A tool for helping veterinary students learn diagnostic problem solving     

Jared A. Danielson  Holly S. Bender  Eric M. Mills  Pamela J. Vermeer  Barbara B. Lockee 《Educational technology research and development : ETR & D》2003,51(3):63-81

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Caffeine ingestion enhances perceptual responses during intermittent exercise in female team-game players     

Ajmol Ali  Jemma O’Donnell  Pamela Von Hurst  Andrew Foskett  Sherina Holland  Carlene Starck 《Journal of sports sciences》2016,34(4):330-341

We examined the influence of caffeine supplementation on cognitive performance and perceptual responses in female team-game players taking low-dose monophasic oral contraceptives of the same hormonal composition. Ten females (24 ± 4 years; 59.7 ± 3.5 kg body mass; 2–6 training sessions per week) took part in a randomised, double-blind, placebo-controlled crossover-design trial. A 90-min intermittent treadmill-running protocol was completed 60 min following ingestion of a capsule containing either 6 mg ? kg^?1 anhydrous caffeine or artificial sweetener (placebo). Perceptual responses (ratings of perceived exertion (RPE), feeling scale (FS), felt arousal scale (FAS)), mood (profile of mood states (POMS)) and cognitive performance (Stroop test, choice reaction time (CRT)) were completed before, during and after the exercise protocol, as well as after ~12 h post exercise. Caffeine ingestion significantly enhanced the ratings of pleasure (P = 0.008) and arousal (P = 0.002) during the exercise protocol, as well as increased vigour (POMS; P = 0.007), while there was a tendency for reduced fatigue (POMS; P = 0.068). Caffeine ingestion showed a tendency to decrease RPE (P = 0.068) and improve reaction times in the Stroop (P = 0.072) and CRT (P = 0.087) tests. Caffeine supplementation showed a positive effect on perceptual parameters by increasing vigour and a tendency to decrease fatigue during intermittent running activity in female games players taking low-dose monophasic oral contraceptive steroids (OCS).  相似文献   

Football experts versus sports economists: Whose forecasts are better?     

Bernd Frick  Pamela Wicker 《European Journal of Sport Science》2016,16(5):603-608

Given the uncertainty of outcome in sport, predicting the outcome of sporting contests is a major topic in sport sciences. This study examines the accuracy of expert predictions in the German Bundesliga and compares their predictions to those of sports economists. Prior to the start of each season, a set of distinguished experts (head coaches and players) express their subjective evaluations of the teams in school grades. While experts may be driven by irrational sentiments and may therefore systematically over- or underestimate specific teams, sports economists use observable characteristics to predict season outcomes. The latter typically use team wage bills given the positive pay–performance relationship as well as other factors (average team age, tenure, appearances on national team, and attendance). Using data from 15 consecutive Bundesliga seasons, the predictive accuracy of expert evaluations and sports economists is analysed. The results of separate estimations show that relative grade and relative wage bill significantly affect relative points, while age, tenure, appearances, and attendance are insignificant. In a joint model, relative grade and relative wage bill are still statistically significant, suggesting that the two types of predictions are complements rather than substitutes. Consequently, football experts and sports economists seem to rely on completely different sources of information when making their predictions.  相似文献   

Young Children's Depiction of Contrast in Human Figure Drawing: standing and walking     

Pamela M. Smith 《教育心理学》1993,13(2):107-118

Children aged 4 to 10 years old were asked to draw a person standing absolutely still and a person walking very fast so that someone not present would know from the pictures alone what had been depicted. Even at four some children were able to convey the difference to a viewer and there was increasing success with age. The number of differentiating cues increased with age and there was an age‐related trend in the order in which specific cues appeared in the drawings. The ability of the children to respond flexibly to the task gives no support to notions of rigid mental representations determining what young children can draw. It is argued that contrast tasks are a useful tool for investigating problem solving skills in the domain of drawing and could be used to extend children's skill by providing an occasion for explicit dialogue about how representational information is conveyed to a viewer.  相似文献   

Task motivation: Learner selection of intrinsic versus extrinsic orientations     

Timothy J. Newby  Pamela A. Alter Ph.D. 《Educational technology research and development : ETR & D》1989,37(2):77-89

