Speed Versus Accuracy: Implications of Adolescents' Neurocognitive Developments in a Digital Game to Train Executive Functions

Adolescence is a period of rapid cognitive change, including an initial increase in speed of cognitive processing and a more gradual increase in efficiency of cognitive processing. This study examined how neurophysiological changes associated with adolescent development can inform the design of game‐based executive function (EF) training. Two versions of a digital game designed to train the EF subskill of inhibition were given to adolescents (aged 13–17; N = 96): one focusing on speed, the other on accuracy. Consistent with neurocognitive developments, it was hypothesized that younger adolescents would benefit more from the speed version, and older adolescents more from the accuracy version. A significant age by condition interaction was found: Controlling for pretest, younger adolescents had better outcomes in the speed condition, while older adolescents had better outcomes in the accuracy condition. These findings argue for consideration of adolescents' neurocognitive development when designing games for learning and skill improvement.     

Gender Differences in Pupil Attitudes to the National Curriculum Foundation Subjects of English,Mathematics, Science and Technology in Key Stage 3 in South Wales

The attitudes of pupils in South Wales to mathematics, English, science and technology were tested using a Likert‐type attitude scale. Pupils were selected from National Curriculum Key Stage 3, specifically Year 9 (age 13‐14 years). Schools were selected by their position in the 1992 National League tables produced by the Welsh Office, the schools being placed into one of four bands. The number of schools involved was 34 and the number of pupils 4263. This represents 15.3% of the total population of school children of age 13‐14 years in the region (Welsh Office, 1993). The results show gender differences in attitudes to English, mathematics, science and technology and some between school differences. The results are subjected to a factor analysis and are discussed in relation to groups of statements reflecting key aspects of each subject scale.     

Comparative education and the ‘new’ sociologies

The authors examine the impact of the new sociologies on comparative education by reviewing five comparative readers published during the past twenty years. While the new sociologies have had considerable impact within sociology and the sociology of education, minimal impact is found within comparative education. The authors further show that while critical new sociologies such as Marxism, neo-Marxism, and Critical theory have had some penetration into comparative education, use of the interpretative sociologies such as symbolic interactionism, ethnomethodology, and semiotics has generally been absent. The authors conclude by suggesting that a synthesis of the critical and interpretative modes would prove fruitful for further work in comparative education.The five texts are: Halsey, Floud and Anderson (eds.),Education, Economy and Society (1961); Eckstein and Noah (eds.),Scientific Investigations in Comparative Education (1969); Beck,Perspectives on World Education (1970); Karabel and Halsey (eds.),Power and Ideology in Education (1977); and Altbach and Kelly (eds.),Education and Colonialism (1978).

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Zusammenfassung Anhand fünf im Laufe der letzten zwanzig Jahre erschienener Schriften untersuchen die Verfasser die Auswirkung der neuen Soziologieen auf die vergleichende Erziehungswissenschaft. Während diese neuen Soziologieen die Soziologie als solche und die Bildungs-Soziologie stark beeinflußten, war ihre Wirkung auf die vergleichende Erziehungswissenschaft äusserst gering. Ferner wird festgestellt, daß die kritischen neuen Soziologieen, wie Marxismus, Neo-Marxismus und Kritische Theorie, zwar etwas in die vergleichende Erziehungswissenschaft eingedrungen sind, die interpretativen, wie symbolischer Interaktionismus, Ethnomethodologie und Semiotik, dagegen im allgemeinen kaum Eingang gefunden haben. Nach Ansicht der Autoren würde sich eine Synthese der kritischen und interpretativen Modelle als fruchtbar für weitere Forschung auf dem Gebiet der vergleichenden Erziehungswissenschaft erweisen.Die fünf untersuchten Texte sind: Halsey, Floud and Anderson (eds.),Education, Economy and Society (1961); Eckstein and Noah (eds.),Scientific Investigations in Comparative Education (1969); Beck,Perspectives on World Education (1970); Karabel and Halsey (eds.),Power and Ideology in Education (1977); und Altbach and Kelly (eds.),Education and Colonialism (1978).

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Résumé Les auteurs examinent l'impact des nouvelles sociologies sur l'éducation comparée en procédant à l'analyse de cinq livres de lecture comparée publiés au cours de ces vingt dernières années. Tandis que les nouvelles sociologies ont eu une portée considérable sur la sociologie et sur la sociologie de l'éducation, la répercussion de l'éducation comparée a été moindre. Les auteurs montrent ensuite que si les nouvelles sociologies critiques telles que le Marxisme, le neo-Marxisme et la théorie Critique ont pénétré, jusqu'à un certain point, dans l'éducation comparée, il n'en a pas été de même pour les sociologies interprétatives, telles que l'interaction symbolique, l'ethnométhodologie et la sémiotique qui n'ont généralement pas été utilisées. Les auteurs concluent en suggérant qu'une synthèse des méthodes critiques et interprétatives serait utile pour un travail ultérieur sur l'éducation comparée.Les cinq textes étudiés sont: Halsey, Floud and Anderson (eds.),Education, Economy and Society (1961); Eckstein and Noah (eds.),Scientific Investigations in Comparative Education (1969); Beck,Perspectives on World Education (1970); Karabel and Halsey (eds.),Power and Ideology in Education (1977); et Altbach and Kelly (eds.),Education and Colonialism (1978).

