Analysis of anticipation by 3D motion capturing – a new method presented in karate kumite

Anticipation is an important performance factor in karate kumite. A new approach analysing anticipation in realistic combat situations by motion capturing with a high temporal resolution is presented. The advantage of this approach is that both karate athletes interacting sports specific can be recorded synchronously; thus, the presented method has the potential to analyse visual information pickup due to coordination pattern of interaction between real athletes. The aim is to demonstrate the usability of the current method for anticipation research and to investigate if the distance between two athletes and their attacking technique play a role in the reaction of the defending athlete. Furthermore, relevant cues lying within each attacking technique and little individual differences are shown. Four male karate athletes took part in this study. Logistic regression indicated that both factors (distance × attacking technique) play a significant role in reaction. However, a correlation between these factors shows that only the attacking technique is a good predictor for reaction. Results show that the attacking technique jabbing punch (jap. Kizami-Zuki) was easier to anticipate than the attacking techniques reverse punch (jap. Gyaku-Zuki) and the round kick (jap. Mawashi-Geri).     

Other Mothers’ Milk: From Wet Nursing to Human Milk Banking in England, 1900-1950

ABSTRACT

This article investigates the continuities between wet nursing and the emergence of human milk banking in England in the first half of the twentieth century. It revisits the assumption that wet nursing had disappeared in England at the beginning of the twentieth century, and focuses attention on a continuing, albeit diminished, practice of private wet nursing after 1900 and the re-emergence of the institutional employment of lactating mothers in the interwar period. The article explores how changes in infant welfare preoccupations, medical views of breastfeeding and breast milk, and conceptualisations of the lactating body were embedded in the development from wet nursing to human milk banking.     

Longitudinal Continuity in Understanding and Production of Giving-Related Behavior From Infancy to Childhood

Infants have an early understanding of giving (the transfer of an item by one agent to another), but little is known about individual differences in these abilities or their developmental outcomes. Here, 9-month-olds (N = 59) showing clearer neural processing (Event-related potential, ERP) of a give-me gesture also evidenced a stronger reaction (pupil dilation) to an inappropriate response to a give-me gesture, and at 2 years were more likely to give in response to a give-me gesture. None of the differences in understanding and production of giving-related behaviors were associated with other sociocognitive variables investigated: language, gaze-following, and nongiving helping. The early developmental continuity in understanding and production of giving behavior is consistent with the great importance of giving for humans throughout the life span.     

Internal and external influences on vocabulary development in preschool children

Competency in society's lingua franca plays a major role in the emergence of social disparities within education. Therefore, the present longitudinal study investigates vocabulary development and its predictors in preschool years. We focus on whether internal (phonological working memory) and external variables (preschool and home learning environment) have different impacts depending on parental native language. The study considers 547 children from 97 German preschools. Children's vocabulary was assessed at the ages of 3, 4, and 5 years. Latent growth curve models show that non-native German language children are characterized by reduced vocabulary at first assessment and lower progress compared to monolingual peers. Phonological working memory has a strong impact on all children's initial vocabulary but also on vocabulary growth in those whose parents speak German as an additional language. The effects of preschool and home learning environment are comparatively smaller.     

Estimation of inter-laboratory reference change values from external quality assessment data

IntroductionIt is common for patients to switch between several healthcare providers. In this context, the long-term follow-up of medical conditions based on laboratory test results obtained from different laboratories is a challenge. The measurement uncertainty in an inter-laboratory context should also be considered in data mining research based on routine results from randomly selected laboratories. As a proof-of-concept study, we aimed at estimating the inter-laboratory reference change value (IL-RCV) for exemplary analytes from publicly available data on external quality assessment (EQA) and biological variation.Materials and methodsExternal quality assessment data of the Reference Institute for Bioanalytics (RfB, Bonn, Germany) for serum creatinine, calcium, aldosterone, PSA, and of whole blood HbA1c from campaigns sent out in 2019 were analysed. The median CVs of all EQA participants were calculated based on 8 samples from 4 EQA campaigns per analyte. Using intra-individual biological variation data from the EFLM database, positive and negative IL-RCV were estimated with a formula based on log transformation under the assumption that the analytes under examination have a skewed distribution.ResultsWe estimated IL-RCVs for all exemplary analytes, ranging from 13.3% to 203% for the positive IL-RCV and - 11.8% to - 67.0% for the negative IL-RCV (serum calcium - serum aldosterone), respectively.ConclusionExternal quality assessment data together with data on the biological variation – both freely available – allow the estimation of inter-laboratory RCVs. These differ substantially between different analytes and can help to assess the boundaries of interoperability in laboratory medicine.     

