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21.
Andrea Paula Goldin Cecilia Inés Calero Marcela Peña Sidarta Ribeiro Mariano Sigman 《Mind, Brain, and Education》2013,7(2):101-103
In March 2012, 30 faculty and 49 students from all over the world met in El Calafate, Argentina, during two intense weeks. It was the second Latin American School for Education, Cognitive, and Neural Sciences (LASchool), sponsored by the James S. McDonnell Foundation. The LA School seeks to critically examine research findings potentially relevant to the development, design, and implementation of effective educational practices, and to foster a new generation of researchers able to operate at the interface between education and science. Here we introduce a special issue which brings together theory, experiments, and educational interventions which emerged from ideas presented and discussed during the 2012 LASchool. 相似文献
22.
Hugo Ribeiro Zanetti Lucas Gonçalves da Cruz Camilo Luís Monteiro Lourenço Fernando de Freitas Neves Mário Leon Silva-Vergara Edmar Lacerda Mendes 《European Journal of Sport Science》2016,16(8):1232-1239
The purpose of this study is to analyse the effect of 12 weeks of non-linear resistance training (NLRT) on anthropometry, muscle strength and inflammatory biomarkers in persons infected with human immunodeficiency virus (PIHIV). Thirty previously sedentary PIHIVs were randomized into the NLRT (n?=?15) and control (CON, n?=?15) groups. NLRT group were submitted to 12 weeks of training, whereas the CON group maintained their daily habits. At baseline and after 12 weeks, both groups underwent anthropometric evaluations and blood sampling for the analysis of inflammatory biomarkers. Analysis of covariance using preintervention values as covariate was performed to determine the effects of exercise on anthropometry, muscle strength, cytokines levels and T cells. Significance was set at p?0.05. After 12 weeks of intervention, there was a decrease in subcutaneous body fat (p?.0001), neck, abdomen and waist circumferences (p .05), waist-to-hip ratio (p?=?.009), blood levels of interleukin (IL)-1β (p?=?.029), IL-6 (p?=?.005), IL-8 (p?=?.010), and tumour necrosis factor (TNF)-α (p?=?.001) and an increase in muscle strength (p?.0001), IL-10 levels (p?=?.030) and CD4+ (p?=?.004) and CD8+ (p?.0001) counts in the NLRT compared to CON group. Twelve weeks of NLRT promoted positive changes in the body fat, body circumferences, muscular strength and inflammatory profile in PIHIV. 相似文献
23.
Natlia B. Mota Renata Callipo Lígia Leite Ana R. Torres Janaína Weissheimer Silvia A. Bunge Mauro Copelli Sidarta Ribeiro 《Mind, Brain, and Education》2020,14(1):51-60
Formal thought organization obtained from free speech, a key feature for psychiatric evaluations, has been poorly investigated during typical development. Computational tools such as speech graph connectedness (LSC) currently allow for an accurate quantification in naturalistic settings. LSC's typical development is better predicted by years of education than by age. Among beginning readers, the LSC of stories composed of short‐term memory predicted reading independently from IQ. Here we set out to test a longitudinal sample (6–8 years old, n = 45, followed for 2 years) to verify whether the LSC is predictive of various memory measures, and whether such relations can explain the correlation with reading. The LSC was specifically correlated with verbal short‐term memory performance. The results support the notion that the short‐term storage of verbal information is necessary to plan a story. Given the limited sample size, the relationship of this interaction with reading remains inconclusive. 相似文献
24.
João Ribeiro Rui Lopes Pedro Silva Duarte Araújo Daniel Barreira Keith Davids 《Journal of sports sciences》2020,38(5):494-502
ABSTRACTUnderstanding team behaviours in sports performance requires understanding the interdependencies established between their levels of complexity (micro-meso-macro). Previously, most studies examined interactions emerging at micro- and macro-levels, thus neglecting those emerging at a meso-level (reveals connections between player and team levels, depicted by the emergence of coordination in specific sub-groups of players–simplices during performance). We addressed this issue using the multilevel hypernetworks approach, adopting a cluster-phase method, to record player-simplice synchronies in two performance conditions where the number, size and location of goals were manipulated (first-condition: 6 × 6 + 4 mini-goals; second-condition: Gk + 6 × 6 + Gk). We investigated meso-level coordination tendencies, as a function of ball-possession (attacking/defending), field-direction (longitudinal/lateral) and teams (Team A/Team B). Generally, large synergistic relations and more stable patterns were observed in the longitudinal direction of the field than the lateral direction for both teams, and for both game phases in the first condition. The second condition displayed higher synchronies and more stable patterns in the lateral direction than the longitudinal plane for both teams, and for both game phases. Results suggest: (i) usefulness of hypernetworks in assessing synchronisation of teams at a meso-level; (ii) coaches may consider manipulating these task constraints to develop levels of local synchronies within teams. 相似文献
25.
