Response Time Adjustment in the Stop Signal Task: Development in Children and Adolescents     

Annie Dupuis  Maheshan Indralingam  Andre Chevrier  Jennifer Crosbie  Paul Arnold  Christie L. Burton  Russell Schachar 《Child development》2019,90(2):e263-e272

Adjusting speed to maintain fast and accurate performance is critical to goal-directed behavior. This study examined development of response time adjustments in the stop signal task in 13,709 individuals aged 6–17 years (49.0% Caucasian) across four trial types: correct and incorrect go, successful (stop-inhibit), and failed (stop-respond) trials. People sped more after correct than incorrect go responses and slowed more after failed than successful stop trials. Greater slowing after stop-respond but less slowing after stop-inhibit trials was associated with better response inhibition. Response time adjustments were evident in children as young as age 6, developed throughout childhood, and plateaued by age 10. Results were consistent with the predictions of the error detection and shifting goal priority hypotheses for adjustments.  相似文献   

Implementing ICT in education faculty-wide     

Jenny Brakels  Els van Daalen  Wim Dik  Sofia Dopper  Fred Lohman  Andre van Peppen 《European Journal of Engineering Education》2002,27(1):63-76

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Improving Academic Performance of Sport and Exercise Science Undergraduate Students in Gross Anatomy Using a Near-Peer Teaching Program     

Ricardo Borges Viana  Mário Hebling Campos  Douglas de Assis Teles Santos  Isabela Cristina Maioni Xavier  Rodrigo Luiz Vancini  Marília Santos Andrade  Claudio Andre Barbosa de Lira 《Anatomical sciences education》2019,12(1):74-81

Peer and near-peer teaching programs are common in medical undergraduate courses. However, there are no studies that have investigated the effectiveness of a near-peer teaching program on the academic performance of undergraduate students pursuing sport and exercise science coursework. This study was conducted to analyze the effectiveness of such a program for students who participated in a course on the functional anatomy of the locomotor apparatus. A total of 39 student participants were divided into two groups: students in one group voluntarily attended at least one session of a near-peer teaching program, and students in the other group attended no sessions. The final grade (range 0–100%) was recorded and used as an indicator of academic performance. The final grade of students who attended the near-peer teaching program (69.5 ± 16.0%) was 38.7% higher (P = 0.002, d = 1.06) than those who did not (50.1 ± 20.4%). When the academic performance of the same students was evaluated in another course (exercise physiology) that did not offer a near-peer teaching program, there were no significant differences between the groups (students who attended or did not attend the near-peer teaching program). A significant positive association was found between near-peer teaching program frequency and the number of students approved and not approved in the course (P = 0.041). A significant difference (P = 0.001) was found in the attendance at regular classes between the group who participated in the near-peer teaching program (median: 62 hours; IQR [interquartile ranges]: 4.0 hours) and those who did not (median: 58 hours; IQR: 4.0 hours). Gender was not a moderating factor on academic performance or near-peer teaching program attendance. These results highlight the effectiveness of a near-peer teaching program on the academic performance of students from a sport and exercise science degree program while enrolled in an anatomy course. Anat Sci Educ. © 2018 American Association of Anatomists.  相似文献   

Report on the ‘European exchange of experiences in school integration’: the intercultural comparison of the quality of life of children and youth with handicaps in Arhus (Denmark), Arezzo (Italy), Greenwich (London,UK) and Reutlingen (Germany)     

Harry Daniels  Bob Hogg 《欧洲特需教育杂志》2013,28(2):104-116

ABSTRACT

This article describes some aspects of a multi‐disciplinary exchange and research programme involving communities in Denmark, Germany, Italy and the United Kingdom. The major focus of the programme has been on the integration of children with special educational needs into mainstream settings in schools and communities with a specific reference to decision making processes. The point at which extra resources are given by the state and its agencies to an individual in need provides the unifying intercultural point of departure. Local cultures, including legislative and social imperatives, and their implications for research activity are discussed. Common themes in the transition and transformation of the various forms of welfare state provision within the member countries are identified and analysed. The relationship between different forms and levels of service provision and the practice of integration are discussed.  相似文献   

