Spelling errors as a window on variations in phonological deficits among students with dyslexia

Characteristics of spelling development and spelling error patterns were examined in 100 schoolchildren (aged 7 to 15 years) previously identified as dyslexic with specific phonological weaknesses. Within a severely restricted range, spelling development generally followed a normal course despite wide individual variation. The group was divided using two different spelling criteria: (1) global spelling stage, and (2) a split based on the number of spelling confusions involving phonetically similar consonants. Comparisons using either criterion led to the conclusion that better spellers are also better readers and are more skilled in phoneme manipulation. Regression analyses suggested that measures of phonemic segmenting and manipulation make independent contributions to the acquisition of word reading. Phoneme segmenting explained significant variance only when students were subdivided according to errors in coding confusable consonants. Implications for instruction are considered.     

Muskuläre Regulation bei ermüdungsinduzierter Vorbelastung im Krafttraining

International sport strives for increasing the level of performance in sports. Risks of manipulating the performance are not unusual. At the same time, improvements in science, engineering and data processing offer further opportunities for planning effective, low-risk and year-round training programmes for specific sports. This paper presents new approaches based on the example of techniques for strength training. Selected experimental results highlight the limitations and provide conclusions for the scientific foundation and individualization of high performance training. The approach of “muscle pre-fatigue” is verified in a training study with high jumpers. The statements show how important scientifically controlled analysis is for individual training programmes and what high significance they have for optimizing the training process. These will be essential requirements for a legal improvement of high performance in international sport.     

Comparison of the men's and the women's pole vault at the 2000 Sydney Olympic Games

The aim of this study was to identify differences between elite male and female pole vaulters in terms of their mechanical energy and angular momentum. The vaulter's total mechanical energy and angular momentum were calculated from the three-dimensional kinematic data of the pole vault finals at the Sydney 2000 Olympic Games. The development of total, kinetic and potential energy showed similar characteristics for men and women. The initial energy of the vault, the energy at maximum pole bend position and the final energy were significantly higher for male athletes (P <0.05), while the energy gain produced by the athletes during the vault showed no significant differences (male vaulters 5.88 +/- 1.02 J.kg(-1), female vaulters 5.74 +/- 1.63 J.kg(-1)). Time-related parameters relating to pole bending and recoiling also showed no significant differences (P <0.05). In contrast to the male vaulters, the female vaulters did not show a free upward flight phase. The angular momentum was significantly higher for the female vaulters during the initial pole bend and during the bar clearance (P <0.05). We conclude that the pole vaulting technique of female elite athletes is not a projection of the technique of male elite vaulters at a lower jump height, but rather a different way of jumping and interacting with the elastic pole. The current technique of elite female pole vaulters still has potential for further improvement.     

An Identity‐Centered Approach to Understanding Museum Learning

This paper advances the thesis that museum visitors' identities, motivations and learning are inextricably intertwined. All individuals enact multiple identities, many of which are situational and constructed in response to a social and physical context. Identity influences motivations, which in turn directly influence behavior and learning. Visitors to museums tend to enact one or various combinations of five museum‐specific identities, described here as: explorer; facilitator; professional/hobbyist; experience seeker; and spiritual pilgrim. Preliminary findings suggest that these identity‐specific motivational categories might help to explain the long‐term learning impacts of a museum visit.     

Numbers defy the law of large numbers

As the number of independent tosses of a fair coin grows, the rates of heads and tails tend to equality. This is misinterpreted by many students as being true also for the absolute numbers of the two outcomes, which, conversely, depart unboundedly from each other in the process. Eradicating that misconception, as by coin‐tossing experiments, should be incorporated early on into learning the law of large numbers.