The effect of auditory stimulus training on swimming start reaction time

Task-specific auditory training can improve sensorimotor processing times of the auditory reaction time (RT). The majority of competitive swimmers do not conduct habitual start training with the electronic horn used to commence a race. We examined the effect of four week dive training interventions on RT and block time (BT) of 10 male adolescent swimmers (age 14.0 ± 1.4 years): dive training with auditory components (speaker and electronic horn) (n = 5) and dive training without auditory components (n = 5). Auditory stimulus dive training significantly reduced swimming start RT, compared with dive training without auditory components (p < 0.01), with a group mean RT reduction of 13 ± 9 ms. Four of the five swimmers that received auditory stimulus training showed medium to large effect size reductions in RT (d = 0.74; 1.32; 1.40; 1.81). No significant changes to swimmers’ BTs were evident in either dive training intervention. The adolescent swimmers’ results were compared against six male elite swimmers (age 19.8 ± 1.0 years). The elite swimmers had significantly shorter BTs (p < 0.05) but no significant difference in RTs. Auditory stimulus dive training should be explored further as a mechanism for improving swimming start performance in elite swimmers who have pre-established optimal BTs.     

学术期刊与大学创新科研教育

本文结合学术期刊对大学创新科研教育的促进作用,分析其目前针对创新教育存在的主要问题,从而提出学术期刊应与大学创新科研教育互动发展的观点。     

技术创新的知识产权激励

从技术创新的溢出效应出发,指出知识产权的保护能抑制模仿“搭便车”现象,知识产权对技术创新的激励结构有专利年限与专利宽度,在序贯创新中延长专利年限和缩小专利宽度是可取的,并且知识产权对技术创新的激励还受到企业规模的约束．     

Cognitive processing, language awareness, and reading in Grade 2 and Grade 4 children

The role of cognitive processing and language awareness in relation to reading is discussed. The framework for cognitive processing was Luria's (1966a, Higher cortical functions in man, New York: Basic Books; 1966b, Human brain and psychological processes, New York: Harper & Row) simultaneous and successive syntheses. Language awareness involved understanding of phonological representation, ambiguities, and incongruities. The sample of 56 Grade 2 and 64 Grade 4 children was administered a battery of seven “simultaneous-successive” tasks. Principal component and promax oblique factor analyses and factor scores were used to classify the children as low-low, low-high, high-low, and high-high simultaneous-successive “processors.” A series of ANOVAs showed significant differences by grade and level of cognitive processing for the three language awareness tasks and for reading. These tasks and factor scores derived from the simultaneous and successive components of the within correlation matrix for the total sample of 120 children after removing covariance associated with the two grades were subjected to stepwise multiple regression analyses and a path analysis to tease out the contribution of these components to reading. Results showed a much greater direct effect from language awareness on reading than simultaneous and successive syntheses. Ability to reflect on language and to use language as “disembedded modes of thinking” are seen as central to reading acquisition and development.     

英语名称的汉译

中国加入世界贸易组织后,更多的外国商品涌入中国市场,随之而来的是外商和我们英语工作者面临着外国商品及其相关事物的英语名称的汉语翻译问题。可以从五个方面来探讨英语名称的汉译问题。     

第11届全运会皮划艇决赛分段成绩比较研究

以第11届全运会皮划艇12个项目的决赛成绩为研究对象,通过对分段成绩的比较与分析,提出我国皮划艇项目在全程速度结构及有氧能力方面存在的不足,对改进这一现状提出了建议。     

当代民族声乐科学训练杂谈

着重介绍了构建民族声乐科学训练的理念和思路,阐述了如何设计当代民族声乐技能、歌唱肌能和实践训练方案,旨在抛砖引玉,探索当代民族声乐技术训练的"主科"之路。     

画面主体位置布局的眼动实验及对网络视频资源建设的启示

在视频画面中传递信息的主要对象是画面主体,画面主体能否引起学生的注意,注意的持久性如何直接影响着学生的学习效果。在归纳＂井＂形构图的基础上,通过对教学视频画面主体位置的统计发现,教学视频画面中的主体位置普遍以＂三分法构图＂形式存在。采用心理学研究手段与方法（眼动实验法）,研究画面＂三分法构图＂中主体位置对学生注意的影响,结果显示,主体位于画面中间更能吸引学生的注意力,学生观察画面根据一定的顺序进行的,不同专业学生的眼动指标有差异。     

一种等宽凸轮-连杆机构的解析设计

研究了一种等宽凸轮-连杆组合机构(即作平面复杂运动平底从动件的形锁合式等宽凸轮机构)的设计问题。给出了同向、异向等宽凸轮-连杆机构的基本参数之间的关系,并应用支撑函数法和反转法推导了等宽凸轮廓线的曲率半径、外凸性判据、参数方程、周长及凸轮面积的通用计算公式。根据凸轮基圆半径r0与凸轮宽度W的确定量化关系,得到了确定最小基圆半径{r0}min与宽度W的方法。用该解析法可以设计出廓线外凸且尺寸最小的等宽凸轮,毋需再验证其廓线的凹凸性。     

数学教学中培养学生的非智力因素

非智力因素是影响学生身心健康发展所必要的心理结构。非智力因素包括理想、动机、兴趣、意志、情绪、自信心等方面,是人的心理结构的重要组成部分。在数学教学中非智力因素不仅影响学生的学习动力,而且还影响学生的学习效果,影响学生的整个学习质量。该文分析了非智力因素在数学教学中的地位和作用,提出了在数学教学中培养学生非智力因素的具体策略。