The effect of communication anxiety upon signing effectiveness among the profoundly hearing‐impaired

Anxiety influences and interferes with the production of messages, yet findings linking trait anxiety with communication gestures and movement have been inconsistent and weak. This may be because most studies observe the communicative movements which complement the message rather than movements which constitute the primary message. This study examined the influence of predisposi‐tional anxiety on gestures when they are the central channel of communication— the signing behavior of deaf students.

Anxiety was significantly related to signing in that more predispositionally anxious students' signs were less dear, slower, smaller, less intense, were more incomplete, and generally less effective compared to less anxious students. However compared to the general population, deaf students were not found to be more fearful of communication overall.     

Agreement between bioelectrical impedance and dual energy X-ray absorptiometry in assessing fat,lean and bone mass changes in adults after a lifestyle intervention

We aimed to assess the agreement of a commercially available bioelectrical impedance analysis (BIA) device in measuring changes in fat, lean and bone mass over a 10-week lifestyle intervention, with dual energy X-ray absorptiometry (DXA) as reference. A sample of 136 volunteers (18–66 years) underwent a physical activity intervention to enhance lean mass and reduce fat mass. BIA (Tanita BC545) and DXA (Hologic Explorer) measures of whole-body composition were taken at baseline and at the end of the intervention. After an average of 74 ± 18 days intervention, DXA showed significant changes in 2 of 3 outcome variables: reduced fat mass of 0.802 ± 1.092 kg (P < 0.001), increased lean mass of 0.477 ± 0.966 kg (P < 0.001); minor non-significant increase of 0.007 ± 0.041 kg of bone mass (P = 0.052). The respective changes in BIA measures were a significant reduction of 0.486 ± 1.539 kg fat (P < 0.001), but non-significant increases of 0.084 ± 1.201 kg lean mass (P = 0.425), and 0.014 ± 0.091 kg bone (P = 0.074). Significant, but moderately weak, correlations were seen in absolute mass changes between DXA and BIA: 0.511 (fat), 0.362 (lean) and 0.172 (bone). Compared to DXA, BIA demonstrated mediocre agreement to changes in fat mass, but poor agreement to lean mass changes. BIA significantly underestimated the magnitude of changes in fat and lean mass compared to DXA.     

The influence of student experiences on post-graduation surveys

This study attempts to establish the extent to which in-class teaching quality instruments can be used to predict post-graduation survey results. It examines the responses for the Good Teaching Scale of the Course Experience Questionnaire administered to 10,433 students who completed their studies at a major Australian tertiary institution from 2003 to 2005 using a unique data-set that matched student records and measures of class characteristics to the individual survey responses. The findings indicate that the overall degree experiences of particular students can be predicted by measures of class differences as measured by teaching quality instruments and the grade distributions of the classes they completed. These factors are in addition to the effects of students’ own performance as measured by their grades, their field of study and their post-graduation experience. It was found that in-class administered teaching quality instruments have an asymmetric influence on post-graduation survey results. Higher than expected scores appear to have little impact, and lower than expected results were found to have a significant negative impact on post-graduation recollections. The grade distribution in classes taken was also found to be an important factor in explaining variation in degree satisfaction.     

Lessening the Load of Misconceptions: Design-Based Principles for Algebra Learning

The current study examined the effectiveness of self-explanation prompts, visual signaling cues, and a combination of the two features on middle school students’ (N = 202) algebra learning. Also explored were the differential effects of features for students with faulty conceptual knowledge (evidenced by a higher prevalence of making errors during problem solving) on learning. That is, we assessed whether students who make prevalent conceptual errors predictive of algebra performance differentially benefit from design features. Participants were randomly assigned to complete 1 of 4 sets of worked example assignments supplemented with self-explanation prompts (n = 51), visual signaling cues (n = 49), both features (n = 51), or neither feature (n = 51). Worked examples supplemented with either self-explanation prompts or signaling cues led to greater learning from pre- to posttest in comparison to the worked example control, with practically meaningful effects. The effect of assignments supplemented with signaling cues was moderated by error prevalence. Those who made errors more frequently demonstrating misunderstanding of algebraic concepts (e.g., the meaning of a coefficient) benefited significantly more from visual signaling cues alone than self-explanation prompts alone or control assignments. These findings highlight the importance of considering differential effects of design features when used in combination or in isolation, particularly for struggling students.     

2003年火星离地球最近

Mars recently emerged into the morning sky andhas begun an orbital(轨道的)dance with Earththat will,over the next several months,lead tothe best viewing opportunity since Neanderthals(穴居人)looked skyward. To get ready for this momentous(重大的)skywatch—ing event,now would be a fine time to reacquaint(重新认识)yourself with the Red Planet[maps/charts].All during