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Confidence intervals are pedagogically important but often misinterpreted. This article describes Java applets designed to help students understand two interpretations of confidence intervals. 相似文献
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AbstractThe ergogenic and therapeutic effects of increasing muscle creatine by supplementation are well-recognized. It appears that similar benefits to brain function and cognitive processing may also be achieved with creatine supplementation, however research in this area is more limited, and important knowledge gaps remain. The purpose of this review is to provide a comprehensive overview of the current state of knowledge about the influence of creatine supplementation on brain function in healthy individuals. It appears that brain creatine is responsive to supplementation, however higher, or more prolonged dosing strategies than those typically used to increase muscle creatine, may be required to elicit an increase in brain creatine. The optimal dosing strategy to induce this response, is currently unknown, and there is an urgent need for studies investigating this. When considering the influence of supplementation strategies on cognitive processes, it appears that creatine is most likely to exert an influence in situations whereby cognitive processes are stressed, e.g. during sleep deprivation, experimental hypoxia, or during the performance of more complex, and thus more cognitively demanding tasks. Evidence exists indicating that increased brain creatine may be effective at reducing the severity of, or enhancing recovery from mild traumatic brain injury, however, only limited data in humans are available to verify this hypothesis, thus representing an exciting area for further research. 相似文献
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Lawrence Dolan 《International Journal of Disability, Development & Education》1982,29(2):101-110
In response to the problems of non‐promotion, a school district near Rochester, New York, introduced the Transition Class (TC) as a placement alternative after kindergarten for students not ready for the Grade One program. Follow‐up evaluation investigated the effects of four treatment conditions over a six year period. Outcome variables included achievement, affective, and use of special services indices. Results confirm gradual blending of TC students with regular peers. Parental refusal of TC placement, however, resulted in a significant increase in subsequent need for special services. 相似文献
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