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111.
Abstract Research on the benefits of distributed practice for the acquisition and retention of motor skills has a long history. The majority of this research has involved skill acquisition of continuous tasks. However, there is some evidence to suggest that distribution of practice effects are quite different for discrete tasks than for continuous tasks. In the present study, we used a single task, formed discrete and continuous versions of the task, and examined how acquisition and retention were affected by the length of inter-trial interval. The basic task was a movement timing task that involved either one timing estimate per trial (the “discrete” version) or twenty successive estimates per trial (the “continuous” version). Separate groups of subjects learned one version of the task under either distributed (25 s inter-trial intervals) or massed (0.5 s inter-trial intervals) practice conditions. Both massed and distributed retention trials were performed on the same version of the task according to a double transfer design. The results confirmed the apparent disparity: Acquisition and retention were facilitated by distributed practice on the continuous task, but by massed practice on the discrete task. These results were discussed in terms of the role of the inter-trial interval in discrete and continuous tasks. 相似文献
112.
Timothy J. Quinn PhD Daniel R. Sedory Brian S. Fisher 《Research quarterly for exercise and sport》2013,84(4):386-389
Abstract The purpose of this study was to examine differences in knowledge representation and problem solutions in expert and novice youth baseball players. Ninety-four players in two age divisions, 7–8 years of age and 9–10 years of age, were assigned to three levels of expertise: high; average; and low skilled. Each subject participated in an interview session to elicit knowledge representation and solutions to five different defensive game situations. Interviews were transcribed and analyzed for content, solution to the problem, errors in problem solution, and qualitative trends. The frequency of advanced solutions to each of the five situations were analyzed in separate chi-square tests for age and expertise. Differences among the levels of expertise were found for the accuracy of solutions to three complex situations. Age was significant for only one situation. Patterns of knowledge content accessed during advanced and less advanced responses indicated both experts and novices were in a beginning stage of developing baseball knowledge structures. Errors in problem solutions indicated children had difficulty monitoring critical conditions and making correct inferences. Players' and teammates' ability to execute baseball skills seemed to influence the content and structure of tactical knowledge accessed during problem solution. 相似文献
113.
When conducting longitudinal research, the investigation of between-individual differences in patterns of within-individual change can provide important insights. In this article, we use simulation methods to investigate the performance of a model-based exploratory data mining technique—structural equation model trees (SEM trees; Brandmaier, Oertzen, McArdle, & Lindenberger, 2013)—as a tool for detecting population heterogeneity. We use a latent-change score model as a data generation model and manipulate the precision of the information provided by a covariate about the true latent profile as well as other factors, including sample size, under the possible influences of model misspecifications. Simulation results show that, compared with latent growth curve mixture models, SEM trees might be very sensitive to model misspecification in estimating the number of classes. This can be attributed to the lower statistical power in identifying classes, resulting from smaller differences of parameters prescribed by the template model between classes. 相似文献
114.
Encouraging reflective practice and developing reflective practitioners is a goal of many disciplines in higher education. A variety of pedagogical techniques have been used to promote critical reflection including portfolios, narratives and reflective journals. Over the past decade, the use of Web 2.0 technologies with students has been increasingly adopted in higher education settings and many educators have integrated these technologies into reflective assignments. These educators assume that students, who are members of the Net Generation, are technologically savvy and have the ability to integrate the use of Web 2.0 technologies into learning. However, while there have been studies examining the outputs of reflective assignments using Web 2.0 technologies such as blogs, e-portfolios and wikis, there has been little research examining whether or not students actually use technology for these types of assignment if given the choice. Therefore, the purpose of this study was to explore if technology was appropriated or rejected by students for a reflective journaling assignment. Results are based on a content analysis of 42 student journaling assignments and interviews with eight students. Findings suggest that (1) students are not as technologically competent as assumed; (2) students chose to use basic/fundamental technologies (e.g. word processing) because they viewed it as the easiest way to complete the reflective journaling assignment; (3) student perceptions of what makes an assignment ‘good’ influenced their choice to use Web 2.0 technologies; and (4) overarching student perceptions of higher education and learning impacted their appropriation of technology. Implications are discussed and recommendations for both research and practice are made. 相似文献
115.
Jacqueline?SackEmail author Judith?Quander Timothy?Redl Nancy?Leveille 《Innovative Higher Education》2016,41(2):167-182
Using narrative inquiry as a research method, four mathematics and mathematics education faculty members explored the integration of theoretical perspectives into their personal narratives as they developed a community of practice. Initially their focus was strictly on improving their students’ mathematical knowledge. As their community of practice matured, however, their work took on a larger meaning as they contributed to the institution’s strategic goal of raising the annual dollar amount of external funding and to the development of their personal and collective identities. This unusual level of inter-departmental collaboration has been recognized by the institution’s highest administrators, who have called upon its members to develop new, collaborative partnerships with regional school districts and community colleges. 相似文献
116.
