Problems faced by a writer in communicating research findings in child development     

VAN DE WATER M 《Child development》1948,19(1-2):67-75

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The role of effort in moderating the anxiety-performance relationship: Testing the prediction of processing efficiency theory in simulated rally driving     

Wilson M  Smith NC  Chattington M  Ford M  Marple-Horvat DE 《Journal of sports sciences》2006,24(11):1223-1233

We tested some of the key predictions of processing efficiency theory using a simulated rally driving task. Two groups of participants were classified as either dispositionally high or low anxious based on trait anxiety scores and trained on a simulated driving task. Participants then raced individually on two similar courses under counterbalanced experimental conditions designed to manipulate the level of anxiety experienced. The effort exerted on the driving tasks was assessed though self-report (RSME), psychophysiological measures (pupil dilation) and visual gaze data. Efficiency was measured in terms of efficiency of visual processing (search rate) and driving control (variability of wheel and accelerator pedal) indices. Driving performance was measured as the time taken to complete the course. As predicted, increased anxiety had a negative effect on processing efficiency as indexed by the self-report, pupillary response and variability of gaze data. Predicted differences due to dispositional levels of anxiety were also found in the driving control and effort data. Although both groups of drivers performed worse under the threatening condition, the performance of the high trait anxious individuals was affected to a greater extent by the anxiety manipulation than the performance of the low trait anxious drivers. The findings suggest that processing efficiency theory holds promise as a theoretical framework for examining the relationship between anxiety and performance in sport.  相似文献   

论西藏地区图书馆藏学文献信息服务   总被引：4，自引：0，他引：4  

德萨 《图书馆论坛》2005,25(4):160-162,80

分析了目前西藏地区图书馆发展藏学文献信息服务的优势、现状和存在的问题，提出了深化西藏地区图书馆藏学信息服务的对策。  相似文献   

A comparison of self-focus versus attentional explanations of choking     

Wilson M  Chattington M  Marple-Horvat DE  Smith NC 《运动与训练心理学杂志》2007,29(4):439-456

This study examined attentional processes underlying skilled motor performance in threatening situations. Twenty-four trained participants performed a simulated rally driving task under conditions designed either to direct the focus of attention toward the explicit monitoring of driving or a distracting secondary task. Performance (lap time) was compared with a "driving only" control condition. Each condition was completed under nonevaluative and evaluative instructional sets designed to manipulate anxiety. Mental effort was indexed by self-report and dual-task performance measures. The results showed little change in performance in the high-threat explicit monitoring task condition, compared with either the low-threat or the high-threat distraction conditions. Mental effort increased, however, in all high- as opposed to low-threat conditions. Performance effectiveness was therefore maintained under threat although this was at the expense of reduced processing efficiency. The results provide stronger support for the predictions of processing efficiency theory than self-focus theories of choking.  相似文献   

Words and Life     

RAFFAELLA DE ROSA 《Philosophical Books》1995,36(4):267-270

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SHADES OF REALISM     

MAX DE GAYNESFORD 《Philosophical Books》1995,36(1):1-9

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When should we submit our papers? Reply to Hartley     

Shaul SHALVI  Matthijs BAAS  Michel J.J. HANDGRAAF  Carsten K.W. DE DREU 《Learned Publishing》2011,24(1):33-34

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“藏汉双语”教师专业发展若干问题研究     

王发斌  赵富学  道周  德合拉 《湖北第二师范学院学报》2014,(9)

“藏汉双语”教师的专业发展对于提高广大藏区基础教育质量意义重大。研究从影响“藏汉双语”教师专业发展的问题入手,对“藏汉双语”教师的教学认知能力、人际交往倾向、职业发展动机、自我评价等方面进行系统分析,探索“藏汉双语”教师专业发展的环境调控和优化的策略。  相似文献   

Write when hot — submit when not: seasonal bias in peer review or acceptance?     

Shaul SHALVI  Matthijs BAAS  Michel J. J. HANDGRAAF  Carsten K.W. DE DREU 《Learned Publishing》2010,23(2):117-123

At a top psychology journal, Psychological Science (PS), submissions peak during the summer months. We tested whether this seasonal submission bias decreases the likelihood of a paper being accepted in that period. Month of submission data was obtained for all 575 publications in PS for the period 2003–2006. Whereas submissions to PS were higher in the summer, there was no evidence that most accepted publications were originally submitted in the summer. Thus, contributors submit to PS when the likelihood of acceptance is the lowest – creating their own entrance barrier. A similar seasonal pattern was not identified for Personality and Social Psychology Bulletin, another top psychology journal. Using the Web of Knowledge database, we further assessed whether overcoming the seasonal entrance barrier influences the number of citations a paper receives in subsequent years. We discuss the possibility that the different rejections policies in the two journals, employing desk rejections or not, may explain this discrepancy, and explore a range of alternative hypotheses.  相似文献   

Peirce and Aesthetic Education          下载免费PDF全文

JULIANA ACOSTA LÓPEZ DE MESA 《Journal of Philosophy of Education》2018,52(2):246-261

Charles Sanders Peirce did not present a full account of a philosophy of education in his open‐ended conception of a philosophical system. However, he did have multiple and scattered reflections on the subject that can be used for addressing and criticising our conceptions of education. This article has been conceived as part of a broader project that aims to make a phenomenological approach to the subject of education and that tries to undercover the main features of how education can be undertaken and understood according to Peirce's categoriology. As I see it, this can be done by conceiving an education applied to Peirce´s normative sciences, aesthetics, ethics and logic. The present text will address the first part of this project, that is, the possibility of conceiving a pragmaticistic aesthetic education, which, in my point of view could and should work as base and framework of any kind of pedagogical endeavour.  相似文献