Re: Shaken baby syndrome and hypothermia.     

D Allasio  H Fischer 《Child abuse & neglect》2001,25(11):1413-1414

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Perceptual-cognitive expertise of handball coaches in their young and middle adult years     

Lennart Fischer  Joseph Baker  Rebecca Rienhoff  Bernd Strauß  Judith Tirp  Dirk Büsch 《Journal of sports sciences》2016,34(17):1637-1642

There is little research investigating the maintenance of perceptual-cognitive expertise in general and even less comparing coaches of different ages. The aim of this study was to test for perceptual-cognitive differences between age groups, licence levels, and their interaction. This study investigated differences in skilled performance between young and middle-aged coaches of three different skill levels. Participants performed an accuracy-oriented pattern recall (mean distance in pixel) and a time-oriented flicker test (mean detection time in ms). There were some significant differences between age groups and between skill groups for both tests, but no interactions. For the pattern recall test, the effect sizes were larger for skill level differences, while for the flicker test effects were larger for ageing. These results suggest coaches are able to maintain accuracy skills better than reaction timed tasks. This is in line with findings on speeded performance in general populations, which show declines with age. Moreover, results also support findings on perceptual expertise in skills where accuracy was important.  相似文献   

Remote effects of lower limb stretching: preliminary evidence for myofascial connectivity?     

Jan Wilke  Daniel Niederer  Lutz Vogt  Winfried Banzer 《Journal of sports sciences》2016,34(22):2145-2148

The skeletal muscles and the fibrous connective tissue form an extensive, body-wide network of myofascial chains. As fascia can modify its stiffness, strain transmission along these meridians is supposable. The goal of this trial therefore was to collect pilot data for potential remote effects of lower limb stretching on cervical range of motion (ROM). Twenty-six healthy participants (30 ± 6 years) were included in the matched-pairs intervention study. One group (n = 13) performed three 30 s bouts of static stretching for the gastrocnemius and the hamstrings, respectively. An age- and sex-matched control group (CG; n = 13) remained inactive. Pre- and post-intervention, maximal cervical ROM in flexion/extension was assessed. A repeated measures ANOVA revealed systematic differences between groups (P < .05). ROM increased following stretching (143.3 ± 13.9 to 148.2 ± 14°; P < .05) but remained unchanged in the CG (144.6 ± 16.8 to 143.3 ± 16.8°; P > .05). Our data point towards existence of a strain transfer along myofascial meridians. Further randomised controlled studies on conditions, factors and magnitude of tensile transmission are warranted.  相似文献   

Knowledge acquisition by computerized audiovisual feedback     

Fischer  Peter Michael  Mandl  Heinz 《European Journal of Psychology of Education - EJPE》1988,3(2):217-233

The present article gives an outline of the state of art in computer assisted intervention by learning-concomitant differential feedback. Based on the spectrum of possible meanings and interpretations given to the concepts ‘interaction’ and ‘interactive’ this concept is elaborated and illustrated by prototypical theoretical approaches. Based on our own empirical findings arguments are given showing that sophisticated audiovisual interactive new technologies can properly be used even on the small machines available in schools if the content materials and the flow of control given to the learner are carefully designed and based on principles of cognitive science.

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How to measure research efficiency in higher education? Research grants vs. publication output     

Sabine Gralka  Klaus Wohlrabe  Lutz Bornmann 《Journal of Higher Education Policy & Management》2019,41(3):322-341

An ongoing debate in the literature on the efficiency of higher education institutions concerns the indicator for research output for use in empirical analysis. While several studies have chosen to use the number of publications as this indicator, others rely on the amount of research grants. The present study investigates whether both measures lead to a similar assessment of universities. In addition, the number of publications belonging to the 10% and 1% most frequently cited papers in the corresponding subject category and publication year are evaluated. We show that there is a high correlation of efficiency values between the estimations using these indicators. This correlation is slightly higher when the efficiency values result from a data envelopment analysis than when they are determined with a stochastic frontier analysis. The results of this study provide helpful guidelines for researchers evaluating the efficiency of universities and are valueable for decision-makers in science policy.  相似文献   

Future learning spaces for learning communities: Perspectives from the learning sciences     

Julia Eberle  Yotam Hod  Frank Fischer 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(5):2071-2074

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The impact of linguistic similarity on cross-cultural comparability of students’ perceptions of teaching quality     

Fischer  Jessica  Praetorius  Anna-Katharina  Klieme  Eckhard 《Educational Assessment, Evaluation and Accountability》2019,31(2):201-220

Educational Assessment, Evaluation and Accountability - Valid cross-country comparisons of student learning and pivotal factors contributing to it, such as teaching quality, offer the possibility...  相似文献   

Curious effects produced by lightning     

J.G. Fischer 《Journal of The Franklin Institute》1870,90(6):384

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Der Sportwissenschaftler als Unternehmer im Wissensmarkt     

Eike Emrich  Lutz Thieme 《Sportwissenschaft》2017,47(1):25-41

Creative ideas are the driving force behind knowledge production, the producers of which are generally domesticated at universities for the purposes of ensuring the methodological credibility of the knowledge produced, in order to minimise the impact of chance in the creation of new knowledge. The status of producers is determined by indicators designed to simulate the demand for knowledge, precipitate a quantitative and qualitative comparison of elements which are not comparable, and establish legitimacy for the means of control used. Furthermore, incentives for competitive sport research and the symbolic recognition of scientists via sport practice play a particular role for knowledge production in sports science. In order to compensate for the practical world’s unwillingness to pay for sports science expertise relevant to competitive sport, the German Federal Institute of Sports Science (BISp) functions as a simulator of demand for knowledge generated by universities, while the Institute for Applied Training Science with its services exclusively available to umbrella organisations limits the range of incentives to produce (competitive) sporting knowledge. Sports scientists are thus faced with a market situation which favours routine research and standard methods, creates legitimacy at a central level, does not necessarily tackle actual issues faced by (competitive) athletes, stimulates demand for monitoring services, and all in all leaves monoculture-driven gaps which could most likely only be avoided by advocating and applying individual scope for action throughout the research ethos.  相似文献   

Concurrent and predictive validity of the WISC-R,McCarthy Scales,Woodcock-Johnson,and academic achievement     

Thomas P. Reilly  Owen W. Drudge  James C. Rosen  Dorene E. Loew  Mariellen Fischer 《Psychology in the schools》1985,22(4):380-382

Twenty-six normal first-grade children (M = 7.0 years) were administered the WISC-R, the McCarthy Scales, and the Woodcock-Johnson Scales of Cognitive Ability. Two years later, their levels of academic achievement were determined by way of the WRAT and global teacher ratings of classroom performance. Pearson intercorrelations among the summary indices of the three intellectual measures were significant and uniformly high (rang. 77-.95). Correlations between first-grade ability scores and third-grade achievement measures also were significant (range .64-.90), suggesting strong predictive validity for each of the cognitive instruments. Though not significantly so, the correlations between the Woodcock-Johnson and achievement tended to be the highest. The results indicate that all three intellectual measures are appropriate for predicting later academic achievement in young school-aged children.  相似文献