Selective spatial working memory impairment in a group of children with mathematics learning disabilities and poor problem-solving skills

This study examines visual and spatial working memory skills in 35 third to fifth graders with both mathematics learning disabilities (MLD) and poor problem-solving skills and 35 of their peers with typical development (TD) on tasks involving both low and high attentional control. Results revealed that children with MLD, relative to TD children, failed spatial working memory tasks that had either low or high attentional demands but did not fail the visual tasks. In addition, children with MLD made more intrusion errors in the spatial working memory tasks requiring high attentional control than did their TD peers. Finally, as a post hoc analysis the sample of MLD was divided in two: children with severe MLD and children with low mathematical achievement. Results showed that only children with severe MLD failed in spatial working memory (WM) tasks if compared with children with low mathematical achievement and TD. The findings are discussed on the basis of their theoretical and clinical implications, in particular considering that children with MLD can benefit from spatial WM processes to solve arithmetic word problems, which involves the ability to both maintain and manipulate relevant information.     

Children’s Teleological Intuitions: What Kind of Explanations Do 7–8 Year Olds Give for the Features of Organisms, Artifacts and Natural Objects?

Research has shown that children usually provide teleological explanations for the features of organisms from a very early age (3?C4?years old). However, it is not clear if teleology is applied selectively for organisms, or if it is generally applied to other objects as well (artifacts and non-living natural objects). The present study examined whether 7?C8?year old students provided teleological explanations for particular organisms, artifacts and natural objects. We investigated whether children's familiarity with these objects influenced the types of explanations they gave. Finally, we also investigated correlations between 'teleology' and 'usefulness' in children's explanations. The results indicate that 7?C8?year olds are able to distinguish between living and non-living entities, as well as that they provide teleological explanations mostly for organisms and artifacts. This may have important implications for biological education, since teleological explanations in classrooms are likely to pose important conceptual obstacles to the development of a scientific understanding of evolution.     

Developing and evaluating instructionally sensitive assessments in science

The purpose of this article is to address a major gap in the instructional sensitivity literature on how to develop instructionally sensitive assessments. We propose an approach to developing and evaluating instructionally sensitive assessments in science and test this approach with one elementary life‐science module. The assessment we developed was administered to 125 students in seven classrooms. The development approach considered three dimensions of instructional sensitivity; that is, assessment items should: represent the curriculum content, reflect the quality of instruction, and have formative value for teaching. Focusing solely on the first dimension, representation of the curriculum content, this study was guided by the following research questions: (1) What science module characteristics can be systematically manipulated to develop items that prove to be instructionally sensitive? and (2) Are the instructionally sensitive assessments developed sufficiently valid to make inferences about the impact of instruction on students' performance? In this article, we describe our item development approach and provide empirical evidence to support validity arguments about the developed instructionally sensitive items. Results indicated that: (1) manipulations of the items at different proximities to vary their sensitivity were aligned with the rules for item development and also corresponded with pre‐to‐post gains; and (2) the items developed at different distances from the science module showed a pattern of pre‐to‐post gain consistent with their instructional sensitivity, that is, the closer the items were to the science module, the larger the observed gains and effect sizes. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 691–712, 2012     

Fitting Multidimensional Amotivation into the Self-Determination Theory Nomological Network: Application in School Physical Education

The present study investigated the nomological validity of the Amotivation Inventory–Physical Education (Shen, Wingert, Li, Sun, & Rukavina, 2010b Shen, B., Wingert, R. K., Li, W., Sun, H. and Rukavina, P. B. 2010b. An amotivation model in physical education. Journal of Teaching in Physical Education, 29: 72–84. [Web of Science ®] , [Google Scholar]) scores by examining the associations of ability, effort, value, and task characteristics amotivation beliefs with self-determination theory variables. Data were collected from 401 fifth- and sixth-grade students, 416 middle-school students, and 401 high-school students. After providing support for the correlated four-factor structure, the hierarchical structure, internal consistency, and composite reliability of the Amotivation Inventory–Physical Education scores, large negative correlations emerged with perceived autonomy support by the PE teacher; needs for autonomy, competence, and relatedness; identified regulation; intrinsic motivation; and students' subjective vitality. Strong positive correlations were obtained with unidimensional amotivation and external regulation, and weak correlations were obtained with introjected regulation. Also, multidimensional amotivation beliefs partially mediated the relationship between the need for autonomy and subjective vitality. The results provided support for the nomological aspect of construct validity of the Amotivation Inventory–Physical Education scores.     

The Relationship Between Running Economy and Biomechanical Variables in Distance Runners

In this study, we analyzed the relationship between running economy (RE) and biomechanical parameters in a group running at the same relative intensity and same absolute velocity. Sixteen homogeneous male long-distance runners performed a test to determine RE at 4.4 m.s^-1, corresponding to 11.1% below velocity at the ventilatory threshold. We found significant correlations between RE and biomechanical variables (vertical oscillation of the center of mass, stride frequency, stride length, balance time, relative stride length, range of elbow motion, internal knee, ankle angles at foot strike, and electromyographic activity of the semitendinosus and rectus femoris muscles). In conclusion, changes in running technique can influence RE and lead to improved running performance.     

Testgütekriterien des Fragebogens AnMS-Sport zur Erfassung des Anschlussmotivs im Sportkontext

In this paper the test control criteria of the sport-specific Affiliation Motives Scale-Sport are reported. Theoretical background for the development of the scale is the affiliation motive, which is composed of the two factors “hope for affiliation”and “fear of rejection” (Mehrabian and Ksionzkys, A theory of affiliation, 1974). The factor analysis, which was conducted after an item analysis, displayed a two-factor structure and identified the two scales “hope for affiliation” and “fear of rejection” in sports. These two factors could be confirmed by a Confirmatory Factor Analyses. Furthermore, the questionnaire shows satisfactory Cronbach’s alpha. Construct validity is shown through correlations with two general questionnaires to measure the affiliation motive (Krippl, Itemanalytische Untersuchungen zur Selbstbeschreibung von Emotion und Motivation, 1999; Teubel, Eine deutsche Übersetzung der Mehrabian-Skala zur Erfassung des Anschlussmotivs, 2009) and two scales of the German Personality Research Form (Stumpf et al., Deutsche Personality Research Form(PRF), 1985). Validity is additionally shown through significant group differences between team and individual athletes as well as by significant differences between top-level and recreational volleyball players.     

Reluctant Appealer: China's Responses to Controversial Judgements at London 2012

A controversial judgement denotes that a decision made by referees is deemed to involve errors and those errors result in the athlete being disqualified or being given unreasonable scores in the match. While the athletes from other parts of the world were eager to raise appeals against controversial judgements at London 2012, those from China were reluctant. The argument here is that the reluctance was a duty of the Chinese Olympic delegation with the aim of relieving the concern of the international society that China was likely to become the Middle Kingdom in the Pacific Rim. A non-confrontational China at London 2012 was considered a placatory diplomatic gesture by the Chinese authorities.