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41.
Three experiments examined repeated retention testing effects in a contextual interference (CI) protocol. Retention was assessed at 10 min and 24 hr following acquisition or at just 24-hr for the one-test conditions. Experiments 1 and 2 used speeded-response key-pressing tasks. Dependent measures were total time and errors. Experiment 3 used sequential-timing tasks. Dependent measures were absolute error and absolute constant error Results revealed CI effects in each experiment. Repeated retention testing effects were not found in Experiments 1 and 3. Experiment 2 revealed superior performance by the two-test condition compared to the one-test condition. This result was qualified by possible practice effects during the 10-min test. It was concluded that repeated retention testing does not present problems for most studies of CI. 相似文献
42.
Scott Ailliet Rik Vandenberghe Toon Schiemsky Lode Van Overbeke Philippe Demaerel Wouter Meersseman David Cassiman Pieter Vermeersch 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2022,32(2)
Vitamin B12 deficiency can present with neurologic and psychiatric symptoms without macrocytic anaemia. We describe a case of late-onset cobalamin C deficiency which typically presents with normal serum vitamin B12 concentrations, posing an additional diagnostic challenge. A 23-year-old woman with decreased muscle strength and hallucinations was diagnosed with ‘catatonic depression’ and admitted to a residential mental health facility. She was referred to our hospital for further investigation 3 months later. Heteroanamnesis revealed that the symptoms had been evolving progressively over several months. Magnetic resonance imaging (MRI) of the brain showed diffuse symmetrical white matter lesions in both hemispheres. Routine laboratory tests including vitamin B12 and folic acid were normal except for a slight normocytic, normochromic anaemia. Over the next 6 weeks her symptoms deteriorated, and she became unresponsive to stimuli. A new MRI scan showed progression of the white matter lesions. The neurologist requested plasma homocysteine (Hcys) which was more than 8 times the upper limit of normal. Further testing revealed increased methylmalonic acid and the patient was diagnosed with adult-onset cobalamin C deficiency. This case illustrates that Hcys and/or methylmalonic acid should be determined in patients presenting with neuropsychiatric symptoms suggestive of vitamin B12 deficiency with a normal serum vitamin B12 to rule out a late-onset cobalamin C deficiency. 相似文献
43.
Cognitive theory suggests that a key to expert performance lies in the internal organization of the expert's knowledge. The authors contend that the type of technical illustration used during instruction influences knowledge organization and greatly impacts students' understanding of the content. This paper describes an experimental study that tested the impact of one type of conceptual illustration on students' understanding of the structure, function, and behavior of complex technical systems. The results show that supplementing traditional technical instruction with functional flow diagrams can improve overall system understanding. The functional flow diagrams were also found to be an effective instructional aid for enhancing students' conceptual understanding of the causal behavior of systems. In addition, the use of the functional flow diagram was found to significantly improve the subjects' ability to construct conceptual models that were similar to those of an expert. The implications of using conceptual diagrams for technical instruction are discussed and recommendations for future research in this area are provided. 相似文献
44.
Michael Furlong Leslie Babinski Scott Poland Jessica Muoz Sharon Boles 《Psychology in the schools》1996,33(1):28-37
Recent concern about school violence has increased demands on school psychologists to respond to safety concerns on their school campuses. In this study, 123 school psychologists responded to a survey about their perceptions, experiences, and readiness to meaningfully address school violence. School psychologists reported that they do not worry about their personal safety at school (78%), but most felt unprepared to deal with school violence (73%) and had received no specialized training in this area (85%). A principal components analysis of the types of violence school psychologists perceived to occur on their campuses identified a range of incidents from bullying to antisocial behavior. School psychologists working in inner-city schools were more likely to believe that their schools had high levels of violence (45.6%) compared with those working in urban-not inner-city (14.3%), suburban (4.9%), or rural (0%) schools. Recommendations to prepare school psychologists to help prevent, reduce, and respond to campus violence are discussed. © 1996 John Wiley & Sons, Inc. 相似文献
45.
