Relevance matters. Eighteen-month-olds’ use of relevant informative pointing as a predictor of two-year-olds’ language abilities / La relevancia es importante. El uso de gestos deícticos relevantes e informativos por parte de niños de año y medio como factor predictor de las capacidades lingüísticas a los dos años

Abstract

The significance of pointing gestures in the development of linguistic communication is linked to their referential character and formation of common ground in use of gestures and speech. Our longitudinal study aimed to define the nature of this relationship more precisely and to explore whether the relevance vs lack of relevance of a child’s pointing gestures is related to development of language abilities. We developed a special protocol to measure relevant and irrelevant pointing gestures in 18-month-olds, sampled production of spontaneous speech and measured their language comprehension at two years of age. A group of 343 children was tested, and using structural equation modelling we showed that relevant gestures predict the level of development of language production and comprehension. As predicted, this association was not applied to irrelevant gestures. It is likely that a child’s more frequent use of relevant pointing gestures helps the caregiver to recognize the child’s communicative intentions and to comment on his/her behaviour appropriately. The identified developmental/predictive relationship is valid in both mentalistic and teleological interpretation of early communicative development.     

1984开场哨

争强好胜仍然是乔丹在赛场上最大的毛病。他将平日里的每场队内训练都看作是一场场NCAA比赛。每当训练或者队内挑战赛结束之后,他都会在体育馆的小黑板上精确地罗列出他在每位队友身上扣篮的次数。“只要他的双脚踏上篮球场地,他就想把自己的个人意愿强加到每个人的头上。”肯尼-史密斯这样解释道。他的嘴巴也渐渐地开始变得喋喋不休起来．他会与任何人就任何规则、任何犯规争执得面红耳赤,直到自己大获全胜为止。事实上,只有时刻保持着自己与别人的对抗状态,     

Explaining students' appraisal of lectures and student-activating teaching: perceived context and student characteristics

During lectures, some students are continuously focused and attentive, whereas others tend to be bored, jittery, or inattentive. The same might happen when students are given student-activating assignments. Some students simply love one type of instruction, whereas others tend to resent it. Moreover, it is not the context itself, but the context as it is perceived by the student that affects learning. This study sets out to discover how students view instruction, based on their experiences with a particular setting, and aims to investigate the effects of “context-by-student” characteristics, such as students' course experiences, and the effects of “student-by-context” features, such as approaches to learning. The research has a quasi-experimental design and compares a lecture-based setting with student-activating teaching methods (i.e. self-discovery learning by means of authentic tasks with the help of a scaffolding approach); followed by one of four assessment methods: a multiple-choice test, a case-based examination, a peer assessment or a portfolio assessment. Data (N = 579) were collected by means of validated questionnaires, comprising the ASSIST and LSQ instruments and the course experience questionnaire. Results demonstrate that students' appraisal of the assessment method, their course experiences and the teaching methods that are dominant in the setting contribute positively to students' appraisal of instruction. Interestingly, this conclusion applies to both the lecture-based and the student-activating groups and to both conventional assessment methods and new modes of assessment. Moreover, deep approaches to learning, monitoring studying and/or organized studying, as well as preferences for courses that support understanding, positively affect students' appraisal of student-activating teaching methods. In short, both student-by-context and context-by-student features prove to be strong predictors of students' appraisal of instruction and, as a consequence, student learning.     

The myth of the team captain as principal leader: extending the athlete leadership classification within sport teams

Abstract

Although coaches and players recognise the importance of leaders within the team, research on athlete leadership is sparse. The present study expands knowledge of athlete leadership by extending the current leadership classification and exploring the importance of the team captain as formal leader of the team. An online survey was completed by 4,451 participants (31% females and 69% males) within nine different team sports in Flanders (Belgium). Players (N = 3,193) and coaches (N = 1,258) participated on all different levels in their sports. Results revealed that the proposed additional role of motivational leader was perceived as clearly distinct from the already established roles (task, social and external leader). Furthermore, almost half of the participants (44%) did not perceive their captain as the principal leader on any of the four roles. These findings underline the fact that the leadership qualities attributed to the captain as the team’s formal leader are overrated. It can be concluded that leadership is spread throughout the team; informal leaders rather than the captain take the lead, both on and off the field.     

Employee Retention: Organisational and Personal Perspectives

In this continuously changing contemporary economy, companies have to be able to anticipate technological innovations and to compete with other companies worldwide. This need makes important a company’s ability to evolve through its employees’ learning and through continuous development. Securing and retaining skilled employees plays an important role in this process, because employees’ knowledge and skills are central to companies’ ability to be economically competitive. Given that employee retention is very important for the functioning and competitiveness of a company, this study focuses on the organisational and personal factors that influence employee retention. A special interest is taken in employees’ learning, because this is seen as a retention supporting activity. A questionnaire was administered to 349 employees, and 11 employees were interviewed. The interviews are used to illustrate and contextualise the quantitative results. The results show a large positive contribution of appreciation and stimulation of the employee to employee retention. This result is consistent with findings of earlier research. However, the retention benefits arising from personal development offer new possibilities when attempting to enhance employee retention. This study also showed that individual differences influence employee retention. Leadership skills and seniority have a positive relationship with employee retention and the level of readiness and initiative regarding learning are negatively related to retention.     

Should chess and other mind sports be regarded as sports?

