Approaching sign language test construction: adaptation of the German sign language receptive skills test

There is a current need for reliable and valid test instruments in different countries in order to monitor deaf children's sign language acquisition. However, very few tests are commercially available that offer strong evidence for their psychometric properties. A German Sign Language (DGS) test focusing on linguistic structures that are acquired in preschool- and school-aged children (4-8 years old) is urgently needed. Using the British Sign Language Receptive Skills Test, that has been standardized and has sound psychometric properties, as a template for adaptation thus provides a starting point for tests of a sign language that is less documented, such as DGS. This article makes a novel contribution to the field by examining linguistic, cultural, and methodological issues in the process of adapting a test from the source language to the target language. The adapted DGS test has sound psychometric properties and provides the basis for revision prior to standardization.     

Erratum to: Effect of Current Electricity Simulation Supported Learning on the Conceptual Understanding of Elementary and Secondary Teachers

This study examined the impact of computer simulation and supported science learning on a teacher’s understanding and conceptual knowledge of current electricity. Pre/Post tests were used to measure the teachers’ concept attainment. Overall, there was a significant and large knowledge difference effect from Pre to Post test. Two interesting interactions were observed during the data analysis. The first was the difference between Elementary and Secondary teachers. Both groups had significant gains, with large effect sizes, but the Elementary teachers (Pre-Mean = 3.70, Post-Mean = 7.51) started lower and ended higher exhibiting a significantly larger gain than the Secondary teachers (Pre-Mean = 4.96, Post-Mean = 6.71). The second interaction was the impact of gender. Both groups showed significant gains, with large effect sizes, but females (Pre-Mean = 3.90, Post-Mean = 7.21) gained significantly more than males (Pre-Mean = 5.13, Post-Mean = 7.01). These results confirm that computer simulation supported science learning can have a positive effect on concept attainment in teachers.     

Excellence and Frontier Research as Travelling Concepts in Science Policymaking

Excellence and frontier research have made inroads into European research policymaking and structure political agendas, funding programs and evaluation practices. The two concepts travelled a long way from the United States and have derived from contexts outside of science (and policy). Following their conceptual journey, we ask how excellence and frontier research have percolated into European science and higher education policies and how they have turned into lubricants of competition that buttress an ongoing reform process in Europe.     

The dynamic control ratio at the equilibrium point (DCRe): introducing relative and absolute reliability scores

Analytical methods to assess thigh muscle balance need to provide reliable data to allow meaningful interpretation. However, reproducibility of the dynamic control ratio at the equilibrium point has not been evaluated yet. Therefore, the aim of this study was to compare relative and absolute reliability indices of its angle and moment values with conventional and functional hamstring–quadriceps ratios. Furthermore, effects of familiarisation and angular velocity on reproducibility were analysed. A number of 33 male volunteers participated in 3 identical test sessions. Peak moments (PMs) were determined unilaterally during maximum concentric and eccentric knee flexion (prone) and extension (supine position) at 0.53, 1.57 and 2.62 rad · s^–1. A repeated measure, ANOVA, confirmed systematic bias. Intra-class correlation coefficients and standard errors of measurement indicated relative and absolute reliability. Correlation coefficients were averaged over respective factors and tested for significant differences. All balance scores showed comparable low-to-moderate relative (<0.8–0.9) and good absolute reliability (<10%). Relative reproducibility of dynamic control equilibrium parameters augmented with increasing angular velocity, but not with familiarisation. At 2.62 rad · s^–1, high (moment: 0.906) to moderate (angle: 0.833) relative reliability scores with accordingly high absolute indices (4.9% and 6.4%) became apparent. Thus, the dynamic control equilibrium is an equivalent method for the reliable assessment of thigh muscle balance.     

Could Slackline Training Complement the FIFA 11+ Programme Regarding Training of Neuromuscular Control?

The current study compared changes in neuromuscular control between slackline training and the stabilization training elements of the FIFA 11+ programme. Twenty-five students in 2 groups performed a 12-unit training programme. The slackline training group (n?=?13) exclusively trained with a slackline. The stabilization training group (n?=?12) practised exercises as described in the second part of the FIFA 11+ programme. Improvements in balance were assessed using three tests for dynamic, quasi-static, and perturbed postural control: the star excursion balance test (SEBT), the closed-eye single-leg stance, and the MFT S3-Check. Both groups significantly improved the stability and sensorimotor index of the MFT S3-Check (p?<?.001), their range on the SEBT (p?<?.001), and the duration of closed-eye single-leg stance (p?<?.001). The group?×?training interaction was significant for the MFT S3-Check (stability index: p?=?.042; sensorimotor index: p?=?.004) and the SEBT (dominant leg: p?=?.003; averaged both legs: p?=?.016), with the slackline training group showing a larger training effect than the stabilization training group. The results of the present study suggest that slackline training offers similar – or better – improvements in neuromuscular control as the FIFA 11+ warm-up programme. If compliance with the FIFA 11+ programme is declining, then slacklining might offer an alternative approach to reach the training goals of improved sensorimotor control.     