David H. Jonassen R. Scott Grabinger N. Duncan C. Harris 《Performance Improvement Quarterly》1990,3(2):29-47
“Formulation of instructional strategy to match subject matter and learner requirements” is an integral part of most instructional design models (Andrews & Goodson, 1980, p.5). Yet the meaning and purpose of instructional strategies in these design models vary considerably. An instructional strategy in traditional design models usually refers to the selection of instructional delivery vehicles (e.g., lecture, demonstration, computer-assisted instruction) and support activities (e.g., practice exercises, tutoring) (cf. Tracey, Flynn, <& Legere, 1970). Contrast those conceptions with the many instructional strategies described in elaboration theory (Reigeluth & Stein, 1983), such as sub-sumptive sequencing, internally consistent orienting structures, synthesizers, summarizers, and cognitive strategy activators. What is obvious from these disparate conceptions is that instructional designers do not share a consistent definition of instructional strategies. Many of the activities that are referred to as instructional strategies are not in fact strategies, but rather are presentation vehicles. In this article, we first define instructional strategies and tactics in the context of an iterative design model. Instructional strategies are then distinguished from instructional tactics, which are the implementation of strategies. We then list the range of instructional strategies and tactics that implement them. Finally, we provide a decision tree for assisting designers to select appropriate instructional tactics. 相似文献
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47.
E. Scott Huebner 《Psychology in the schools》1994,31(4):273-277
This study investigated the convergent and discriminant relationships between a children's life satisfaction measure, the Students' Life Satisfaction Scale (SLSS; Huebner, 1991a), and a widely used self-concept measure, the Piers-Harris Self-Concept Scale (Piers, 1984). Correlational and regression analyses demonstrated stronger relationships between the SLSS and the Piers-Harris Happiness and Satisfaction subscale compared to the other Piers-Harris subscales. The results of a conjoint principal components analysis also revealed predictable overlap between the SLSS and the Piers-Harris Happiness and Satisfaction subscale. Implications for future research are discussed. 相似文献
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50.
Scott J. Pedersen Paul D. Cooley Vaughan J. Cruickshank 《Physical Education & Sport Pedagogy》2017,22(3):246-256
Background: The advent of technology use in physical education is upon us. But the implications of using exergames as a substitute for traditional physical education instruction for some students raise questions. Although exergames have the potential to increase energy expenditure and motivation in some children, it is less clear whether they can provide skill acquisition benefits that are similar to those found in traditional physical education.Purpose: In a previous experiment from our laboratory, we found that deliberate practice can significantly reduce the planning time required for lateral arm movements. The purpose of this study was to determine if exergames can produce a similar effect, by reducing the processing time required for children to initiate arm movements to the contralateral and ipsilateral space.Participants and setting: Thirty children (boys?=?15, girls?=?15), between the ages of 7 and 12 years, participated in a pre- and post-test each taking 30?min and one 30?min treatment session in a university laboratory.Research design: A repeated measures design was employed to test the effects of deliberate laterality practice on processing speed. Children were randomly assigned (n?=?10) to either a Nintendo Wii tennis contralateral movement experimental group, Nintendo Wii bowling ipsilateral movement experimental group, or handheld video-game control group. Each child participated in one 30?min treatment session.Data collection: Upper extremity choice reaction time (RT) was measured through 27 goal-directed aiming movements for each arm separately, during the pre-test and post-test. The stimulus–response trials occurred in three randomly presented directions (ipsilateral, contralateral, and midline).Data analysis: A 3 (treatment group)?×?2 (age group)?×?2 (test)?×?3 (direction) mixed design analysis of variance with repeated measures on the last two factors was used to test for significant differences, with an alpha level set at 0.05.Findings: There were no significant treatment effects on RT across all groups indicating that a short bout of exergame training was unsuccessful in improving lateral movement processing.Conclusions: Deliberate laterality practice using exergames did not improve the motor processing speed of lateral arm movements in the same manner of traditional physical education as indicated by our previous research. Explanations as to why exergames do not exhibit the same positive transfer for skill acquisition as traditional physical education instruction are discussed within this paper. 相似文献