Tests of Equivalence for One-Way Independent Groups Designs     

Robert A. Cribbie  Chantal A. Arpin-Cribbie  Jamie A. Gruman 《Journal of Experimental Education》2013,81(1):1-13

Researchers in education are often interested in determining whether independent groups are equivalent on a specific outcome. Equivalence tests for 2 independent populations have been widely discussed, whereas testing for equivalence with more than 2 independent groups has received little attention. The authors discuss alternatives for testing the equivalence of more than 2 independent populations, and they use a Monte Carlo study to demonstrate and compare the performance of these alternatives under several conditions. The results indicate that a 1-way test (e.g., Wellek's F test) is recommended for assessing the equivalence of more than 2 independent groups because approaches based on conducting pairwise tests of equivalence are overly conservative.  相似文献   

Early Neglect Is Associated With Alterations in White Matter Integrity and Cognitive Functioning     

Jamie L. Hanson  Nagesh Adluru  Moo K. Chung  Andrew L. Alexander  Richard J. Davidson  Seth D. Pollak 《Child development》2013,84(5):1566-1578

Cognitive deficits have been reported in children who experienced early neglect, especially children raised in institutionalized settings. Previous research suggests that early neglect may differentially affect the directional organization of white matter in the prefrontal cortex (PFC). This may be one mechanism to explain cognitive deficits associated with neglect. To test this idea, properties of white matter and neurocognitive performance were assessed in children who suffered early neglect and those raised in typical environments (n = 63, M_age = 11.75 years). As predicted, prefrontal white matter microstructure was affected, consistent with more diffuse organization, in children that suffered early neglect and this was related to neurocognitive deficits. Such findings underscore how early adversity may affect the PFC and explain cognitive deficits associated with neglect.  相似文献   

A Longitudinal Study of Forms and Functions of Aggressive Behavior in Early Childhood     

Dianna Murray-Close  Jamie M. Ostrov 《Child development》2009,80(3):828-842

The purpose of this study was to investigate the distinct forms (i.e., physical and relational) and functions (i.e., proactive and reactive) of aggressive behavior during early childhood ( n  =   101; M age = 45.09 months). Forms, but not functions, of aggressive behavior were stable over time. A number of contributors to aggression were associated with distinct subtypes of aggressive behavior. Females and socially dominant children were more relationally aggressive and older children were less physically aggressive than their peers. Longitudinal analyses indicated that social dominance predicted decreases in physical aggression and peer exclusion predicted increases in relational aggression. Overall, the results provide support for the distinction between subtypes of aggression in early childhood.  相似文献   

Differences in step characteristics and linear kinematics between rugby players and sprinters during initial sprint acceleration     

James J. Wild  Ian N. Bezodis  Jamie S. North  Neil E. Bezodis 《European Journal of Sport Science》2018,18(10):1327-1337

The initial steps of a sprint are important in team sports, such as rugby, where there is an inherent requirement to maximally accelerate over short distances. Current understanding of sprint acceleration technique is primarily based on data from track and field sprinters, although whether this information is transferable to athletes such as rugby players is unclear, due to differing ecological constraints. Sagittal plane video data were collected (240?Hz) and manually digitised to calculate the kinematics of professional rugby forwards (n?=?15) and backs (n?=?15), and sprinters (n?=?18; 100?m personal best range?=?9.96–11.33?s) during the first three steps of three maximal sprint accelerations. Using a between-group research design, differences between groups were determined using magnitude-based inferences, and within-group relationships between technique variables and initial sprint acceleration performance were established using correlation. Substantial between-group differences were observed in multiple variables. Only one variable, toe-off distance, differed between groups (d?=??0.42 to ?2.62) and also demonstrated meaningful relationships with sprint performance within all three groups (r?=??0.44 to ?0.58), whereby a stance foot position more posterior relative to the centre of mass at toe-off was associated with better sprint performance. While toe-off distance appears to be an important technical feature for sprint acceleration performance in both sprinters and rugby players, caution should be applied to the direct transfer of other kinematic information from sprinters to inform the technical development of acceleration in team sports athletes.  相似文献   

Effects of cooperative versus individual learning and orienting activities during computer-based instruction     

Jamie C. Cavalier  James D. Klein 《Educational technology research and development : ETR & D》1998,46(1):5-17

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Journal marketing in North America     

Jamie Cameron 《Learned Publishing》1993,6(2):23-27

Considers how, with the currently accelerating pace of change, publishers must adjust their attitudes and practices to stay in business and maximize the revenue from published journals; the particular difficulties of the North American market; and the nature of the economic, technological, behavioural and funding changes occurring.  相似文献   

A teacher's story,a teacher's reflections treasuring children     

Jamie Barron Jones 《Early Childhood Education Journal》1995,22(4):29-31

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Learning from inquiry‐based laboratories in nonmajor biology: An interpretive study of the relationships among inquiry experience,epistemologies, and conceptual growth     

Carolyn S. Wallace  Mai Yin Tsoi  Jamie Calkin  Marshall Darley 《科学教学研究杂志》2003,40(10):986-1024

The use of inquiry‐based laboratory in college science classes is on the rise. This study investigated how five nonmajor biology students learned from an inquiry‐based laboratory experience. Using interpretive data analysis, the five students' conceptual ecologies, learning beliefs, and science epistemologies were explored. Findings indicated that students with constructivist learning beliefs tended to add more meaningful conceptual understandings during inquiry labs than students with positivist learning beliefs. All students improved their understanding of experiment in biology. Implications for the teaching of biology labs are discussed. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 986–1024, 2003  相似文献   

Creating next generation blended learning environments using mixed reality,Video Games and Simulations   总被引：1，自引：1，他引：1  

Sonny E. Kirkley  Jamie R. Kirkley 《TechTrends》2004,49(3):42-53

Summary The goal of this article has been to discuss next generation learning environments and next generation training technologies as well as the learning and design challenges faced in using these. Specifically, we discuss theoretical and design principles of constructivist learning environments and how advanced technologies can potentially support meeting these principles as well as the challenges they may pose to various types of designers, instructional, game, graphic and programming. To address methods for designing complex environments, we also address the use of methodologies and authoring systems with various tools to support the design process. In this context, to illustrate how tools can be used to help instructional design teams manage the complexities of developing for these environments. As an example, we discuss one tool,IIPI CREATE, that supports this process and organizes the development process  相似文献   

Preventing alcohol-exposed pregnancy among American-Indian youth     

Jamie Jensen  DenYelle Baete Kenyon  Jessica D. Hanson 《Sex education》2016,16(4):368-378

Research has determined that the prevention of alcohol-exposed pregnancies (AEP) must occur preconceptually, either by reducing alcohol intake in women planning pregnancy or at risk for becoming pregnant, or by preventing pregnancy in women drinking at risky levels. One such AEP prevention programme with non-pregnant American-Indian (AI) women is the Oglala Sioux Tribe (OST) Changing High-risk alcohOl use and Increasing Contraception Effectiveness Study (CHOICES) Programme, which shows promise in reducing AEP risk in AI women aged 18 or older. A community needs assessment was conducted with key informant interviews and focus groups with an emphasis on how to expand OST CHOICES. To identify relevant inter-related themes, a content analysis was conducted on qualitative feedback from the focus groups and interviews. Altogether, key informant interviews were completed with 25 health and social service professionals. Eight focus groups were held with 58 AI participants, including adult women of child-bearing age, elder women, and adult men. Several sub-themes regarding the prevention of AEP with youth were identified, expanding the OST CHOICES curriculum into the schools, and the role of family and culture within AEP prevention.  相似文献