Conflict of Learning Styles: University Science Lectures in the Sultanate of Oman     

Arden-Close  Christopher 《Journal of Science Education and Technology》1999,8(4):323-332

This article examines the differing learning styles found in western lecturers and Omani students in science lectures in the Sultanate of Oman. Oman is a country which modernized very recently, and students there were encountering western lecturers and lecturing methods for the first time. The western lecturers found the Omani approach to science, which they characterized as memorization deficient and wished to introduce a problem-solving approach. However, it is argued that some memorization occurs in all learning of science everywhere, that the Omani approach has its merits, and that a major problem in these lectures was the lack of knowledge of Omani and Arabic culture in the lecturers. It is argued that all learning takes place by matching new knowledge and methods with previous ones, and that to successfully lecture to the Omani students the lecturers would need to research further into ways in which their approach could have built on, rather than replaced entirely, the Omani approach. The article is based on interviews with the lecturers and extracts from the lectures, which were recorded and transcribed by the writer.  相似文献   

The teaching well: Experience, education, and counselling     

Christopher J. Rybak  Lori a. Russell-Chapin 《International journal for the advancement of counseling》1998,20(2):131-139

Wellness classes based on Eastern and Western philosophical concepts were offered to graduate level counselling students as a means of helping them to integrate and clarify their views on counselling. Through experiential activities, students learned to more fully activate inner creative resources for an enhanced sense of wholeness. The concepts and methods learned have practical application to counselling.  相似文献   

Self-ratings versus teacher-ratings of adolescents' type A behavior pattern in the normal classroom     

Christopher F. Sharpley  Anne-Maree James  Andrew Mavroudis 《Psychology in the schools》1993,30(2):119-124

Self-ratings versus teacher-ratings of adolescents' Type A Behavior Pattern were compared with 80 eighth-grade and 70 eleventh-grade teenagers from a typical high school in Melbourne, Australia. Data indicated that there were significant differences in the ratings from these two sources, with little predictive power from teachers' ratings to adolescents' ratings. Implications for the reliable and comprehensive assessment of adolescents' Type A Behavior Pattern are discussed.  相似文献   

Visible models of course organization     

Stephen Yelon  Christopher Reznich 《Performance Improvement》1992,31(6):7-11

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Coinage and Coin Use in Medieval Italy     

Christopher Heath 《Al-Masaq: Islam & the Medieval Mediterranean》2014,26(3):331-333

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Perceptual-cognitive expertise in sport: a meta-analysis   总被引：5，自引：0，他引：5  

Mann DT  Williams AM  Ward P  Janelle CM 《运动与训练心理学杂志》2007,29(4):457-478

Research focusing on perceptual-cognitive skill in sport is abundant. However, the existing qualitative syntheses of this research lack the quantitative detail necessary to determine the magnitude of differences between groups of varying levels of skills, thereby limiting the theoretical and practical contribution of this body of literature. We present a meta-analytic review focusing on perceptual-cognitive skill in sport (N = 42 studies, 388 effect sizes) with the primary aim of quantifying expertise differences. Effects were calculated for a variety of dependent measures (i.e., response accuracy, response time, number of visual fixations, visual fixation duration, and quiet eye period) using point-biserial correlation. Results indicated that experts are better than nonexperts in picking up perceptual cues, as revealed by measures of response accuracy and response time. Systematic differences in visual search behaviors were also observed, with experts using fewer fixations of longer duration, including prolonged quiet eye periods, compared with non-experts. Several factors (e.g., sport type, research paradigm employed, and stimulus presentation modality) significantly moderated the relationship between level of expertise and perceptual-cognitive skill. Practical and theoretical implications are presented and suggestions for empirical work are provided.  相似文献   

Old dogs, new tricks: training the perceptual skills of senior tennis players     

Caserta RJ  Young J  Janelle CM 《运动与训练心理学杂志》2007,29(4):479-497

The purpose of the study was to determine whether multidimensional perceptual-cognitive skills training, including situational awareness, anticipation, and decision making, improves on-court performance in older adults when compared with a physical training program, including stroke and footwork development. Senior tennis players (N = 27) were randomly assigned to one of three groups: perceptual-cognitive skills training, technique-footwork training, or no training. Results indicated that participants receiving perceptual-cognitive skills training had significantly faster response speeds, higher percentage of accurate responses, and higher percentage of performance decision making in posttest match situations. Findings provide clear evidence that perceptual-cognitive skills can be trained in aged individuals. Implications and suggestions for future research are offered.  相似文献   

Shifting Ethnic Identities in Spain and Gaul 500–700: From Romans to Goths and Franks     

Christopher Heath 《Al-Masaq: Islam & the Medieval Mediterranean》2019,31(1):116-117

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Effects of antisocial behaviour on opponent's anger,attention, and performance     

Christopher Ring  Maria Kavussanu  Ali Al-Yaaribi  Gershon Tenenbaum  Nicholas Stanger 《Journal of sports sciences》2019,37(8):871-877

Sledging, which is verbal antisocial behaviour in sport, aims to impair an opponent’s performance. Previously, variations in performance have been attributed to changes in emotion and cognition. To improve our understanding of sledging, the current experiment examined the effects of verbal antisocial behaviour on anger, attention and performance. Participants performed a competitive basketball free-throw shooting task under insult (verbal behaviour designed to offend and upset the performer), distraction (verbal behaviour designed to draw attention away from the task), or control (neutral verbal behaviour) conditions. Performance was assessed by the number of successful baskets and a points-based scoring system, while anger and attention were measured post-task. The insult condition provoked more anger than the control and distraction conditions, whereas the insult and distraction conditions increased distraction and reduced self-focus compared to the control condition. Although verbal antisocial behaviour had no overall direct effect on performance, mediation analysis showed that anger indirectly impaired performance via distraction. Implications for the antisocial behaviour-performance relationship are discussed.  相似文献   

An Investigation Into Handedness and Choking Under Pressure in Sport     

Christopher Mesagno  Jacob Garvey  Stephanie J. Tibbert  Peter Gröpel 《Research quarterly for exercise and sport》2019,90(2):217-226

When athletes fail to perform at an expected level during an important moment, it is implied the athletes have experienced “choking“ (sudden decline in performance) under pressure.”. Researchers have reported that persistent left-hemispheric activation patterns occur when an athlete experiences considerable performance deteriorations under pressure. Researchers have also observed differences in brain activation patterns between left- and right-handed people on a variety of physical and cognitive tests, with the left-hemispheric activation more pronounced in right-handed participants. Purpose: The purpose of this study was to investigate whether athletes’ handedness may be linked to choking susceptibility (i.e., likelihood to experience performance decline under pressure). Method: Twenty right-handed and 13 left-handed experienced Australian football players completed 15 shot attempts, in both a low-pressure and a high-pressure condition. Both groups displayed equal state anxiety increases due to the pressure manipulation, indicating similar increases in anxiety in both handedness groups. Results: Differences were indicated in performance between the left- and right-handed groups during the high-pressure condition, with the left-handed group maintaining, and the right-handed participants declining, performance. Conclusion: Future electroencephalogram (EEG) research investigating this link may clarify the effect between handedness and choking.  相似文献