Maybe the most difficult aspect of thinking about chemistry arises from the fact that chemistry isn’t an homogeneous subject. As a central science, it draws on a range of philosophical perspectives which in turn can result in different cognitive, learning and teaching styles in chemical education. This idea, apparently non-controversial, needs to be validated by more research. Without assuming this constitutive pluralism, describing it, and determining it, it becomes difficult to think of curricular goals and content. Thus, if we intend to improve the teaching of chemistry it is necessary, first, to assume explicitly this constitutive pluralism, then to map it in order to find the guiding principles: first for the mind (thought process), then for the curriculum and finally for the teaching, in such a way that it is as close as possible to the chemical way of operating and thinking. This is the aim of this paper. It reports the authors’ experiences in drafting structural ideas and planning for the subject “didactic of chemistry” based on the philosophy of chemistry at the University of Porto in Portugal. 相似文献
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27.
Robert M Malina Sean P Cumming Anthony P Kontos Joey C Eisenmann Basil Ribeiro João Aroso 《Journal of sports sciences》2013,31(5):515-522
The aim of this study was to estimate the contribution of experience, body size and maturity status to variation in sport-specific skills of adolescent soccer players. The participants were 69 players aged 13.2?–?15.1 years from three clubs that competed in the highest division for their age group. Height and body mass were measured and stage of pubic hair development was assessed at clinical examination. Years of experience in football was obtained at interview. Six football skill tests were administered: ball control with the body, ball control with the head, dribbling with a pass, dribbling speed, shooting accuracy and passing accuracy. Multiple linear regression analysis was used to estimate the relative contributions of age, stage of sexual maturity, height, body mass and years of formal training in soccer to the six skill tests. Age, experience, body size and stage of puberty contributed significantly but in different combinations to the variance in four of the six skill tests: dribbling with a pass (21%; age, stage of maturity), ball control with the head (14%; stage of maturity, height, body height × body mass interaction), ball control with the body (13%; stage of maturity, years of training) and shooting accuracy (8%; stage of maturity, height; borderline significance, P?=?0.06). There were no significant predictors for the tests of dribbling speed and passing accuracy. In conclusion, age, experience, body size and stage of puberty contributed relatively little to variation in performance in four of the six soccer-specific skill tests in adolescent footballers aged 13?–?15 years. 相似文献
28.
This study examined whether exposure to changes in peer aggression predicted changes in child physical aggression (PA) in preschool children attending Norwegian Early Childhood Education and Care (ECEC) centers. Data from the Behavior Outlook Norwegian Developmental Study were used, including 956 children. In fixed effects models, within-child changes in exposure to peer aggression predicted changes in teacher-rated child PA across ages 2, 3, and 4. Moreover, changes in exposure to a peer group with two or more externalizing children increased teacher-rated child PA over time, but only for boys. No significant peer effects on parent-rated child PA were found. Findings point to the importance of avoiding the congregation of several problematic children, particularly boys, in the same ECEC groups. 相似文献
29.
Fernanda Ribeiro 《Archival Science》1987,1(3):295-310
The dominant paradigm in Archival Science, thehistorical-technicist paradigm, has its origins with the French Revolution and raised from the social, economic, political, ideological and cultural
changes that occur during the 19th and 20th centuries. During this last one and due specially to the technological revolution
Archival Science reinforced its technical component and became autonomous in face of History, but the consolidation of the
model, based on a custodial, technicist and documentalist perspective, is associated to a knowledge essentially empirical.
By effect of the new conditions generated by Information Society, the dominant paradigm entered into a crisis and developed
inside itself the factors which, unavoidably, will produce the paradigm shift. The new paradigm — thescientific-informational paradigm — conceives Archival Science as an applied discipline into the scope of Information Science and defines unequivocally
its object of study — the archive, understood as aninformation system — and its scientific method of research. The method tends to find consolidation through quadripolar research dynamics, which
is operated and continuously repeated within the field of knowledge itself, which implies a permanent interaction on four
poles — epistemological, theoretical, technical and morphological. 相似文献
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