Preparing German pre-service teachers in special needs education for school development—Can we do otherwise?

Although school development can be viewed as an emerging responsibility of teachers, special needs education in Germany does not leave sufficient room for non-teaching tasks, leading to a knowledge gap in the professionalisation of pre-service teachers with regard to school development upon entering the profession. This study focused on the preparedness of pre-service teachers in school development as a professional task at the end of their initial teacher training. The respondents of the interview study are 12 pre-service teachers enrolled at master level in special educational needs at a German university. The findings of the study report on the marginal situatedness of school development in the curriculum, the associated understanding of pre-service teachers of school development and their low assessment of the relevance of school development within special needs education. The study closes with practical recommendations on how to tackle the low level of preparedness for school development tasks in German teacher education.     

Synchronized metronome training induces changes in the kinematic properties of the golf swing

The purpose of this study was to evaluate possible effects of synchronized metronome training (SMT) on movement dynamics during golf-swing performance, as captured by kinematic analysis. A one-group, between-test design was applied on 13 male golfers (27.5 ± 4.6 years old, 12.7 ± 4.9 handicap) who completed 12 sessions of SMT over a four-week period. Pre- and post-assessments of golf swings with three different clubs (4-iron, 7-iron, and pitching wedge) were performed using a three-dimensional motion capture system. Club velocity at three different swing phases (backswing, downswing, and follow-through) was measured and cross-correlation analysis of time-series signals were made on joint couplings (wrist–elbow–shoulder) of both arms, and between joints and the club, during the full golf swing. There were significantly higher cross-correlations between joint-couplings and concomitant changes of the associated phase-shift differences, as well as reduced phase-shift variability at post-test. No significant effect of SMT was found for the club velocities. We suggest that domain-general influences of SMT on the underlying brain-based motor control strategies lead to a more coordinated movement pattern of the golf-swing performance, which may explain previous observations of significantly improved golf-shot accuracy and decreased variability after SMT.     

The impact of guidance during problem-solving prior to instruction on students’ inventions and learning outcomes

Multiple studies have shown benefits of problem-solving prior to instruction (cf. Productive Failure, Invention) in comparison to direct instruction. However, students’ solutions prior to instruction are usually erroneous or incomplete. In analogy to guided discovery learning, it might therefore be fruitful to lead students towards the discovery of the canonical solution. In two quasi-experimental studies with 104 students and 175 students, respectively, we compared three conditions: problem-solving prior to instruction, guided problem-solving prior to instruction in which students were led towards the discovery of relevant solution components, and direct instruction. We replicated the beneficial effects of problem-solving prior to instruction in comparison to direct instruction on posttest items testing for conceptual knowledge. Our process analysis further revealed that guidance helped students to invent better solutions. However, the solution quality did not correlate with the posttest results in the guided condition, indicating that leading students towards the solution does not additionally promote learning. This interpretation is supported by the finding that the two conditions with problem-solving prior to instruction did not differ significantly at posttest. The second study replicated these findings with a greater sample size. The results indicate that different mechanisms underlie guided discovery learning and problem-solving prior to instruction: In guided discovery learning, the discovery of an underlying model is inherent to the method. In contrast, the effectiveness of problem-solving prior to instruction does not depend on students’ discovery of the canonical solution, but on the cognitive processes related to problem-solving, which prepare students for a deeper understanding during subsequent instruction.     

The effect of individual differences in the development of metacognitive strategy knowledge

The aim of this study was to investigate the development of metacognitive strategy knowledge (MSK) during schooling at the upper secondary education level and to examine its relation with individual student characteristics. This longitudinal study with two measurement points analyzed a sample of students in grades 10 and 11 from 19 schools preparing students for university in Switzerland. The findings showed no development of MSK within a single year of school. Individual differences appeared in the level and the change of MSK over time. Female students as well as students with higher SES displayed higher MSK than male students and students with lower SES at the first measurement point. Furthermore, SES predicted changes in MSK over time. Between learning motivation and MSK as well as self-efficacy and MSK, high correlations were found at t1. Neither learning motivation nor self-efficacy had an effect on the change of MSK over time. The results show that there is still substantial potential for MSK development at the upper secondary education level. Implications for education and further studies are discussed.