Effect of chainring ovality on joint power during cycling at different workloads and cadences

Non-circular chainrings theoretically enhance cycling performance by increasing effective chainring diameter and varying crank velocity, but research has failed to consistently reproduce the benefits in cycling trials. The aim of this study was (1) to investigate the effect of different chainring shapes on sagittal knee joint moment and sagittal lower limb joint powers and (2) to investigate whether alterations are affected by cadence and workload. Fourteen elite cyclists cycled in six conditions (70, 90 and 110 rpm, each at 180 and 300 W), for 2 min each, using three chainrings of different ovalities (1.0–1.215). Kinematic data and pedal forces were collected. For most conditions, only the chainring with the highest ovality (1.215) was characterised by smaller sagittal knee joint moments, smaller relative sagittal knee joint power contribution and larger relative sagittal hip joint power contribution, which suggests a change from maximising efficiency to maximising power production. Effect sizes increased with higher cadences, but not with higher workload. This study has application for athletes, clinicians and sports equipment industry as a non-circular chainring can change joint-specific power generation and decrease knee joint moment, but certain ovality seems to be necessary to provoke this effect.     

Epistemological beliefs and epistemic strategies in self-regulated learning

How do epistemological attitudes and beliefs influence learning from text? We conceptualize epistemological attitudes and beliefs as components of metacognitive knowledge. As such, they serve an important function in regulating the use of epistemic strategies such as knowledge-based validation of information and checking arguments for internal consistency. We report results from two studies that investigated the effects epistemological attitudes and beliefs on the use of epistemic strategies in academic learning and the motivational states that mediate these effects. Study 1 (N = 289) tested a mediation model with epistemological attitudes (separate vs. connected knowing) and textual characteristics as distal predictors, and learning goals (learning factual knowledge vs. developing an own standpoint) as mediator variables. Separate knowing had large indirect effects on the use of epistemic strategies via the goal to develop an own point of view. In addition, learners adapted their learning goals and epistemic strategies depending on objective characteristics and the perceived familiarity of the texts they read. In Study 2 (N = 124), epistemological beliefs concerning the uncertainty of knowledge increased the use of epistemic strategies only when extrinsic study motivation was low. A mediated moderation model established this effect to be mediated by specific epistemic curiosity. These results illuminate the mechanisms of how epistemological attitudes and beliefs affect self-regulated learning. In contrast to other types of learning strategies, the use of epistemic strategies seems to be strongly and consistently linked to epistemological attitudes and beliefs.     

The Relation of Moral Emotion Attributions to Prosocial and Antisocial Behavior: A Meta‐Analysis

This meta‐analytic review of 42 studies covering 8,009 participants (ages 4–20) examines the relation of moral emotion attributions to prosocial and antisocial behavior. A significant association is found between moral emotion attributions and prosocial and antisocial behaviors (d = .26, 95% CI [.15, .38]; d = .39, 95% CI [.29, .49]). Effect sizes differ considerably across studies and this heterogeneity is attributed to moderator variables. Specifically, effect sizes for predicted antisocial behavior are larger for self‐attributed moral emotions than for emotions attributed to hypothetical story characters. Effect sizes for prosocial and antisocial behaviors are associated with several other study characteristics. Results are discussed with respect to the potential significance of moral emotion attributions for the social behavior of children and adolescents.     

Research Experience as a Component of Science and Mathematics Teacher Preparation

Journal of Science Teacher Education -     

Effects of text-belief consistency and reading task on the strategic validation of multiple texts

In the comprehension of multiple controversial scientific texts, readers with strong prior beliefs tend to construct a one-sided mental representation that is biased towards belief-consistent information. In the present study, we examined whether an argument in contrast to a summary task instruction can increase the resource allocation to and strategic validation of belief-inconsistent information which should be positively related to comprehension. Undergraduate students read one belief-consistent and one belief-inconsistent text about a controversial scientific issue either with an argument or a summary task instruction. The use of strategic validation and memorization strategies was assessed with think-aloud protocols, and a verification task was used to investigate comprehension outcomes. As predicted, readers following a summary task read belief-consistent information longer and used more memorization strategies for such information. Readers following an argument task spent similar time reading both text types and used more validation strategies when reading the belief-inconsistent text. In addition, the use of strategic validation during reading the belief-inconsistent text improved comprehension for this text type but hindered the comprehension of the belief-consistent text.