Teo Timothy Zhou Mingming Fan Andy Chun Wai Huang Fang 《Educational technology research and development : ETR & D》2019,67(3):749-766
Educational technology research and development - Moodle is widely used in higher education institutions in this digital age. With the growing popularity of Moodle use in education, this study... 相似文献
117.
Sixty female hooded rats received a sequence of 40 shock-escape training trials, 20 response prevention (or pseudoprevention) trials, either 0, 5, or 20 shock-escape retraining trials and then nonshock extinction procedures. Results of extinction using escape speed and trials-to-criterion indices showed that, in each retraining condition, response prevention reliably facilitated extinction relative to pseudoprevention controls, the degree of facilitation decreasing as amount of retraining increased. In 5-and 20-trial retraining conditions, prevention procedures also reliably impaired shock-escape performance on early retraining trials, this effect dissipating before the start of extinction. 相似文献
118.
Timothy Patrick Fukawa-Connelly 《Educational Studies in Mathematics》2012,81(3):325-345
This paper is a case study of the teaching of an undergraduate abstract algebra course, in particular the way the instructor presented proofs. It describes a framework for proof writing based on Selden and Selden (2009) and the work of Alcock (2010) on modes of thought that support proof writing. The paper offers a case study of the teaching of a traditionally-taught abstract algebra course, including showing the range of practice as larger than previously described in research literature. This study describes the aspects of proof writing and modes of thought the instructor modeled for the students. The study finds that she frequently modeled the aspects of hierarchical structure and formal–rhetorical skills, and structural, critical, and instantiation modes of thought. This study also examines the instructor’s attempts to involve the students in the proof writing process during class by asking questions and expecting responses. Finally, the study describes how those questions and responses were part of her proof presentation. The funneling pattern of Steinbring (1989) describes most of the question and answer discussions enacted in the class with most questions requiring a factual response. Yet, the instructional sequence can be also understood as modeling the way an expert in the discipline thinks and, as such, offering a different type of opportunity for student learning. 相似文献
119.
Behavioral momentum theory provides a framework for understanding how conditions of reinforcement influence instrumental response strength under conditions of disruption (i.e., resistance to change). The present experiment examined resistance to change of divided-attention performance when different overall probabilities of reinforcement were arranged across two components of a multiple schedule. Pigeons responded in a delayed-matching-to-sample procedure with compound samples (color + line orientation) and element comparisons (two colors or two line orientations). Reinforcement ratios of 1:9, 1:1, and 9:1 for accurate matches on the two types of comparison trials were examined across conditions using reinforcement probabilities (color/lines) of .9/.1, .5/.5, and .1/.9 in the rich component and .18/.02, .1/.1, and .02/.18 in the lean component. Relative accuracy with color and line comparisons was an orderly function of relative reinforcement, but this relation did not depend on the overall rate of reinforcement between components. The resistance to change of divided-attention performance was greater for both trial types in the rich component with presession feeding and extinction, but not with decreases in sample duration. These findings suggest promise for the applicability of quantitative models of operant behavior to divided-attention performance, but they highlight the need to further explore conditions impacting the resistance to change of attending. 相似文献
120.
The effects of reinforcement on delayed matching to sample (DMTS) have been studied in two within-subjects procedures. In one, reinforcer magnitudes or probabilities vary from trial to trial and are signaled within trials (designated signaled DMTS trials). In the other, reinforcer probabilities are consistent for a series of trials produced by responding on variable-interval (VI) schedules within multiple-schedule components (designated multiple VI DMTS). In both procedures, forgetting functions in rich trials or components are higher than and roughly parallel to those in lean trials or components. However, during disruption, accuracy has been found to decrease more in rich than in lean signaled DMTS trials and, conversely, to decrease more in lean than in rich multiple VI DMTS components. In the present study, we compared these procedures in two groups of pigeons. In baseline, forgetting functions in rich trials or components were higher than and roughly parallel to those in lean trials or components, and were similar between the procedures. During disruption by prefeeding or extinction, accuracy decreased more in rich signaled DMTS trials, whereas accuracy decreased more in lean multiple VI DMTS components. These results replicate earlier studies and are predicted by a model of DMTS from Nevin, Davison, Odum, and Shahan (2007). 相似文献