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71.
Ariel Tichnor‐Wagner Justin D. Garwood Mary Bratsch‐Hines Lynne Vernon‐Feagans 《Learning disabilities research & practice》2016,31(1):6-21
Factors such as weak early literacy skills and living in poverty may put young students at risk for reading disabilities. While home literacy activities and access to literacy materials have been associated with positive reading outcomes for urban and suburban students, little is known about home literacy environments of rural early elementary school students living in poverty and their relationship to foundational reading skills for struggling and nonstruggling readers. This study examined how home literacy environments might relate to rural kindergarten and first grade students’ reading performance. Parents of 1,108 kindergarten and first grade students in the rural Southeast completed questionnaires on the frequency of home literacy activities and access to literacy materials. Multilevel model analyses revealed that home literacy activities and access to literacy materials were positively related to basic word reading skills, passage comprehension, and spelling. Implications for families and educators are discussed. 相似文献
72.
Family‐Centered Positive Behavior Support Interventions in Early Childhood To Prevent Obesity 下载免费PDF全文
Positive behavior support (PBS) strategies in early childhood, which include proactively structuring environments to support and positively reinforce healthy dietary and physical activity behaviors, are critical for preventing pediatric obesity, particularly among low‐income, ethnic minority children. Existing evidence‐based family‐centered preventive interventions effectively impact parents’ use of PBS strategies. Enhancing these programs to more directly target the key mechanisms of change specific to promoting children's healthy lifestyle behaviors could serve as the foundation for the next generation of effective protocols for preventing pediatric obesity. Two established programs that target PBS that can be feasibly implemented in a variety of service delivery systems using a multi‐tiered, adaptive approach and the next steps of translation are discussed. 相似文献
73.
Erin L. Meyer Barbara A. Schaefer Cesar Merino Soto Crystal S. Simmons Rebecca Anguiano Jeremy Brett Alea Holman Justin F. Martin Heidi K. Hata Kimberly J. Roberts Zena R. Mello Frank C. Worrell 《Psychology in the schools》2011,48(10):931-942
Behavior rating scales aid in the identification of problem behaviors, as well as the development of interventions to reduce such behavior. Although scores on many behavior rating scales have been validated in the United States, there have been few such studies in other cultural contexts. In this study, the structural validity of scores on a Spanish translation of the six‐factor Child Behavior Scale (CBS) was assessed in a sample of 265 Peruvian preschool children who ranged from 2 to 6 years in age. Exploratory factor analysis yielded a four‐factor structure, and reliability estimates for scores on the four factors were adequate. The authors suggest replicating the study and examining the utility of CBS scores in predicting future problem behaviors in this population. © 2011 Wiley Periodicals, Inc. 相似文献
74.
Julia C. Young Michelle R. Quayle Justin W. Adams John F. Bertram Paul G. McMenamin 《Anatomical sciences education》2019,12(1):90-96
The practical aspect of human developmental biology education is often limited to the observation and use of animal models to illustrate developmental anatomy. This is due in part to the difficulty of accessing human embryonic and fetal specimens, and the sensitivity inherent to presenting these specimens as teaching materials. This report presents a new approach using three-dimensional (3D) printed replicas of actual human materials in practical classes, thus allowing for the inclusion of accurate examples of human developmental anatomy in the educational context. A series of 3D prints have been produced from digital data collected by computed tomography (CT) imaging of an archived series of preserved human embryonic and fetal specimens. The final versions of 3D prints have been generated in a range of single or multiple materials to illustrate the progression of human development, including the development of internal anatomy. Furthermore, multiple copies of each replica have been printed for large group teaching. In addition to the educational benefit of examining accurate 3D replicas, this approach lessens the potential for adverse student reaction (due to cultural background or personal experience) to observing actual human embryonic/fetal anatomical specimens, and reduces the potential of damage or loss of original specimens. This approach, in combination with ongoing improvements in the management and analysis of digital data and advances in scanning technology, has enormous potential to allow embryology students access to both local and international collections of human gestational material. Anat Sci Educ 00: 000–000. © 2018 American Association of Anatomists. 相似文献
75.
We present an elemental model of associative learning that describes interactions between stimulus elements as a process of
competitive normalization. Building on the assumptions laid out in Harris (2006), stimuli are represented as an array of elements
that compete for attention according to the strength of their input. Elements form associations among each other according
to temporal correlations in their activation but restricted by their connectivity. The model moves beyond its predecessor
by specifying excitatory, inhibitory, and attention processes for each element in real time and describing their interaction
as a form of suppressive gain control. Attention is formalized in this model as a network of mutually inhibitory units that
moderate the activation of stimulus elements by controlling the level to which the elements are suppressed by their own inhibitory
processes. The model is applied to a range of complex discriminations and related phenomena that have been taken as evidence
for configural-learning processes. 相似文献
76.
