Examining the Performance of the Modified ADF Goodness-of-fit Test Statistic in Structural Equation Models

The asymptotically distribution-free (ADF) test statistic depends on very mild distributional assumptions and is theoretically superior to many other so-called robust tests available in structural equation modeling. The ADF test, however, often leads to model overrejection even at modest sample sizes. To overcome its poor small-sample performance, a family of robust test statistics obtained by modifying the ADF statistics was recently proposed. This study investigates by simulation the performance of the new modified test statistics. The results revealed that although a few of the test statistics adequately controlled Type I error rates in each of the examined conditions, most performed quite poorly. This result underscores the importance of choosing a modified test statistic that performs well for specific examined conditions. A parametric bootstrap method is proposed for identifying such a best-performing modified test statistic. Through further simulation it is shown that the proposed bootstrap approach performs well.     

Eduscapes: interpreting transnational flows of higher education

‘Knowledge society’ and ‘knowledge economy’ are current buzzwords in the visions of the future made by nations, regions and federations on a global scale. A concrete outcome of this is the globalisation and intensification of higher education and research. The visions based on a knowledge component should be treated as expressions of an ideology. In this article we use the notion of ‘eduscapes’ and ‘imaginaries’ as analytics for an understanding of such visions as these are expressed by individuals and institutional actors involved in educational landscapes. The argument is made that this notion is less ideological and more apt for an analysis of globalisation of higher education.     

Comparison of the Rogers Test and the City College of New York Physical Proficiency Test as Bases for Classifying Students for Activity in Physical Education

Forty-one high competition trait-anxious and 42 low competition trait-anxious fifth- and sixth-grade boys were tested to assess the effects of success-failure competition outcomes on the perception of threat to self and the response to threat in terms of self-protective behavior. Three groups including success, moderate-success, and failure were established by manipulating win percentage. State anxiety was used as the indicant of perceived threat and self-protective behavior was assessed by causal attribution, opponent preference, and preference for social comparison others. The data were analyzed by multivariate analysis of covariance, analysis of variance, and chi square techniques. The findings strongly indicate that success-failure is an important variable affecting the perception of threat to self in a competitive situation. Further, examination of both the results and the existing paradigmatic differences lead to greater insight regarding the conditions under which self-protective behavior is evoked.     

Neuromuscular Control Mechanisms and Strategy in Arm Movements of Attempted Supranormal Speed

Abstract

Rapid, goal-directed elbow flexion movements were examined under interacting conditions of inertial loading and resistance to movement initiation. The resistance ceased when movement began, resulting in quick release movements. Inertial load slowed the movement and lengthened the agonist and antagonist electromyographic (EMG) burst durations. The quick release resulted in larger accelerations but only minimal changes in peak velocity. Most aspects of the triphasic EMG pattern were little affected by the quick release, but the build up of agonist EMG and the corresponding rate of static force development differed markedly between load and quick release conditions. These and other data suggest that the specific pattern of agonist muscle activation is set according to neuromuscular constraints of the antagonist muscle and the expectation of movement dynamics.     

Patterns of Lower Limb Muscle Activity in Young Boys during a One Foot Static Balance Task

Abstract

Activity patterns of four major muscles were studied in the support leg during a standard one foot balance test. Electromyographic (EMG) activity of the tibialis anterior (TA), peroneus longus (PL), gluteus medius (GM), and adductor magnus (AM) was recorded from 10 boys (aged 7-9 yr) during 30 s balance trials. Rectified, low-pass filtered EMG data, converted to percentages of maximum contractions, were used to establish muscle activation patterns. The results showed that lateral shifts in balance were primarily mediated by the ankle musculature, while the hip muscles appeared to stabilize the pelvis. Immediately prior to lateral shifts of the center of pressure (COP), the activity of each ankle muscle was similar to the activity of the following pose. The hip muscles, however, were not consistently linked to ankle activity. Thus, the control of one-legged lateral balance does not rely on fixed hip-ankle synergies.     

A research review of e-assessment

The use of e-assessment in higher education is a relatively new educational practice that has been more frequently studied in recent years. This review aims to summarise some research on e-assessment, providing an overview based on articles from three well-established scientific journals. Focusing on research topics, settings for e-assessment and research methods used in the articles, the review reveals a research field with a broad spectrum of inquiries and approaches. Research of e-assessment practices is often conducted as small-scale studies in which the e-assessment task comprises closed questions such as multiple-choice questions. The article discusses the findings to guide future research and concludes that there is a need for more studies on e-assessment in online courses as well as for longitudinal studies.     

The European Journal of Science Education: Its Aims and Structure

Summaries

English

There are doubts as to whether minor, but nevertheless creative, curriculum projects and programmes in developing countries get a fair chance of being studied for their intrinsic value. Existing directories of science education curricula supply valuable information, but not always in sufficient detail. This is true especially for analysis of the curricula's content areas, the education approaches and the degree of integration. This article describes a co‐operative effort made to create a representative, international network of centres for integrated science education and an instrument to describe integrated science education programmes so that they can become availableto more potential users and adaptators. Some of the problems encountered in the development of the instrument are discussed. In the appendix the Integrated Science CurriculumInformation Form (ISCIF) is given in full. The authors suggest that ISCIF should be tested under varying conditions and that feedback shouldbe used to improvethe instrument further.

     

Shedding further light on the effects of various types and quality of early child care on infant-mother attachment relationship: the Haifa Study of Early Child Care

The Haifa Study of Early Child Care recruited a large-scale sample (N = 758) that represented the full SES spectrum in Israel, to examine the unique contribution of various child-care-related correlates to infant attachment. After controlling for other potential contributing variables--including mother characteristics, mother-child interaction, mother-father relationship, infant characteristics and development, and the environment--this study found that center-care, in and of itself, adversely increased the likelihood of infants developing insecure attachment to their mothers as compared with infants who were either in maternal care, individual nonparental care with a relative, individual nonparental care with a paid caregiver, or family day-care. The results suggest that it is the poor quality of center-care and the high infant-caregiver ratio that accounted for this increased level of attachment insecurity among center-care infants.