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151.
Laura Chaddock Charles H. Hillman Matthew B. Pontifex Christopher R. Johnson Lauren B. Raine Arthur F. Kramer 《Journal of sports sciences》2013,31(5):421-430
Abstract Aerobically fit children outperform less fit peers on cognitive control challenges that involve inhibition, cognitive flexibility, and working memory. The aim of this study was to determine whether, compared with less fit children, more fit 9- and 10-year-old pre-adolescents exhibit superior performance on a modified compatible and incompatible flanker task of cognitive control at the initial time of fitness testing and approximately one year later. We found that more fit children demonstrated increased flanker accuracy at both test sessions, coupled with a superior ability to flexibly allocate strategies during task conditions that required different amounts of cognitive control, relative to less fit children. More fit children also gained a speed benefit at follow-up testing. Structural MRI data were also collected to investigate the relationship between basal ganglia volume and task performance. Bilateral putamen volumes of the dorsal striatum and globus pallidus volumes predicted flanker performance at initial and follow-up testing one year later. The present findings suggest that childhood aerobic fitness and basal ganglia volumes relate to cognitive control at the time of fitness testing and may play a role in cognitive performance in the future. We hope that this research will encourage public health and educational changes that will promote a physically active lifestyle in children. 相似文献
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Education and Information Technologies - 相似文献
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Arthur L. Odom Elizabeth R. Stoddard Steven M. LaNasa 《International Journal of Science Education》2013,35(11):1329-1346
We report on the construction and application on an instrument entitled the “Science Achievement Influences Survey” to assess combined effects of student attitudes about science, peer interaction, and home support, and the frequency of student‐centred and teacher‐centred instructional practices on student achievement. Controlling for pre‐test content knowledge, results indicated that student‐centred teaching practices have a positive association with student achievement (p < .01; i.e., group experiments) and a negative association with teacher‐centred teaching practices (p < .01; i.e., copying notes). Additionally, student attitudes about science were positively associated with student‐centred teaching practices (p < .01) and negatively associated with teacher‐centred teaching practices (p < .01). Most significantly, this study documents the predicted gains in science achievement associated with frequency of specific instructional practices used by middle‐school science teachers. Especially noteworthy and significant is the finding that near‐daily implementation of group experiments and reduction of extensive note‐copying during class yield the greatest positive impact on student achievement. Outside of school, peer interaction and home support were not significantly associated (p > .05) with student achievement. The student sample included 611 middle‐school science students with a wide range of socioeconomic and cultural backgrounds. 相似文献
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Arthur R. Jensen 《Educational Psychology Review》1992,4(3):271-308
Psychometric g, the general factor in individual differences in all types of tests and performances involving any mental ability, has much wider importance and implications than are encompassed by the field of psychometrics. It is argued that the nature of g must be understood in terms of information processes rather than in terms of the specific knowledge and skills that are seen in the content of conventional mental tests. The wide range of individual differences in g and disparities in the distribution of g in different subpopulations have important implications for understanding some of the major problems confronting public education. 相似文献
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Journal of Science Teacher Education - 相似文献
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