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Vickie Wong Takashi Abe Raksha N. Chatakondi Zachary W. Bell Robert W. Spitz Scott J. Dankel 《Journal of sports sciences》2019,37(16):1865-1873
The purpose was to determine if the muscle swelling, echo intensity, and fatigue responses to blood flow restriction differs based on cuff width (Experiment 1), applied pressure (Experiment 2), and sex. Ultrasound of muscle was taken before and after exercise. In Experiment 1 (n = 96), men swelled more than women and more with a narrow cuff than a wide cuff (0.60 cm vs. 0.52 cm). Expressed as a percentage change, there were no longer differences between cuffs (Narrow: 15% vs. Wide: 14%) or sex (Men: 14% vs. Women: 15%). Echo intensity remained unchanged. Women required more repetitions to reach task failure in sets 2, 3, and 4. In Experiment 2 (n = 87), men swelled more than women (Men: 0.46 cm vs. Women: 0.31 cm). Expressed as a percentage change, there were no differences. Echo intensity decreased in both conditions and to a greater extent with a higher applied pressure. If the acute muscle swelling response is important for initiating long term adaptation, then our results indicate that neither cuff width, sex, nor applied pressure will differentially impact the adaptation observed via this mechanism. Changes in echo intensity were inconsistent and the utility of this measurement may need to be reconsidered. 相似文献
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Jessica E. Brodsky Zachary Bergson Ming Chen Elizabeth O. Hayward Jan L. Plass Bruce D. Homer 《Child development》2023,94(1):202-218
Executive functions' (EF) role in adolescents' advanced theory of mind (aToM) was examined. In Study 1, adolescents (N = 189 in 2017, Mage = 13.1 years, 55.6% female from racially/ethnically diverse schools) completed the Flexibility and Automaticity of Social Cognition task (FASC), and shifting and inhibition measures. Study 2 (N = 289 in 2018 and 2019, Mage = 15.7 years, 59.9% female, 56.4% Hispanic/Latino) replicated Study 1 in older adolescents using automated scoring of FASC flexibility. Flexibility of social cognition varied based on ambiguity and language use; automaticity of social cognition varied by ambiguity. The role of EF was less conclusive; shifting and inhibition predicted some flexibility and automaticity measures. Ambiguity, language, and EF, particularly shifting, influence aToM into adolescence. 相似文献
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ABSTRACTThis article focuses on an educational foundations-based professional development (PD) curriculum of antiracist conscientization we as two teacher educators designed and implemented with eight white practicing teachers in the Midwestern United States. We first articulate our conception of educational foundations and curriculum theory as a framework for our PD. We briefly review literature on other PD on race in the United States, outline our data sources, and describe the pedagogy and curriculum of RaceWork’s Tripartite Model of race-visible and antiracist praxis. We then highlight, through interview data, the significance of group (relational) accountability and collaborative relationships that supported these teachers’ self-designed antiracist interventions in their own unique school contexts during the 2-year PD experience. An ongoing, relationship-based PD model leading to material antiracist changes and practices points to a need for a broader, more holistic, and contextualized conception of antiracist interventions in U.S. public P12 school contexts, but also one grounded in the notion that in a white supremacist society, we (as race-visible white educators) are always becoming antiracist. 相似文献
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Over the last several decades, instructional communication scholars have studied and measured student motivation as an important learning outcome. Unfortunately, this research has lacked theoretical guidance and has treated student motivation as a construct that varies only in quantity, ignoring existing theory that suggests student motivation is best understood as a construct that differs in quality (i.e., intrinsic motivation). To create two new measures that incorporate theoretical explanations of student motivation, three studies (N = 1,067) were undertaken using self-determination theory (SDT) to operationalize students’ intrinsic motivation as a product of basic psychological need satisfaction. In the first two studies, the Student Psychological Needs Scale and the Intrinsic Motivation to Learn Scale were developed and validated. In the third study, parallel mediation analyses supported SDT’s prediction that the fulfillment of students’ psychological needs (i.e., autonomy, competence, relatedness) would mediate the relationship between personalized education practices and intrinsic motivation to learn. 相似文献
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Marina Micari Zachary Van Winkle Pilar Pazos 《International Journal of Science Education》2016,38(12):1904-1922
In this study, we investigate the relationship between academic-preparedness diversity within small learning groups and individual academic performance in science, technology, engineering, and mathematics (STEM) university courses. We further examine whether academic-preparedness diversity impacts academically more- and less-prepared students differently. We use data from 5367 university students nested within 1141 science, engineering, and mathematics learning groups and use a regression analysis to estimate the effect of group diversity, measured in two ways, on course performance. Our results indicate that academic-preparedness diversity is generally associated with positive learning outcomes, that academically less-prepared students derive greater benefit, and that less-prepared students fare best when they are not alone in a group of highly prepared students. Implications for teaching and small-group facilitation are addressed. 相似文献
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Danielle Geerling Jonathan Butner Tamra Fraughton Sungchoon Sinclair Joseph Zachary Carol Sansone 《Journal of Experimental Education》2020,88(3):407-430
AbstractTo better understand students’ experiences while learning in an online computer-science course, we adopted a dynamical systems analytic framework in which we tested linked patterns of confusion and interest over time and investigated whether and how those patterns might change as a function of students’ exposure to a utility value (UV) intervention and gender. We assessed interest and confusion via event contingent experience-sampled questionnaires that displayed immediately after students had engaged with key examples or exercises. Results indicated that students’ exposure to a UV intervention and gender affected the levels of confusion that students reported and the associations between interest and confusion levels over time. Implications for educators and researchers are discussed. 相似文献