     

Changes in the relation of self-efficacy beliefs and behaviors across development

Many social science theories that examine the connection between beliefs and behaviors assume that belief constructs will predict behaviors similarly across development. Converging research implies that this assumption may not be tenable across all ages or all belief constructs. Thus, to test this implication, the relation between behavior and beliefs about the self was examined in 2 independent data sets with 2 different constructs: aggression and achievement. The respondents were 6-18 years of age and predominately Caucasian. Results using quasi-simplex structural equation models suggest that self-beliefs become more strongly related to behavior as children grow older independent of the reliability of the measures used. Possible limitations in the use of self-report methodology with young children are discussed.     

A three-dimensional examination of the planar nature of the golf swing

Previous planar models of the downswing in golf have suggested that upper limb segments (left shoulder girdle and left arm) move in a consistent fixed plane and that the clubhead also moves only in this plane. This study sought to examine these assumptions. Three-dimensional kinematic analysis of seven right-handed golfers of various abilities (handicap 0- 15) was used to define a plane (named the left-arm plane) containing the 7th cervical vertebra, left shoulder and left wrist. We found that the angles of this plane to the reference horizontal z axis and target line axis (parallel to the reference x axis) were not consistent. The angle to the horizontal z axis varied from a mean of 133 degrees (s = 1 degrees) at the start of the downswing to 102 degrees (s = 4 degrees) at impact, suggesting a "steepening" of the left-arm plane. The angle of the plane to the target line changed from - 9 degrees (s = 16 degrees) to 5 degrees (s = 15 degrees) during the same period, showing anticlockwise (from above) rotation, although there was large inter-individual variation. The distance of the clubhead from the left-arm plane was 0.019 m (s = 0.280 m) at the start at the downswing and 0.291 m (s = 0.077 m) at impact, showing that the clubhead did not lie in the same plane as the body segments. We conclude that the left arm and shoulder girdle do not move in a consistent plane throughout the downswing, and that the clubhead does not move in this plane. Previous models of the downswing in golf may therefore be incorrect, and more complex (but realistic) simulations should be performed.     

Team-referent attributions among sport performers

The aim of this study was to develop and validate a team-referent attribution scale. Conducted over three studies, Study 1 modified items from McAuley, Duncan, and Russell's (1992) Causal Dimension Scale II by rewording items to reflect team attributions and adding one item per factor. This led to the development of a 16-item scale (Causal Dimension Scale-T, CDS-T). Study 2 tested competing models of attribution theory among a sample of 433 team sport players. Confirmatory factor analysis indicated strongest support for a four-factor model (robust comparative fit index = .961; root mean squared error of approximation = .054). Study 3 tested the predictive validity of the scale among a sample of 201 team players. Results indicated that winners reported more internal and stable attributions than losers. Further, performances perceived as successful were associated with stable attributions. The results of the study, therefore, suggest that the CDS-T provides a valid measure of team-referent attributions in sport.     

Accelerometry-based feedback--can it improve movement consistency and performance in rowing?

The training and competition regimen of elite athletes demands rapid feedback about their performance. The aim of this study was to determine if real-time visual ipsative (comparison with oneself) feedback of instantaneous kinematic consistency improves overall kinematic consistency in rowing. Accelerometry-based data, representing the upper and lower body kinematics, were determined for 13 experienced rowers. Kinematic consistency data -- represented by percentage time outside the acceptable performance bandwidth, performance consistency -- represented by power-stroke dispersion, and several performance indicators were acquired for all the rowers for three 2000 m time trials on a RowPerfect ergometer with three different visual feedback interventions: no feedback, detailed feedback, and summary feedback. Results indicated significantly increased performance consistency for detailed feedback than for both no feedback (p < 0.01) and summary feedback (p < 0.05). No significant difference between summary feedback and no feedback was found (p = 0.173). We deemed feedback of detailed information to enhance kinematic consistency significantly more than both no feedback (p < 0.01) and summary feedback (p < 0.01) interventions, although summary feedback was shown to enhance kinematic consistency more than no feedback (p < 0.01). No improvements were found for performance-related parameters.