In the philosophy of sport, an opinion that chess (and other institutionalized mind games, the so-called mind sports) is in fact not sports because it lacks physical skills is a standard position. I call the argument that leads to this conclusion a mind sport syllogism. Its analysis enables me to explicate four possible positions concerning the sport-status of chess. Apart from the standard position, which excludes chess from the sport family, I also present analysis of other possible positions, which – for various reasons – do not deny that chess is a sport. A position that postulates including chess into the family of sport by broadening the definition of sport turns out to be particularly interesting from the philosophical viewpoint. Having confronted this position with the standard, i.e. ‘conservative’, position, I come to the conclusion that the conceptual revision consisting in the broadening of the concept of sport is a rational option and is a probable direction of the evolution of the concept of sport.     

The perception of workload and task complexity and its influence on students’ approaches to learning: a study in higher education

Researchers have tried to induce a deeper approach to learning by means of student-centred learning environments. Findings did not always confirm the positive hypotheses. This has given rise to the question as to what the discouraging or encouraging factors are for inducing a deep approach to learning. The aim of this research study is to determine whether perceived workload and task complexity are discouraging or encouraging factors. In addition, these relationships will be investigated under different induced conditions which offer the potential to deepen our understanding of the nature of the investigated relationships. Participants were 128 second year Bachelor level students in educational sciences. After an introduction with the theory, students were given four tasks with various workloads and task complexities after which they filled out questionnaires on learning approaches, perceived workload and perceived task complexity. For every task, correlations and multiple stepwise regressions were calculated. The information from the interviews was used to support and illustrate the results of quantitative analyses. In general, results show no significant relationship between perceived workload and students’ approaches to learning. For perceived task complexity, it was found that a perceived lack of information is a discouraging factor for inducing a deep learning approach. A lack of information consistently increases students’ surface approaches to learning regardless of the induced workload and task complexity.     

Diagnostic accuracy of urinary prostate protein glycosylation profiling in prostatitis diagnosis

Introduction

Although prostatitis is a common male urinary tract infection, clinical diagnosis of prostatitis is difficult. The developmental mechanism of prostatitis is not yet unraveled which led to the elaboration of various biomarkers. As changes in asparagine-linked-(N-)-glycosylation were observed between healthy volunteers (HV), patients with benign prostate hyperplasia and prostate cancer patients, a difference could exist in biochemical parameters and urinary N-glycosylation between HV and prostatitis patients. We therefore investigated if prostatic protein glycosylation could improve the diagnosis of prostatitis.

Materials and methods

Differences in serum and urine biochemical markers and in total urine N-glycosylation profile of prostatic proteins were determined between HV (N = 66) and prostatitis patients (N = 36). Additionally, diagnostic accuracy of significant biochemical markers and changes in N-glycosylation was assessed.

Results

Urinary white blood cell (WBC) count enabled discrimination of HV from prostatitis patients (P < 0.001). Urinary bacteria count allowed for discriminating prostatitis patients from HV (P < 0.001). Total amount of biantennary structures (urinary 2A/MA marker) was significantly lower in prostatitis patients compared to HV (P < 0.001). Combining the urinary 2A/MA marker and urinary WBC count resulted in an AUC of 0.79, 95% confidence interval (CI) = (0.70–0.89) which was significantly better than urinary WBC count (AUC = 0.70, 95% CI = [0.59–0.82], P = 0.042) as isolated test.

Conclusions

We have demonstrated the diagnostic value of urinary N-glycosylation profiling, which shows great potential as biomarker for prostatitis. Further research is required to unravel the developmental course of prostatic inflammation.Key words: diagnostic marker, prostatitis, urinary asparagine-linked glycosylation     

Individual differences in working memory capacity and attention,and their relationship with students’ approaches to learning

Past research has shown that working memory capacity, attention and students’ approaches to learning are all important predictors for educational achievement. In this study the interrelations between these three variables are investigated. Participants were 128 university students. Results show a negative relationship between attention and deep approaches to learning: students with a lower level of attention seem to use more deep approaches to learning than students with higher levels of attention. It was also found that students with a high working memory capacity score lower on both the surface and deep approaches to learning than students with a low working memory capacity. A possible explanation is that these high capacity students might not need a consistent profound strategy to be successful because they are very good at acquiring, processing and integrating all types of new information before moving it to storage.     

Directive versus facilitative peer tutoring? A view on students’ appraisal,reported learning gains and experiences within two differently-tutored learning environments

The present study aimed to shed light on students’ appraisal and reported learning gains in two differently-tutored learning environments (i.e. directively and facilitatively tutored). In order to investigate this, a quasi-experimental study was set up in the context of a clinical skills learning environment. Not only were participating students asked to rate their appraisal of the tutored learning environment, but they were also interviewed in-depth about their learning gains and experiences within both tutored learning environments. Results showed that directively-tutored students were more positive about the tutored learning environment. With regard to experienced learning gains, it was found that, although both groups of students experienced practical learning gains, only facilitatively-tutored students acknowledged gains in their clinical understanding. Also, in terms of deep-level learning and self-efficacy beliefs, different trends between both groups emerged. Finally, diverse approach-specific strengths and drawbacks were experienced by students. While directively-tutored students were generally more positive about their learning environment, facilitatively-tutored students were more critical about their peer tutors’ approach to tutoring because this led to a lack of clarity and overview. Nevertheless, these latter students reported more deep-level learning and thinking. The current results urge educators to take into account several practical implications, both with respect to peer tutors and to students.