Knowledge Restructuring in Biology: Testing a Punctuated Model of Conceptual Change

Emerging from a human constructivist view of learning and a punctuated model of conceptual change, these studies explored differences in the structural complexity and content validity of knowledge about prehistoric life depicted in concept maps by learners ranging in age from approximately 10 to 20 years. Study 1 (cross-age) explored the frequencies of concepts, relationships, levels of hierarchy, branching, and cross-links in concept maps drawn by students in grades 5, 8, 11, 13, and 14. The results provide some support for a punctuated model of conceptual change. Study 2 (longitudinal) explored the same frequencies on repeated occasions among students enrolled in a college course on prehistoric life, and documented the shift in frequencies of “novice” and “expert” concepts occurring during the semester. The results suggest that college students engage in much restructuring of their knowledge frameworks during the period of a semester. Together, the two studies raise questions about common classroom practices that encourage the rote learning of biology and geology concepts at all levels.     

Values and work environment: Mapping 32 occupations

The study addresses the relationship between values and occupations. Israeli workers (N=652; mean age=47; 43% male) in 32 occupations reported their values using the Portrait Value Questionnaire (Schwartz, Melech, Lehmann, Burgess, Harris, &; Owens, 2001), and value scores were aggregated within occupations. Occupations were classified according to the Holland (1985) typology. Enterprising work environments correlated negatively with universalism values. Social environments correlated positively with benevolence and universalism values and negatively with power and achievement. The artistic environment correlated negatively with conformity values. Investigative environments correlated positively with self-direction values and negatively with tradition. A COPLOT analysis of occupational value priorities yielded meaningful clusters of occupations, each characterized by a distinct value profile, and fitting the Holland typology. The findings point to the importance of values in vocational behavior.     

The Cuban Model for Higher Education of Older Adults: Generativity,Social Commitment,and Collaborative Work

The present work is an approach to study the Cuban model for educating the elderly, and its aim is to describe the main features of the experience developed by this country. The University of the Third Age is more than three decades old in Latin America, but none of the countries in the region can show a state educational policy regulating and orienting its development. Cuba is the only country that has designed an educational program for older adults at a national level. The model is the most outstanding one among the rest of the countries in the American continent. This research is based on documentary analysis and interviews held with leaders and managers of the Chair for Older Adults, who were located in different towns of Cuba. Results led to a reconstruction of a set of dimensions of the Cuban model, such as the process of institutionalization, syllabus organization, the process of expansion and universalization, and educators' training strategies for elders. Finally, bearing in mind the features of Cuban political organization and gerontological positions, it was possible to draw the future evolution and challenges faced by the Cuban model for educating older adults.     

What Cognitive Benefits Does an Activity-Based Reading Strategy Afford Young Native American Readers?

The authors conducted 2 experiments with children from a reservation community. In Experiment 1, 45 third-grade children were randomly assigned to the following reading strategies: (a) “reread,” in which participants read each sentence of a story and then reread it; (b) “observe,” in which participants read sentences and then observed an experimenter move manipulatives as directed by the story; and (c) “activity,” in which participants read sentences and then moved manipulatives as directed by the story. In Experiment 2, 40 second-grade children were randomly assigned to either the reread or activity strategy. In both experiments, activity participants remembered more story content than did reread participants. In Experiment 1, the authors identified no memory differences between observe and activity strategies. When imagery instructions replaced the original strategies, Experiment 1 third-grade activity (and observe) participants recalled more story content than did reread participants, but Experiment 2 second-grade activity participants did not. The authors discuss the instructional benefits of activity-based reading strategies, along with developmental implications.     

Perceived distributed effort in team ball sports

Abstract

In this study, we explored the multifaceted concept of perceived mental and physical effort in team sport contexts where athletes must invest individual and shared efforts to reach a common goal. Semi-structured interviews were conducted with a convenience sample of 15 Catalan professional coaches (3 women and 12 men, 3 each from the following sports: volleyball, basketball, handball, soccer, and water polo) to gain their views of three perceived effort-related dimensions: physical, psychological, and tactical. From a theoretical thematic analysis, it was found that the perception of effort is closely related to how effort is distributed within the team. Moreover, coaches viewed physical effort in relation to the frequency and intensity of the players’ involvement in the game. They identified psychological effort in situations where players pay attention to proper cues, and manage emotions under difficult circumstances. Tactical effort addressed the decision-making process of players and how they fulfilled their roles while taking into account the actions of their teammates and opponents. Based on these findings, a model of perceived distributed effort was developed, which delineates the elements that compose each of the aforementioned dimensions. Implications of perceived distributed effort in team coordination and shared mental models are discussed.     

Monitoring of immunological parameters in adolescent basketball athletes during and after a sports season

Abstract

The objective of the present study was to monitor the immunological and hormonal responses and the occurrence of upper respiratory symptoms in adolescent basketball athletes during the different stages of a sports season. Anthropometric measures, biochemical analyses (interleukin-6, interleukin-10, tumour necrosis factor-alpha, C-reactive protein, testosterone and cortisol), neuromuscular evaluations (standing vertical jumping ability, agility and estimated VO_2max) and leukocyte counts were performed at four moments: 72 h before the season (?72 h); before the season (Pre-season); after six weeks, at the end of the preparatory period (Preparatory); and after 20 weeks, at the end of the competitive period (Competitive). Also, the occurrence of upper respiratory symptoms was collected weekly during all stages of the season. There were significant increases in monocytes, cortisol, tumour necrosis factor-alpha and C-reactive protein at the Competitive moment as compared to the Pre-season. In addition, interleukin-10 decreased at the Competitive moment as compared to the Pre-season. Occurrence of upper respiratory symptoms demonstrated increases (38%) during the competitive period as compared to the preparatory. These results suggest that periods of training and competition could increase the occurrence of upper respiratory symptoms in adolescent athletes and this may be due to the unwanted effects of an inflammatory process in response to the excessive stress of training and competition.     

Trunk axial rotation in baseball pitching and batting

The purpose of this study was to quantify trunk axial rotation and angular acceleration in pitching and batting of elite baseball players. Healthy professional baseball pitchers (n = 40) and batters (n = 40) were studied. Reflective markers attached to each athlete were tracked at 240 Hz with an eight-camera automated digitizing system. Trunk axial rotation was computed as the angle between the pelvis and the upper trunk in the transverse plane. Trunk angular acceleration was the second derivative of axial rotation. Maximum trunk axial rotation (55 ± 6°) and angular acceleration (11,600 ± 3,100 °/s²) in pitching occurred before ball release, approximately at the instant the front foot landed. Maximum trunk axial rotation (46 ± 9°) and angular acceleration (7,200 ± 2,800 °/s²) in batting occurred in the follow-through after ball contact. Thus, the most demanding instant for the trunk and spine was near front foot contact for pitching and after ball contact for batting.