An external focus of attention enhances golf shot accuracy in beginners and experts   总被引：2，自引：0，他引：2  

Wulf G  Su J 《Research quarterly for exercise and sport》2007,78(4):384-389

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Wie viele Schuljahre bis zum Abitur?     

Dr. Svenja M. Kühn  Prof. Dr. Isabell van Ackeren  Prof. Dr. Gabriele Bellenberg  Dr. Christian Reintjes  Jun.-Prof. Dr. Grit im Brahm D 《Zeitschrift für Erziehungswissenschaft》2013,16(1):115-136

Reducing the number of school years until graduation from academic-track secondary schooling (“G8”) has been one of the most important structural changes to schooling in the past few years. The reduction is one element of more compressed and accelerated processes in institutional education implemented over the last decade. The extent to which the changes in the systemic context of schooling affect organizational and instructional processes and results, or the school actors concerned (teachers, pupils and their families), has only been insufficiently investigated so far. This contribution provides an overview of this barely investigated topic. Following a review of the historical developments, the normative debates regarding reduced school time will be presented and then compared with the current state of research. The paper closes with an analysis of different models for organizing the reduction of school years and an outlook on current developments.  相似文献   

Feedback After Good Trials Enhances Learning     

Suzete Chiviacowsky  Gabriele Wulf 《Research quarterly for exercise and sport》2013,84(2):40-47

Recent studies (Chiviacowsky & Wulf, 2002, 2005) have shown that learners prefer to receive feedback after they believe they had a “good” rather than “poor”trial. The present study followed up on this finding and examined whether learning would benefit if individuals received feedback after good relative to poor trials. Participants practiced a task that required them to throw beanbags at a target with their nondominant arm. Vision was prevented during and after the throws. All participants received knowledge of results (KR) on three trials in each 6-trial block. While one group (KR good) received KR for the three most effective trials in each block, another (KR poor) received feedback for the three least effective trials in each block. There were no group differences in practice. However, the KR good group showed learning advantages on a delayed retention test (without KR). These results demonstrated that learning is facilitated if feedback is provided after good rather than poor trials. The findings are interpreted as evidence for a motivational function of feedback.  相似文献   

Learning Benefits of Self-Controlled Knowledge of Results in 10-Year-Old Children     

Suzete Chiviacowsky  Gabriele Wulf  Franklin Laroque de Medeiros  Angélica Kaefer  Go Tani 《Research quarterly for exercise and sport》2013,84(3):405-410

Abstract

The leg strength of 70 college men was measured in a position designed to involve the power thrust of the major muscle groups used in the vertical jump. The subjects then performed a modified Sargent jump that used no arm snap. Although the reliability of all measures was high, individual differences in the ratio of tested strength to body mass showed only a low and nonsignificant correlation with jumping performance. The results are interpreted to support the hypothesis that strength exerted against a dynamometer involves a different neuromotor pattern than strength exerted by the muscles during a movement. Tables of means, variabilities, and intercorrelations are included in the report.  相似文献   

The Influence of External and Internal Foci of Attention on Transfer to Novel Situations and Skills     

Vasiliki Totsika  Gabriele Wulf 《Research quarterly for exercise and sport》2013,84(2):220-232

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Is dealing with errors in the classroom specific for school subjects? A study of the error climate in mathematics,German, and English     

Steuer  Gabriele  Tulis  Maria  Dresel  Markus 《European Journal of Psychology of Education - EJPE》2022,37(2):355-373

A frequent observation in the school context is that opportunities to learn from errors are often missed. However, a positive error climate may support learning from errors. For the school subject of mathematics, some findings about characteristics of the error climate already exist. But, a comparison of the error climate between different school subjects is still pending. In the present study, it is analyzed whether the error climate differs in different school subjects and whether the same interrelations between the ways in which individuals deal with errors can be found in these different school subjects. In a study with 937 students from 48 classrooms from grades 5 to 7, in different secondary schools in Germany and Austria, we assessed the error climate and individual reactions following errors in mathematics, German, and English. Small mean differences between mathematics and the two language subjects were yielded. In addition, we found medium-sized correlations between the error climate measures in the three school subjects. However, the same pattern of interrelations between error climate and the way individuals deal with errors for all three school subjects could be shown. The results suggest that the perception of the error climate is rather similar in different school subjects. This has implications, for instance, for interventions that aim at fostering the error climate.

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R&D drivers and age: Are young firms different?     

José García-Quevedo  Gabriele Pellegrino  Marco Vivarelli 《Research Policy》2014

This study examines the relationship between R&D drivers and firm's age, taking into account the autoregressive nature of innovation.  相似文献   

Oral History in the Classroom: A Comparison of Traditional and On-line Gerontology Classes     

Katie Ehlman  Mary Ligon  Gabriele Moriello  E. Ayn Welleford  Kirsten Schuster 《Educational gerontology》2013,39(9):772-790

In this study, the effectiveness of an oral history assignment was assessed in a traditional gerontology class versus a distance education (DE) gerontology class. Attitudes toward older adults and the aging process were measured before and after students in the traditional (n = 29) and DE (n = 16) setting completed an oral history assignment. Scores were evaluated at posttest for differences between groups. The assignment positively influenced students' attitude toward older adults in both classes. Results indicate that this assignment was as effective in the DE setting as in the traditional setting. Findings suggest that oral history is an effective teaching assignment in a DE gerontology class.  相似文献   

Collaborating With a Skilled Peer: The Influence of Achievement Goals and Perceptions of Partners' Competence on the Participation and Learning of Low-Achieving Students     

Anthony J. Gabriele  Carmen Montecinos 《Journal of Experimental Education》2013,81(2):152-178

The authors examined whether motivational goals influenced the participation and performance of low-achieving students during collaborative problem solving with a high-achieving partner. Thirty-five pairs of 4th- and 5th-grade students were randomly assigned a set of instructions designed to induce students to adopt a learning goal or a performance goal. The following day, the students were individually given a posttest on problems similar to those worked on collaboratively. The low-achieving students given learning-goal instructions performed better on the posttest problems and perceived their partner's competence as more similar to their own than did the low-achieving students given performance-goal instructions. No differences in overall amount or level of low achievers' participation during collaborative problem solving were observed. Implications of the findings for the use of peer learning in heterogeneous classrooms are discussed.  相似文献   

Editorial     

Stephanie Hellekamps  Christoph Wulf  Yvonne Ehrenspeck 《Zeitschrift für Erziehungswissenschaft》2001,4(1):3-4

Ohne Zusammenfassung

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Editorial

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