How Much Does a Shared Name Make Things Similar? Linguistic Labels, Similarity, and the Development of Inductive Inference

This article examines the development of inductive generalization, and presents a model of young children's induction and two experiments testing the model. The model specifies contribution of linguistic labels and perceptual similarity to young children's induction and predicts a correspondence between similarity judgment and induction of young children. In Experiment 1, 4- to 5-year-olds, 7- to 8-year-olds, and 11- to 12-year-olds were presented with triads of schematic faces (a Target and two Test stimuli), which varied in perceptual similarity, with one of the Test stimuli sharing a linguistic label with the Target, and another having a different label. Participants were taught an unobservable biological property about the Target and asked to generalize the property to one of the Test stimuli. Although 4- to 5-year-olds' proportions of label-based inductive generalizations varied with the degree of perceptual similarity among the compared stimuli, 11- to 12-year-olds relied exclusively on labels, and 7- to 8-year-olds appeared to be a transitional group. In Experiment 2 these findings were replicated using naturalistic stimuli (i.e., photographs of animals), with perceptual similarity manipulated by "morphing" naturalistic pictures into each other in a fixed number of steps. Overall results support predictions of the model and point to a developmental shift from treating linguistic labels as an attribute contributing to similarity to treating them as markers of a common category-a shift that appears to occur between 8 and 11 years of age.     

Design and Reflection Help Students Develop Scientific Abilities: Learning in Introductory Physics Laboratories

Design activities, when embedded in an inquiry cycle and appropriately scaffolded and supplemented with reflection, can promote the development of the habits of mind (scientific abilities) that are an important part of scientific practice. Through the Investigative Science Learning Environment (ISLE), students construct physics knowledge by engaging in inquiry cycles that replicate the approach used by physicists to construct knowledge. A significant portion of student learning occurs in ISLE instructional labs where students design their own experiments. The labs provide an environment for cognitive apprenticeship enhanced by formative assessment. As a result, students develop interpretive knowing that helps them approach new problems as scientists. This article describes a classroom study in which the students in the ISLE design lab performed equally well on traditional exams as ISLE students who did not engage in design activities. However, the design group significantly outperformed the non-design group while working on novel experimental tasks (in physics and biology), demonstrating the application of scientific abilities to an inquiry task in a novel content domain. This research shows that a learning environment that integrates cognitive apprenticeship and formative assessment in a series of conceptual design tasks provides a rich context for helping students build scientific habits of mind.     

对中专体育教学改革模式的探讨

采用文献资料和调查分析等方法 ,对我校体育教学和课程设置及教法与教学组织形式进行分析和实验研究。提出我校体育教学应向发展学生个性 ,促进终身体育思想完善为主线的灵活、多样、个别和选择式的教学组织转化。并扩大学生学习自主权和自由度 ,拓展学生学习空间 ,发挥学生潜在创造力 ,为国家造就健康人才 ,实现学校体育培养目标 ,为我国中专学校体育教改提供参考。     

Creative Science Teaching Labs: New dimensions in CPD

This paper offers analysis and evaluation of ‘Creative Science Teaching (CST) Labs III’, a unique and immersive approach to science teachers’ continuing professional development (CPD) designed and run by a London-based organisation, Performing Arts Labs (PAL), involving specialists from the arts, science and technology as integral. Articulating the key features of the experience and its perceived influences and by setting these in the wider context of the literatures in continuing professional development and creative teaching and learning, the paper seeks to demonstrate novel dimensions that this initiative has to offer CPD in creative teaching and the ensuing learning, highlighting key questions for further developing these new dimensions.     

A meta-study of athletic identity research in sport psychology: Current status and future directions

The aim of this meta-study is to provide a critical synthesis of qualitative research on athletic identity in sport psychology. A total of 108 empirical studies were identified, including 63 quantitative studies, 40 qualitative studies, and five mixed methods studies. Qualitative and mixed methods studies were reviewed with the meta-study method, which involves a meta-analysis in terms of theoretical perspectives, methodologies, and findings. In our discussion we focus on evaluating and critiquing the current status of qualitative research on athletic identity and outlining recommendations for improving methodological rigor. It is concluded that both quantitative and qualitative studies need to be more explicit about their philosophical underpinnings and better grounded in psychological identity theory.     

