Childhood aerobic fitness predicts cognitive performance one year later     

Laura Chaddock  Charles H. Hillman  Matthew B. Pontifex  Christopher R. Johnson  Lauren B. Raine  Arthur F. Kramer 《Journal of sports sciences》2013,31(5):421-430

Abstract

Aerobically fit children outperform less fit peers on cognitive control challenges that involve inhibition, cognitive flexibility, and working memory. The aim of this study was to determine whether, compared with less fit children, more fit 9- and 10-year-old pre-adolescents exhibit superior performance on a modified compatible and incompatible flanker task of cognitive control at the initial time of fitness testing and approximately one year later. We found that more fit children demonstrated increased flanker accuracy at both test sessions, coupled with a superior ability to flexibly allocate strategies during task conditions that required different amounts of cognitive control, relative to less fit children. More fit children also gained a speed benefit at follow-up testing. Structural MRI data were also collected to investigate the relationship between basal ganglia volume and task performance. Bilateral putamen volumes of the dorsal striatum and globus pallidus volumes predicted flanker performance at initial and follow-up testing one year later. The present findings suggest that childhood aerobic fitness and basal ganglia volumes relate to cognitive control at the time of fitness testing and may play a role in cognitive performance in the future. We hope that this research will encourage public health and educational changes that will promote a physically active lifestyle in children.  相似文献   

Coping Strategies Used by National Champion Figure Skaters     

Daniel Gould  Laura M. Finch  Susan A. Jackson 《Research quarterly for exercise and sport》2013,84(4):453-468

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Using web tools, collaborating, and learning online     

Karen L. Murphy  Lauren Cifuentes 《TechTrends》2001,45(1):28-28

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A snapchat story: how black girls develop strategies for critical resistance in school     

Lauren Leigh Kelly 《Learning, Media and Technology》2018,43(4):374-389

ABSTRACT

Drawing from Black, feminist epistemologies as well as theories of critical consciousness, and adolescent digital literacies, this paper analyzes the narratives of 7 Black, female high school students who experience oppressive practices, including racial microaggressions, silencing, harsh discipline, and marginalization within a predominately White school environment. At this juncture in which race, politics, and activism intersect with school, media, and identity, this study discusses how Black, female students resist oppression and use digital and social media as well as other available tools to speak out against injustice and heighten the racial awareness of their school community. This qualitative case study uses individual and focus group interviews to examine the ways in which Black female students develop critical resistance strategies, working individually and collectively within existing structures to fight for their humanity and liberation.  相似文献   

The development, validation, and applicability of The Personnel Evaluation Standards     

Robert L. Linn  Margret Buchmann  Bruce Gould  Thomas Kellaghan  Dal Lawrence  Phil C. Robinson  Perry Zirkel 《Journal of Personnel Evaluation in Education》1989,2(3):199-214

Michigan State UniversityAir Force Human Resources Laboratory  相似文献   

Life’s little Joke     

Stephen Jay Gould 《Resonance》2002,7(11):87-98

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The University and Purposeful Ethics     

Eric Gould 《Higher Education in Europe》2004,29(4):451-460

Written with the intent to argue for the purposeful place of ethics in the curriculum, this paper examines the role of the university in the knowledge society, the moral challenges that arise from this, and the importance of developing a pragmatic ethics.  相似文献   

Defining and navigating ‘action’ in a Participatory Action Research project     

Batsheva Guy  Tziporah Feldman  Caroline Cain  Lauren Leesman  Chara Hood 《Educational Action Research》2020,28(1):142-153

ABSTRACT

While the ‘action’ portion of a Participatory Action Research (PAR) project is a crucial component of the process, action tends to be challenging to define, achieve, and measure. The current paper both defines and describes action within the context of a particular PAR collaboration and explores the process and challenges of navigating and implementing action in a PAR project. The specific PAR project detailed in this paper was executed within a higher education setting and involves a group of undergraduate women co-researchers studying their experiences in STEM (Science, Technology, Engineering, and Mathematics) fields.  相似文献   

Sharing art via videoconference
Between Mexico and Texas     

Lauren Cifuentes  Karen L. Murphy 《TechTrends》2000,44(3):52

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Pell Grants as Performance-Based Scholarships? An Examination of Satisfactory Academic Progress Requirements in the Nation’s Largest Need-Based Aid Program     

Lauren Schudde  Judith Scott-Clayton 《Research in higher education》2016,57(8):943-967

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