建立市场辅导机制下的"文化保护主义"体系——欧盟影视公共资助模式的思考     

罗青  Andre Lange 《现代传播》2007,(2):108-112

公共资助体系是欧洲国家对以影视为主导的文化创意产业的一系列重要的公共政策,起源于20世纪30年代。世界大战末期的欧洲成为美国电影及美国价值观主导的市场,如何保持欧洲产业的文化多样性和全球竞争力引起了欧洲业界的普遍危机认同。通过市场和文化的双轨措施实施的公共资助体系,开发出产业之区域整合与互惠模式,创造出一个全新的全球市场竞争力量,保持了欧洲各文化对美国文化强权的抗衡能力的政策模式和产业辅助体系。基于市场竞争和文化多样双重原则下建立起来的视听产业公共资助体系,以“经济和文化”的两手原则为指导,目的是为影视产业的市场化和文化价值服务,其建构的体系原则、资金来源、运营方式均值得尚处于产业化转型,尤其是文化体制改革进程中的中国影视业界借鉴。  相似文献   

From pre-service to practicing teacher: considering the stability of personal and classroom mastery and performance goals     

Lia M. Daniels 《教育心理学》2015,35(8):984-1005

Research shows that personal and classroom goals are important for pre-service and practicing teachers’ personal and professional outcomes; however, no research has examined changes to these types of motivation across the transition from student to teacher. This study followed pre-service teachers (n?=?47) into practise and assessed changes in self-reported personal and classroom goals using surveys and focus groups. Correlations, repeated measures analysis of covariance and reliable change indices were used to assess stability/change in the quantitative data. Qualitative data were analysed for themes and largely supported the quantitative results. The results showed that teachers were at least as personally oriented towards mastery-approach in their practice as they were during their pre-service education but less personally performance focused. In terms of classroom goals, performance practices increased whereas mastery practices decreased, particularly for secondary school teachers. Although practicing teachers are personally mastery-oriented in their teaching, their intentions to establish classroom mastery goals appear difficult to enact in practice.  相似文献   

Professional learning in higher education: making good practice relevant     

Jeannie Daniels 《International Journal for Academic Development》2017,22(2):170-181

Professionals working in a range of contexts are increasingly expected to engage in ongoing professional learning to maintain their skills and develop their practices. In this paper, I focus on professional learning in Higher Education and challenge the standardisation of professional learning that is becoming prevalent in a number of countries. I argue that professional learning must challenge accepted wisdom, and that this is possible while still adhering to the standards required for professional legitimacy. Developing praxis is suggested as a way of producing relevant and active professional learners while still addressing the professional standards required for quality assurance.  相似文献   

The application of archival concepts to a data-intensive environment: working with scientists to understand data management and preservation needs     

Dharma Akmon  Ann Zimmerman  Morgan Daniels  Margaret Hedstrom 《Archival Science》2011,11(3-4):329-348

The collection, organization, and long-term preservation of resources are the raison d??être of archives and archivists. The archival community, however, has largely neglected science data, assuming they were outside the bounds of their professional concerns. Scientists, on the other hand, increasingly recognize that they lack the skills and expertise needed to meet the demands being placed on them with regard to data curation and are seeking the help of ??data archivists?? and ??data curators.?? This represents a significant opportunity for archivists and archival scholars but one that can only be realized if they better understand the scientific context.  相似文献   

Archives as multifaceted narratives: linking the ‘touchstones’ of community memory     

Belinda Battley  Elizabeth Daniels  Gregory Rolan 《档案与原稿》2014,42(2):155-157

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Some Comments on‘Value in Education’ by Johanna Burgess1     

L. B. Daniels 《Journal of Philosophy of Education》1974,8(2):237-250

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