Overcoming cultural barriers in open innovation processes through intermediaries: a theoretical framework

Certain cultural barriers, such as insufficient openness, aversion to risk-taking, organizational inertia and specific syndromes could inhibit successful Open Innovation processes. However, how Open Innovation Intermediaries help in overcoming obstacles to successfully achieve Open Innovation processes, has not yet been analysed in depth. This paper aims to fill this gap, relying on extant contributions of Open Innovation processes, Open Innovation Intermediary features and types. Based on the distinction between outside-in, inside-out and coupled Open Innovation processes, the theoretical framework developed here identifies specific cultural barriers affecting each process and suggests which intermediary types could be more suited to sustain firms undergoing these processes. The framework supports firms opening up their internal R&D activities to choose the intermediary type most suitable for adaption to an appropriate culture, as well as overcoming any possible cultural barriers.

     

Scoring mode and age-related effects on youth soccer teams’ defensive performance during small-sided games

ABSTRACT

This study aimed to examine the scoring mode (line goal, double goal or central goal) and age-related effects on the defensive performance of youth soccer players during 4v4 small-sided games (SSGs). Altogether, 16 male players from 2 age groups (U13, n = 8, mean age: 12.61 ± 0.65 years; U15, n = 8, 14.86 ± 0.47 years) were selected as participants. In six independent sessions, participants performed the three SSGs each during 10-min periods. Teams’ defensive performance was analysed at every instant ball possession was regained through the variables: ball-recovery type, ball-recovery sector, configuration of play and defence state. Multinomial logistic regression analysis used in this study revealed the following significant main effects of scoring mode and age: (1) line goal (vs. central goal) increased the odds of regaining possession through tackle and in the defensive midfield sector, and decreased the odds of successful interceptions; (2) double goal (vs. central goal) decreased the odds of regaining possession through turnover won and with elongated playing shapes; (3) the probability of regaining possession through interception significantly decreased with age. Moreover, as youth players move forward in age groups, teams tend to structurally evolve from elongated playing shapes to flattened shapes and, at a behavioural level, from defending in depth to more risky flattened configurations. Overall, by manipulating the scoring mode in SSGs, coaches can promote functional and coadaptive behaviours between teams not only in terms of configurations of play, but also on the pitch locations that teams explore to regain possession.     

The effect of progressively increased physical efforts on visual evoked potentials in volleyball players and non-athletes

We assessed the effect of physical effort with increasing intensity on neural activity in the visual pathway in volleyball players (n = 10) and non-athletes (n = 10). Participants performed three 10-min tests of increasing intensity on a cycle ergometer. Each participant was assigned individual workloads below the lactate threshold (40% [Vdot]O(2max)), at the lactate threshold (65-75% [Vdot]O(2max)), and above the lactate threshold (80% [Vdot]O(2max)). Four recordings of visual evoked potentials were made: pre-exercise and immediately after each of the three subsequent tests. We assessed neural activity of the visual pathway by examining the amplitude and latency of the N75, P100, and N135 components of the visual evoked potentials waveform. Pre-exercise P100 wave latency was shorter (P < 0.05) in volleyball players than in non-athletes. In non-athletes, the latency of P100 following the first and second effort (40% and 65-75% [Vdot]O(2max)) was reduced compared with pre-exercise (P < 0.01). However, P100 latency increased and P100 amplitude decreased after the third test (80% [Vdot]O(2max)) in non-athletes. In contrast, no significant changes in the latency or amplitude of visual evoked potentials were observed in the athletes in the three tests. Neural conductivity in the visual pathway after exercise might be at least partially dependent on the individual's personal training adaptation status.