Perception of kinematic characteristics of tennis strokes for anticipating stroke type and direction     

Shim J  Les Carlton G  Kwon YH 《Research quarterly for exercise and sport》2006,77(3):326-339

The purpose of this study was to determine the sources of visual information used by highly skilled tennis players in anticipating their opponent's shots. In Experiment 1, motion analysis of the strokes showed that the relative motion between the racquet and forearm was different between the ground strokes and lobs, but there were no reliable kinematic differences when shot direction was varied. In Experiment 2, 12 skilled tennis players observed the opponent hitting strokes in a normal video or in a point-light display with different segments occluded. Players' anticipation accuracy was not degraded by the use of the point-light display. Occluding the racquet and forearm significantly reduced the participant's ability to determine the type of stroke produced.  相似文献   

Against the current: A grounded theory study on the estrangement experiences of a select group of Filipino gay older persons     

Allan B. de Guzman  Les Paul Valdez  Maverick B. Orpiana  Nikki Angela F. Orantia  Patrick Van E. Oledan  Karla Monica Cenido 《Educational gerontology》2017,43(7):329-340

According to Healthy People (2011), in order to understand the health concerns of the Lesbian, Gay, Bisexual, and Transgender (LGBT), the oppression and discrimination that they have faced must be scrutinized. Among the many issues they face, their estrangement experiences are one of the most understudied. However, little is known about how it is experienced by the gay elderly population, hence, this investigation. This grounded theory purports to describe the process by which estrangement is experienced among the Filipino gay older adults. Strauss and Corbin’s Grounded Theory (1990) design was utilized. A total of 10 gay older persons were purposively chosen to participate in semi-structured interviews. Field texts were subjected to thematic analysis involving open, axial, and selective coding. The study generated The Sailing Model of Estrangement. Remarkably, three phases relative to estrangement emerged, namely: sequestering, striving, and surviving. Primarily, the sequestering phase involves the gay persons’ need to express self, search for acceptance, and its subsequent reactions. The striving phase typifies the struggle in dealing with estrangement leading to either feelings of depression, remorse and shame or positivity, hopefulness, and motivation. Finally, in the surviving phase, gay persons may either feel contented and fulfilled or sad, lonely, and remorseful as they acquiesce aging with estrangement. Findings of the study offer an understanding of how Filipino gay older adults employ coping strategies in response to estrangement.  相似文献   

A LONGITUDINAL STUDY OF THE DEVELOPMENT OF MATHEMATICS STRATEGIES AND UNDERLYING COUNTING SCHEMES     

Barry Biddlecomb  Martha Carr 《International Journal of Science and Mathematics Education》2011,9(1):1-24

The purpose of this study was to determine whether patterns of strategy use in second, third and fourth grade children’s arithmetic supported Steffe’s model of numerical development. In addition to student-generated strategies, we looked at commonly taught algorithms not considered in Steffe’s model to determine whether these algorithms reflected underlying schemes. 206 children were assessed on their strategy use while solving arithmetic problems in the second grade, the third grade and again in the fourth grade. Factor analyses indicated some support for Steffe’s model, but there were exceptions. Not all children progressed in their number knowledge and strategies as a function of schooling and schooling appeared to affect the types of strategies children use independent of underlying schemes.  相似文献   

Students Investigating the Antiproliferative Effects of Synthesized Drugs on Mouse Mammary Tumor Cells          下载免费PDF全文

Rasha Hammamieh  Margery Anderson  Katharine Carr  Christine N Tran  Debra L Yourick    Marti Jett 《CBE life sciences education》2005,4(3):221-233

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Cognitive Development in Gifted Children: Toward a More Precise Understanding of Emerging Differences in Intelligence   总被引：3，自引：0，他引：3  

Hillary Hettinger Steiner  Martha Carr 《Educational Psychology Review》2003,15(3):215-246

To truly understand gifted performance, it is necessary to merge research on giftedness with current thinking in cognitive development and intelligence. This article presents traditional research on gifted children's cognitive development then considers how the application of newer models and theories from the field of cognitive development can be combined with research on giftedness to change the way people think about gifted performance. First four factors that have often been associated with giftedness are discussed from the perspectives of cognitive developmental psychology and gifted education. Next, emphasis is placed on investigating the strategic development of gifted children. Specifically, R. S. Siegler's (Emerging Minds: The Process of Change in Children's Thinking, Oxford University Press, New York, 1996) model of strategy development is addressed in terms of what it may contribute to understanding gifted cognition. Finally, future lines of research using models from cognitive development and complex systems models of development are recommended.  相似文献   

A Plea to Americans     

Doris Carr 《The Educational forum》2013,77(3)

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Educational Attainments of Spina Bifida Children attending Ordinary or Special Schools     

Janet Carr  M.D. Halliwell  Thomas Coram  A.M. Pearson 《British Journal of Special Education》1983,10(3):22-24

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Educational attainments of spina bifida children attending ordinary or special schools     

J Carr  M D Halliwell  A M Pearson 《Special education: forward trends》1983,10(3):22-24

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Can Educational Research be Scientific?   总被引：2，自引：0，他引：2  

Wilfred Carr 《Journal of Philosophy of Education》1983,17(1):35-43

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The development of pattern recognition ability in children     

Les Sternberg  Paul Larson 《Contemporary educational psychology》1976,1(2):146-156

Pattern recognition development was studied in high and low ability preschool, kindergarten, and first-grade youngsters. Pattern recognition was assessed by the administration of 96 pattern tasks which measured the ability of a youngster to find: (a) duplicate patterns and elements to a model; (b) the opposite pattern to a model; and (c) duplicate patterns but different elements than in the model. Aside from main effects for grade level, ability level, and pattern task, a significant three-way interaction was noted. This interaction was analyzed in terms of its component simple effects. The implication of these simple interaction effects for Piagetian theory and educational practice were discussed.  相似文献