Prediction of academic achievement with the McCarthy screening test and metropolitan readiness test

There is a need for accurate, efficient assessment of children's readiness, to provide information concerning strengths and weaknesses of children and to identify those children who may be at risk for school failure. This necessitates determining the relative usefulness of instruments in predicting later school achievement. This study examined the efficacy of the McCarthy Screening Test (MST) and Metropolitan Readiness Test (MRT) to predict academic readiness at the end of kindergarten and achievement at the end of first grade. Eighty-eight children were screened upon entering kindergarten, using the MST. As a measurement of academic readiness, the MRT was administered at the end of kindergarten, and the Scott and Foresman Achievement Test (SFAT) was administered at the end of first grade as a measure of achievement. Regression analyses indicated that the MST significantly predicted children's scores on the MRT and SFAT. Additionally, the MRT was a significant predictor of the SFAT.     

Light's retention scale: Does it have content validity?

The content validity of the Light's Retention Scale (LRS) was examined by assessing the use of selected retention criteria from the scale. Results indicated that several criteria were not typically considered in retention decisions and the remaining criteria varied widely in their use. Suggestions for limitations on use of the LRS were included.     

Correlation of the PPVT and WISC-R: A function of diagnostic category

PPVT and WISC-R scores were compared for 259 students ranging in age from 6 to 16. In descending order, Pearson product correlations ranked best for the total sample, emotionally disabled, regular class, mentally retarded, and learning disabled. In all groups, the PPVT overestimated ability and was significantly different from the WISC-R scores as measured by correlated t-tests.     

Validation of an integrated experimental set-up for kinetic and kinematic three-dimensional analyses in a training environment

Biomechanical analyses using synchronized tools [electromyography (EMG), motion capture, force sensors, force platform, and digital camera] are classically performed in a laboratory environment that could influence the performance. We present a system for studying the running sprint start that synchronizes motion capture, EMG, and ground reaction force data. To maximize motion capture (Vicon 612 with six cameras), a special dim environment was created in the stadium. "Classical" tools were combined with "purpose-built" tools intended to analyse the different aspects of movement. For example, a synchronization system was built to create a common time-base for all data recordings and a portable EMG system was synchronized by a cable that was "disconnected" by the athlete's movement out of the blocks. This disconnection represented an independent event recorded by different tools. A "gap" was measured for some sprint start events between kinetic and kinematic (motion capture) data. Calibration results, measurements of time "gap", and duration of the independent event were used to validate the accuracy of motion capture and the synchronization system. The results validate the entire experimental set-up and suggest adjustment values for motion capture data. This environment can be used to study other movements and can easily be applied to several sports.     

Decision-making skills and deliberate practice in elite association football referees

We examined sport expertise as a function of role. In study 1, referees were better than players in a video-based decision-making task. This provides evidence that there are role-specific skills within one domain or sport. In study 2, we examined the training activities that could be influential in the development of skills in sports officials. Elite association football (soccer) referees retrospectively reported time spent in and perceptions of training activities for three periods: their first year of formal refereeing, 1998 (before formal training programmes were available), and the current year (2003). This allowed us to examine an area of skill with a limited culture of practice, where performance simulations with direct feedback are usually not feasible. The results showed that referees specialize early and, as they develop, they engage in greater volumes and types of training. Competitive match refereeing is considered a relevant activity for skill acquisition that does not fit Ericsson and colleagues' (1993) original definition of deliberate practice. Our findings indicate that actual performance is a significant activity for skill acquisition and refinement.     

100 Voices after 100 years: Remembering the Armenian Genocide in diaspora

ABSTRACT

Relying on Marianne Hirsch’s work on postmemory, as well as theories about new media and memory, this study explores how a group of Armenian young adults in Toronto remember the Armenian Genocide from afar, 100 years after it happened. The data come from 100 Voices: Survival, Memory, Justice. Through a thematic and visual analysis of a sample of video clips posted on YouTube, this study argues that 100 Voices is a work of postmemory that stands at the intersection of prevailing ethno-nationalist constructions of Armenian identity on the one hand, and universal discourses of human rights and historical justice, on the other. Participants are positioned as the Armenian youth, performing a particular duty of memory to remember the genocide and transmit genocide memories to future generations. At the same time, 100 Voices enables these youths to emerge as activists who express their group-based claims through universal parameters of claim-making.