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991.
Carl Gabbard Emma Gibbons Jerry Elledge 《Research quarterly for exercise and sport》2013,84(2):198-199
Abstract The purposes of this study were to associate age-related performance deficits in children with the use of recall strategies and to determine whether children who performed poorly in cycling would benefit from learning a recall strategy. In Experiment 1, 18 younger children (ages 5-7 years) and 18 older children (ages 8-10 years) were asked to recall selected pedaling cadences. The majority of the older children used strategies and performed with less error than the younger children. In Experiment 2, children with a high number of errors in Experiment 1 were assigned to an experimental or a control group. The children in the experimental group were taught to use a specific recall strategy. The results showed that children who received the instruction in strategy use improved their performance. 相似文献
992.
The Association of Objectively Determined Physical Activity Behavior Among Adolescent Female Friends
Louise Schofield Kerry W. Mummery Grant Schofield Will Hopkins 《Research quarterly for exercise and sport》2013,84(2):9-15
The purpose of this study was to examine the extent to which physical activity among adolescent female friends is interdependent. The participants were 318 adolescent girls with a mean age of 16.0 years (range: 15–18 years). Pedometry was used to assess physical activity over 4 days. The relationship between an individual girl and her first-nominated reciprocal friend's physical activity level was moderate (r = 0.45, 90% confidence interval = 0.31, 0.56), when the friendship was nonreciprocal it was trivial (r = -.06, 90% confidence interval = -.36. .25). Friends' physical activity levels explained between 27% and 32% of an individual's pedometer-determined physical activity level. Reciprocity of friendship is an important variable to consider when understanding the relationship between adolescent female friends' physical activity. When friendships are reciprocal, there is a stronger relationship between friends' physical activity. 相似文献
993.
Henderien Steenbeek Louise Jansen Paul van Geert 《Learning and individual differences》2012,22(1):64-75
This study aims at examining problematic learning trajectories of students with emotional behavioral disorders (EBD) by means of a longitudinal and time serial (micro genetic) study of individual instruction sessions during arithmetic lessons. Micro genetic analysis techniques were applied on the variable “responsiveness” in the scaffolding dynamics, which was chosen as an indicator variable for the quality of the instruction. In a representative EBD student–teacher pair, an iterative process of stability and change of five dynamically related scaffolding variables and one arithmetic variable was demonstrated, which indicated the existence of three phases over a period of two school years. In the short term dynamics of scaffolding, an asymmetric engagement level of teacher and student was found, which was dominated by the teacher's initiatives. Overall, the data point to a suboptimal coupling in this student–teacher pair. An applied conclusion of our study is that educational recommendations should be aimed at transforming existing, self-sustaining transactional patterns between the teacher and the student in real-time instruction sessions during arithmetic lessons. 相似文献
994.
In this paper, we analyse interactions between secondary students and pre‐service teachers in an online environment in order to understand how their meaning‐making processes embody distributed cognition. We begin by providing a theoretical review of the ways in which literacy learning is distributed across learners, objects, tools, symbols, technologies and the environment in modern English language arts classrooms. This is followed by a case study where we identify how programme values, textual resources and cultural schema function as distributed tools. In traditional schools, with an emphasis on taking standardised tests, the learning environment is designed on the view that learning is a transaction that happens solely ‘inside the head’. Unfortunately, this pushes many students to the margins of classroom engagement and participation. By analysing students' and pre‐service teachers' online discourse, we argue that virtual spaces can facilitate critical dialogue and can act as catalysts for a distributed theory of mind. 相似文献
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996.
Louise Plodinec June Breland Schmidt 《Library Collections, Acquisitions, and Technical Services》2003,26(4):439-448
When Mississippi State University Libraries established a university press approval plan, the Collection Development Department was asked to decide whether to cancel existing standing orders with seven university presses or block these presses from the approval plan. Books were received through both avenues for eight months so that cost, timeliness of delivery, and receipt of titles most appropriate for the Libraries’ needs could be compared. Findings showed a 4.72% cost savings with the approval plan, but 82% of the titles were received earlier through the standing orders. Of books received through the standing orders, 29% were not received through the approval plan, with more than half not matching departmental profiles. Return privileges with the approval plan meant unsuitable titles could be returned, a significant advantage not possible with the standing orders. As a result of the study, the libraries chose to cancel the standing orders and receive books selectively through a university press approval plan. 相似文献
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999.
The effects of reticence on group interaction 总被引:1,自引:1,他引:0
Bruce C. McKinney 《Communication quarterly》2013,61(2):124-128
Research regarding the effects of reticence on group interaction reveals that reticence does not necessarily impede the group process; however, reticent individuals are seen as less effective participators due to their limited vocal activity, and they are less likely to emerge as the group's leader. Research on the effects of reticence on group interaction is reviewed and suggestions are made to instructors of the small groups course regarding helping reticent students participate in the small group. 相似文献
1000.