lehrbeauftragten. Im folgenden Beitrag werden diese beiden Neuerungen dargestellt und einer kritischen Betrachtung unterzogen, wobei sich – dies sei vorweggenommen – einige Punkte als durchaus problematisch und daher verbesserungswürdig erweisen.  相似文献   

Effects of biology teachers’ professional knowledge and cognitive activation on students’ achievement     

Christian Förtsch  Sonja Werner  Lena von Kotzebue  Birgit J. Neuhaus 《International Journal of Science Education》2016,38(17):2642-2666

This study examined the effects of teachers’ biology-specific dimensions of professional knowledge – pedagogical content knowledge (PCK) and content knowledge (CK) – and cognitively activating biology instruction, as a feature of instructional quality, on students’ learning. The sample comprised 39 German secondary school teachers whose lessons on the topic neurobiology were videotaped twice. Teachers’ instruction was coded with regard to cognitive activation using a rating manual. Multilevel path analysis results showed a positive significant effect of cognitive activation on students’ learning and an indirect effect of teachers’ PCK on students’ learning mediated through cognitive activation. These findings highlight the importance of PCK in preservice biology teachers’ education. Items of the rating manual may be used to provide exemplars of concrete teaching situations during university seminars for preservice teacher education or professional development initiatives for in-service teachers.  相似文献   

Komplexe Erziehungswissenschaft jenseits von empirieloser Theorie und theorieloser Empirie     

Werner Vogd 《Zeitschrift für Erziehungswissenschaft》2005,8(1):112-133

Zusammenfassung Das moderne Erziehungssystem kann im Hinblick auf seine Komplexit?t, seine Paradoxien und Probleme durch die Luhmannsche Systemtheorie in recht differenzierter Form beschrieben werden. Es stellt sich jedoch die Frage, wie nun die theoretischen Analysen in eine gegenstandsad?quate empirische Forschung übersetzt werden k?nnen. Zun?chst ist davon auszugehen, dass anspruchsvolle Theorieprogramme, die selbstreferenzielle Prozesse abbilden und polykontexturale Verh?ltnisse beschreiben, als empirisches Forschungsprogramm eher mit qualitativen Methoden umgesetzt werden k?nnen. Aufgrund ihrer Theoriesprachen als auch von ihren unterschiedlichen Traditionen her scheint die rekonstruktive Sozialforschung mit der soziologischen Systemtheorie jedoch zun?chst wenig kompatibel. Da Letztere als soziologische Disziplin zumindest in abstrakter Form von empirischen Sachverhalten handelt, erscheint es lohnend, den ihr implizit schon immer gegebenen empirischen Gegenstandsbezug methodologisch zu explizieren. Sie müsste sich dann auch als eine rekonstruktive Sozialwissenschaft verstehen. In diesem Beitrag soll nun am Beispiel der dokumentarischen Methode im Sinne von Ralf Bohnsack aufgezeigt werden, wie sich die Systemtheorie für empirische Forschung aufschlie?en l?sst. Es kann gezeigt werden, dass dies durchaus theoriekonform, d.h. ohne den Rekurs auf subjektphilosophische Positionen und unter Beibehaltung der multiperspektivischen Beobachterperspektiven der Systemtheorie, m?glich ist. Eine in diesem Sinne verstandene erziehungswissenschaftliche Forschung k?nnte sich nun sowohl empirisch als auch theoretisch begründet den komplexen Verh?ltnissen ihrer Gegenst?nde, etwa der Erziehung in Schule und beruflicher Ausbildung, stellen. Die überlegungen werden am Beispiel einer Belehrung eines angehenden Arztes verdeutlicht.

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Summary Complex Educational Science: Beyond Theories Lacking Empiricism and Empiricism Lacking Theory — An attempt at a bridge between system theory and reconstructive social research The modern education system, its complexity, paradoxes and problems, can be described quite adequately using Luhmann’s System Theory. The question remains, however, on how to operationalize these theoretical analyses for an empirical research which remains adequate to its object. It may be assumed that qualitative methods are most suitable for empirical research programs which integrate sophisticated theories, reflect self-referential processes and describe poly-contextual relationships. Yet, due to its theoretical language and differing traditions, reconstructive social research appears incompatible with sociological system theory. Since the latter — as social discipline — relates to empirical occurrences, at least in an abstract manner, it would appear helpful to explicate the implicit empirical relationship to objects within the theory. It could then be seen as a reconstructive social science. This paper will demonstrate how system theory can be accessed for empirical research using the example of the documentary method according to Ralf Bohnsack. It can be shown that this can be achieved in a way which conforms with the theory, i.e. without having to revert back to subject-bound philosophical positions and maintaining the multi-perspective observer-status of system theory. An educational research under these terms can confront — both empirically and theoretically — the complex relationships, which its object of research tends to present, e.g. in school education and vocational training. These reflections will be clearly demonstrated using the example of doctors’ training.