The choice behavior of 24 college-age subjects within a computer problem-solving task was investigated as they controlled and selected problem difficulty levels which either maximized intrinsic interest or extrinsic reward. While playing a computerized version of the game Mastermind, subjects selected and attempted problems from a variety of difficulty levels during 18 15-minute sessions. Within selected periods of extrinsic reward availability, subjects were shown to select problems which were most efficiently solved, thus maximizing extrinsic reward; however, repeated task exposure produced selections that increased the task's challenge levels and its subsequent intrinsic interest. Following the removal of the extrinsic rewards, subjects immediately returned to their pre-reward intervention levels of difficulty.  相似文献   

Exploring the nature of associations between educators’ knowledge and their emergent literacy classroom practices     

Piasta  Shayne B.  Soto Ramirez  Pamela  Farley  Kristin S.  Justice  Laura M.  Park  Somin 《Reading and writing》2020,33(6):1399-1422

Reading and Writing - Educators’ content knowledge is considered a key determinant of classroom practices and thus children’s learning. In this study, we examine the nature of...  相似文献   

Understanding conceptual change: connecting and questioning     

Catherine Milne  Susan Kirch  Sreyashi Jhumki Basu  Mary Leou  Pamela Fraser-Abder 《Cultural Studies of Science Education》2008,3(2):417-434

We engage in a metalogue based on eight papers in this issue of Cultural Studies of Science Education that review the state of conceptual change research and its possible affect on the teaching and learning of science. Our discussion addresses three aspects of conceptual change research: theoretical, methodological, and practical, as we discuss conceptual change research in light of our experiences as science educators. Finally, we examine the implications of conceptual change research for the teachers and students with whom we work.

Catherine MilneEmail:

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Childhood Aggression and Peer Relations in the Context of Family and Neighborhood Factors   总被引：6，自引：0，他引：6  

Janis B. Kupersmidt  Pamela C. Griesler  Melissa E. DeRosier  Charlotte J. Patterson  Paul W. Davis 《Child development》1995,66(2):360-375

4 models (risk, protective, potentiator, and person-environment fit) comparing the associations among ethnicity, income, and structural characteristics of families and neighborhoods on childhood aggression and peer relations were explored. The 1,271 second- through fifth-grade ( M = 9.9 years) children were assigned to 1 of 8 family types based on ethnicity, income, and household composition, and their addresses were used to define low- or middle-SES neighborhoods using neighborhood census data. Middle-SES neighborhoods operated as a protective factor for reducing aggression among children from high-risk families, interacted with family type to produce poor person-environment fit resulting in a greater likelihood of being rejected by one's peers, and potentiated the development of home play companions for children from low-risk families. Developmental and gender differences were also explored. Results are discussed in terms of the need for broader contextual factors to be considered in studying children's social and behavioral development.  相似文献   

Building a Bridge: Counselor Educator–School Counselor Collaboration     

Lorie Blackman  Richard L. Hayes  Patricia M. Reeves  Pamela O. Paisley 《Counselor Education & Supervision》2002,41(3):243-255

Despite calls for collaboration between counselor educators and school counselors, little is known about how collaboratives develop and what, if any, benefits are derived by the participants. In this article, the authors describe an 8‐year collaboration between a group of university‐based counselor educators and school counselors in 1 partnership community. Interviews with selected members of the collaborative were conducted to assess the participants' perceptions of the impact of this collaborative on their professional lives. A qualitative analysis of interviews revealed that renewal, professional development, and community are central to the experience of participants. Implications for future collaborations and research are discussed.  相似文献   

Apparent hyperglycemic and hypoglycemic conditioned responses with exogenous insulin as the unconditioned stimulus     

Charles F. Flaherty  Anthony J. Uzwiak  Jami Levine  Maryanne Smith  Pamela Hall  Robyn Schuler 《Learning & behavior》1980,8(3):382-386

Rats were injected with either insulin or saline and placed in one of two distinctive environments for 25 min on each of several days. On test trials for conditioning, the animals were injected with saline in both environments and blood glucose levels were measured. Apparent conditioned changes were obtained, but the direction of the conditioned response depended upon the environment in which the animals were placed. A conditioned hyperglycemic response occurred in one environment, and a conditioned hypoglycemic response occurred in the other environment. This pattern occurred in both within-subject and between-subjects designs and was not influenced by route of insulin injection (ip or sc). The hypoglycemic, but not the hyperglycemic, response was blocked by methyl atropine. The occurrence of both CR patterns with the same low insulin dose is contrary to previous speculation that the different CR patterns are due to different dose levels of insulin.  相似文献