Christopher L. Camp Jeremy K. Gregory Nirusha Lachman Laura P. Chen Justin E. Juskewitch Wojciech Pawlina 《Anatomical sciences education》2010,3(2):64-72
Professionalism is a core competency of medical training that requires students to develop the skills of providing and receiving feedback. Our study evaluated the effectiveness of delivering feedback in a group setting compared with an individual setting. The first‐year class of Mayo medical students (n = 49) enrolled in gross anatomy (in dissection teams), completed weekly anonymous evaluations of themselves and their teammates regarding seven aspects of professionalism (altruism, compassion, respect, honesty/integrity, responsibility, commitment to excellence, and self‐reflection). Professionalism scores from these surveys were calculated using a six‐point Likert scale. Students were also asked to comment on strengths and possible areas for improvement on each peer. At the midpoint of the course, peer comments and professionalism scores were shared with students in debriefing sessions either individually or with their team. Analysis of preintervention and postintervention professionalism scores indicated that the students receiving feedback in a one‐on‐one setting (student and instructor) were more likely to demonstrate higher scores on subsequent evaluations as compared with those students receiving feedback in a group setting (all team members and one instructor). Our findings suggest that providing feedback to first‐year medical students on an individual basis is the best way to improve professional attitudes and behaviors. Anat Sci Educ 3: 64–72, 2010. © 2010 American Association of Anatomists. 相似文献
77.
Kraft JA Green JM Bishop PA Richardson MT Neggers YH Leeper JD 《Research quarterly for exercise and sport》2012,83(2):282-292
This review examines the influence of dehydration on muscular strength and endurance and on single and repeated anaerobic sprint bouts. Describing hydration effects on anaerobic performance is difficult because various exercise modes are dominated by anaerobic energy pathways, but still contain inherent physiological differences. The critical level of water deficit (approximately 3-4%; mode dependent) affecting anaerobic performance is larger than the deficit (approximately 2%) impairing endurance performance. A critical performance-duration component (> 30 s) may also exist. Moderate dehydration (approximately 3% body weight; precise threshold depends on work/recovery ratio) impairs repeated anaerobic bouts, which place an increased demand on aerobic metabolism. Interactions between dehydration level, dehydration mode, testing mode, performance duration, and work/recovery ratio during repeated bouts make the dehydration threshold influencing anaerobic performance mode dependent. 相似文献
78.
Exercise dependence is a condition that involves a preoccupation and involvement with training and exercise, and has serious health and performance consequences for athletes. We examined the validity of a biopsychosocial model to explain the development and maintenance of exercise dependence among elite Australian athletes. Participants were 234 elite Australian athletes recruited from institutes and academies of sport. Thirty-four percent of elite athletes were classified as having exercise dependence based on high scores on the measure of exercise dependence. These athletes had a higher body mass index, and more extreme and maladaptive exercise beliefs compared to non-dependent athletes. They also reported higher pressure from coaches and teammates, and lower social support, compared to athletes who were not exercise dependent. These results support the utility of a biopsychosocial model of exercise dependence in understanding the aetiology of exercise dependence among elite athletes. Limitations of the study and future research directions are highlighted. 相似文献
79.
In ad hoc querying of document collections, current approaches to ranking primarily rely on identifying the documents that contain the query terms. Methods such as query expansion, based on thesaural information or automatic feedback, are used to add further terms, and can yield significant though usually small gains in effectiveness. Another approach to adding terms, which we investigate in this paper, is to use natural language technology to annotate - and thus disambiguate - key terms by the concept they represent. Using biomedical research documents, we quantify the potential benefits of tagging users’ targeted concepts in queries and documents in domain-specific information retrieval. Our experiments, based on the TREC Genomics track data, both on passage and full-text retrieval, found no evidence that automatic concept recognition in general is of significant value for this task. Moreover, the issues raised by these results suggest that it is difficult for such disambiguation to be effective. 相似文献
80.
Keogh JW Hume PA 《Sports biomechanics / International Society of Biomechanics in Sports》2012,11(2):288-309
The aim of this review was to determine how the findings of biomechanics and motor control/learning research may be used to improve golf performance. To be eligible, the biomechanics and motor learning studies had to use direct (ball displacement and shot accuracy) or indirect (clubhead velocity and clubface angle) golf performance outcome measures. Biomechanical studies suggested that reducing the radius path of the hands during the downswing, increasing wrist torque and/or range of motion, delaying wrist motion to late in the downswing, increasing downswing amplitude, improving sequential acceleration of body parts, improving weight transfer, and utilising X-factor stretch and physical conditioning programmes can improve clubhead velocity. Motor learning studies suggested that golf performance improved more when golfers focused on swing outcome or clubhead movement rather than specific body movements. A distributed practice approach involving multiple sessions per week of blocked, errorless practice may be best for improving putting accuracy of novice golfers, although variable practice may be better for skilled golfers. Video, verbal, or a combination of video and verbal feedback can increase mid-short iron distance in novice to mid-handicap (hcp) golfers. Coaches should not only continue to critique swing technique but also consider how the focus, structure, and types of feedback for practice may alter learning for different groups of golfers. 相似文献