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Is it possible to voluntarily increase hamstring muscle activation during landing from a snow jump in alpine skiing? - a pilot study     

Sebastian Färber  Dieter Heinrich  Inge Werner 《Journal of sports sciences》2019,37(2):180-187

Activation of the hamstrings has been discussed as a measure for reducing strain on the ACL during jump landings in alpine skiing. The current study tested the hypothesis that hamstring and quadriceps activation can be voluntarily increased by the athlete. Specifically, two different instructions – to increase hamstring activation or to increase upper-leg co-contraction – were compared to normal landings. Eight members of the German national and junior national squad in freestyle skiing (age 19.6 ± 3.8 years; weight 66.1 ± 13.2 kg; height 172.2 ± 7.7 cm) performed 12 jump landings on a prepared run, 4 with no specific instruction, 4 with the instruction to generally activate the thigh muscles, and 4 with the instruction to specifically activate the hamstrings. Electromyographic (EMG) signals were recorded on the biceps femoris (BF), semitendinosus (ST), vastus lateralis (VL), rectus femoris (RF) and vastus medialis (VM). EMG activation levels were integrated over three landing phases and analysed with a repeated measures ANOVA. The instruction produced a significant main effect in ST (p = .026), VM (p = .032) and RF (p = .001). Contrary to previous research, the current study suggests that hamstring muscle activation levels can be voluntarily increased during jump landing, particularly in co-activation with its antagonists.  相似文献   

Age-specific response of skeletal muscle extracellular matrix to acute resistance exercise: A pilot study     

Barbara Wessner  Michael Liebensteiner  Werner Nachbauer  Robert Csapo 《European Journal of Sport Science》2019,19(3):354-364

The extracellular matrix (ECM) plays an essential role in the development, growth and repair of skeletal muscles and serves to transmit contractile force. However, its regulation is poorly understood. This study investigates the age-specificity of the effects of acute resistance exercise on ECM gene expression. To this purpose, five young (YM, 23.8?±?2.2 yrs.) and 5 elderly (EM, 66.8?±?4.1 yrs.) men performed one session of unilateral leg press and leg extension exercises. Six hours post-exercise, biopsies were taken from the vastus lateralis muscles of both legs. A PCR array was used to profile the expression of 84 ECM-related genes, of which 6 were validated by qPCR. The PCR array found 9 and 4 ECM-associated genes to be selectively altered (>1.5-fold change) in YM or EM only. Four further genes were upregulated in YM but downregulated in EM. Of the 6 genes validated on individual samples MMP9 expression increased in YM (9.7-fold) and decreased (0.2-fold) in EM. MMP15 was downregulated in EM only (0.6-fold). A significant correlation between leg extension 1 RM and changes in COL7A1 expression (ρ?=?0.71) suggests a potential influence of fitness levels. In conclusion, acute resistance exercise affects ECM gene expression at least partly in an age-specific manner. The altered expression of genes encoding matrix metalloproteinases (MMP3, MMP9, MMP15) highlights the role of remodelling processes in the response to an acute bout of resistance exercise. Larger studies are required to verify the age-associated differences in gene expression profiles and establish their functional implications.  相似文献   

Helsen, Gilis, and Weston (2006) do not err in questioning the optical error hypothesis as the only major account for explaining offside decision-making errors     

Helsen W  Gilis B  Weston M 《Journal of sports sciences》2007,25(9):991-994

Oudejans, Bakker, and Beek (2007) recognize several relevant aspects of offside judgements in association football in the paper by Helsen, Gilis, and Weston (2006). We agree that the existing knowledge base on offside assessment needs to be expanded for two reasons. First, from a theoretical point of view it is important to examine how assistant referees can learn to deal with the limitations of the human visual information processing system. Second, from a practical point of view it is relevant to understand better refereeing performances and to identify potential explanations for incorrect offside decisions that could impact on the final outcome of the game. Oudejans et al. (2007) believe we both misinterpreted the optical error hypothesis and that our data set was unsuited to test it. Below, we react to these comments.  相似文献