Can a Domain-General Spatial Intervention Facilitate Children’s Science Learning? A Lesson From Astronomy

Correlational studies link spatial-test scores and science, technology, engineering, and mathematics achievement. Here we asked whether children’s understanding of astronomical phenomena would benefit from a prior intervention targeting a core component of children’s projective spatial concepts—understanding that viewers’ visual experiences are affected by vantage point. Children (8–9 years; N = 66) received outdoor and indoor experiences that did (Experimental) or did not (Control) focus on how scene appearance is affected by viewers' positions and movements. All then received an astronomy lesson about celestial motions (e.g., Sun apparent motion). Experimental-group children scored higher on immediate and 1-week perspective-taking tests and explained celestial phenomena more accurately than did control-group children. Data demonstrate that general spatial training—divorced from specific science content—can aid children’s subsequent learning of scientific phenomena.     

The relationship between lower body stiffness and injury incidence in female netballers

The aim of this study was to provide contemporary information on injury rates in an elite and sub-elite netball population and to explore the relationship between lower body stiffness and lower body injuries. One elite and two sub-elite teams of female netballers (n = 29) performed the vertical hop test to assess active lower body stiffness (K_vert) and myometry to assess quasi-static stiffness. Lower body injuries were monitored via self-reporting and liaison with physiotherapists. Twelve lower body non-contact injuries were sustained by 10 players, equating to 11.29 lower body injuries per 1,000 exposure hours. The most commonly injured sites were the calf (33%) and ankle (25%). No significant differences between K_vert of injured and non-injured players were reported, however, injured elite players recorded significantly higher season mean quasi-static stiffness in the soleus (p = 0.037) and Achilles (p = 0.004) than non-injured elite players. Elite and sub-elite netball players recorded a higher injury incidence than previous reports of injuries in recreational netballers. Within the constraints of the study, relatively high stiffness of the soleus and Achilles appears to be related to lower body non-contact injury incidence in female netballers, particularly at the elite level. These results provide a basis for development of injury prevention strategies.     

Elite tennis player sensitivity to changes in string tension and the effect on resulting ball dynamics

Eighteen elite male tennis players were tested to determine their ability to identify string tension differences between rackets strung from 210 N (47 lb) to 285 N (64 lb). Each player impacted four tennis balls projected from a ball machine before changing rackets and repeating the test. Eleven participants (61%) could not correctly detect a 75 N (17 lb) difference between rackets. Only two participants (11%) could correctly detect a 25 N (6 lb) difference. To establish whether varying string tensions affected ball rebound dynamics, the ball’s rebound speed and landing position were analysed. The mean rebound ball speed was 117 km h⁻¹, with only the trials from the 210 N racket producing significantly lower (P < 0.05) rebound speeds than the 235 N and 260 N rackets. This is contrary to previous laboratory-based tests where higher rebound speeds are typically associated with low-string tensions. The anomaly may be attributable to lower swing speeds from participants as they were not familiar with such a low string tension. Ball placement did not appear related to string tension, with the exception of more long errors for the 235 N racket and fewer long errors for the 285 N racket. It was concluded that elite male tennis players display limited ability to detect changes in string tension, impact the ball approximately 6% faster than advanced recreational tennis players during a typical rallying stroke, and that ball placement is predominantly unrelated to string tension for elite performers.     

Assessing abuse risk beyond self-report: analog task of acceptability of parent-child aggression

Objectives

The present investigation reports on the development and initial validation of a new analog task, the Parent-Child Aggression Acceptability Movie Task (P-CAAM), intended to assess respondents’ acceptance of parent-child aggression, including both physical discipline and physical abuse.

Methods

Two independent samples were utilized to develop and evaluate the P-CAAM: an undergraduate sample to initially pilot the task and a separate sample of normative parents for additional assessment of validity. Scores from the P-CAAM were compared to related measures, including measures of self-reported disciplinary attitudes, child abuse potential, harsh parenting style, and use and escalation of physical discipline practices on another analog parenting task.

Results

Across the studies, the P-CAAM demonstrated acceptable internal consistency and construct validity, evidencing mild to moderate associations with both self-report and analog measures. Participants demonstrating increased acceptance of physical discipline and physical abuse on the P-CAAM analog task also reported greater approval of physical discipline, greater use of and escalation of physical discipline, harsher parenting styles, and higher child abuse potential on two separate measures.

Conclusions

The P-CAAM analog appears to offer a promising alternative and/or supplement to conventional self-report measures, assessing attitudes regarding the acceptability of parent-child aggression in a way that is less likely to be influenced by social desirability. Suggestions for future evaluations with alternative samples, as well as possible implications of the data for disciplinary reactions are discussed.

Practice implications

The development of alternatives to self-report measurement may lead to clarification of theoretical models of abuse in ways that lead to improvements in intervention programming; analogs may also provide a useful means to assess intervention programming outcomes.     

The uncertain representation ranking framework for concept-based video retrieval

Concept based video retrieval often relies on imperfect and uncertain concept detectors. We propose a general ranking framework to define effective and robust ranking functions, through explicitly addressing detector uncertainty. It can cope with multiple concept-based representations per video segment and it allows the re-use of effective text retrieval functions which are defined on similar representations. The final ranking status value is a weighted combination of two components: the expected score of the possible scores, which represents the risk-neutral choice, and the scores’ standard deviation, which represents the risk or opportunity that the score for the actual representation is higher. The framework consistently improves the search performance in the shot retrieval task and the segment retrieval task over several baselines in five TRECVid collections and two collections which use simulated detectors of varying performance.     

Environmental‐Scale Map Use in Middle Childhood: Links to Spatial Skills,Strategies, and Gender

Researchers have shown that young children solve mapping tasks in small spaces, but have rarely tested children's performance in large, unfamiliar environments. In the current research, children (9–10 years; N = 40) explored an unfamiliar campus and marked flags' locations on a map. As hypothesized, better performance was predicted by higher spatial‐test scores, greater spontaneous use of map–space coordinating strategies, and participant sex (favoring boys). Data supported some but not all hypotheses about the roles of specific spatial skills for mapping performance. Data patterns were similar on a computer mapping task that displayed environmental‐scale videos of walks through a park. Patterns of children's mapping errors suggested both idiosyncratic and common mapping strategies that should be addressed in future research and educational interventions.     

Underlying Consumer-Valuing Structures of Baby Boomers as Older Adults in Community Colleges: A Grounded Theory

The purpose of this study was to present a grounded theory that fills in gaps in the higher education literature on the concept of educational consumer value and perceptions that support consumer value. Specifically, this study focuses on the learning experiences of Baby Boomers (40–60 year old adults) as older adult students attending community colleges. This study examines value as a factor in the consumer behavior of these students. An understanding of Baby Boomer consumer behavior, the processes which drive this behavior, and the aging Baby Boomers' potential as continuously returning learners, could help develop programs and marketing plans for community colleges interested in attracting and retaining the Baby Boomer market.