Coding of Learned Kinesthetic Location Information

Abstract

The purpose of this study was to determine the coding characteristics of kinesthetic location information acquired during learning trials. Forty-eight blindfolded subjects learned to make a linear response with the right hand to a criterion location during 13 trials. Upon completion of the learning trials, subjects performed 10 trials without knowledge of results (KR) under one of four treatment conditions which were defined by the limb used and the dominant source of feedback available. Specifically, the conditions were right-hand control with kinesthetic feedback, left-hand kinesthetic, right-hand visual, and left-hand visual. The results of the ANOVAs for absolute error (AE) and constant error (CE) from the no-KR trials revealed that the visual feedback groups made significantly greater response errors than did the kinesthetic feedback groups. The blocks main effect for CE was also significant. Analysis of variable error (VE) indicated that the visual feedback groups were significantly more consistent in their responses than were the kinesthetic feedback groups. Within a motor learning paradigm, the concept of a spatial-location coordinate system was supported by the similar performances of the right-handed and left-handed groups. A discrepancy in this system was identified when visual feedback was provided for controlling the response to a location previously learned with kinesthetic cues.     

The Role of the Components of Knowledge of Results Information in Error Correction

Abstract

The purpose of this study was to determine the usefulness of the components of a knowledge of results (KR) statement for organizing response correction. Forty-eight subjects learned to move a handle to a criterion location on a linear positioning apparatus. Error direction and distance components of the KR statement were manipulated across four independent groups. Two 4 × 15 Analyses of Variances were calculated on absolute error (AE) and constant error (CE) scores. The groups main effect, trials main effect, and the interaction groups × trials effect were significant for both analyses. Groups receiving directional information were more accurate in error correction than was the distance only group. Manipulation of distance information also influenced error correction on the initial trials. The results were interpreted as an indication that the learner's initial error corrections are based on directional information and that the distance of the error information which initially lacks meaning interferes with initial response accuracy.     

FE and skills in Scotland: the implications of a policy led and ‘managed’ approach?

ABSTRACT

This article considers the implications of a ‘managed’ approach to skills policy in Scotland, in which Government policy and the role of national institutional frameworks can be seen to be influential, and which contrasts with the more marketised approach which has been a central aspect of policy in England. A number of themes within these national policies are discussed, and the continuing importance of balancing the skills agenda with social inclusion is noted. The ways in which these national policies and frameworks have shaped provision in a number of key areas including apprenticeship programmes, changing patterns of participation and relationships with employers are then examined. The strengths and limitations of the distinctive approaches taken in Scotland will be analysed in terms of their contribution to meeting the changing educational training needs of the workforce in the twenty-first century. This consideration of the distinctive policy led and ‘managed’ approach to the skills agenda will provide the context in which to consider the opportunities for policy learning within the UK.     

Profiles of algebraic competence

The algebraic competence of 72 12-year-old female students was examined to identify profiles of understanding reflecting different algebraic knowledge states. Beginning algebraic competence (mapping abilities: word-to-symbol and vice versa, classifying, and solving equations) was assessed. One week later, the nature of assistance required to map algebraic symbols onto word problems was evaluated. Two weeks later, unassisted algebraic problem-solving tests were completed. Cluster analyses revealed four meaningful, relatively well-ordered, arithmetic/algebraic competence profiles reflecting partial knowledge states associated with the acquisition of algebraic understanding. The findings are discussed in terms of the conceptual changes associated with the acquisition of algebraic competence.     

'Why don't you give the money back?' Questions of accounting and accountability in three accounts of educational research

This paper explores questions of accounting and accountability through three accounts of an empirical study of flexibility in two UK further education colleges. In this study, conceptions of flexibility and lifelong learning are being interrogated primarily through the analysis of interviews conducted with students and staff during the autumn term of 1999. In three parallel representations of this research, the authors present an algorithmic tale, a tale of strategic improvisations and a reflexive tale. A discussion of the performative value, or validity, of each account is linked to questions of accountability - to funding bodies, to participants in the research process, to the authors themselves, their peers and other potential beneficiaries. The paper concludes that writing about empirical research from a poststructural perspective can be a risky undertaking.     

A Review and Evaluation of Doctoral Programs 2000-2004 by the American Academy of Kinesiology and Physical Education

The results from a U.S. national survey of doctoral programs in kinesiology and physical education covering the years 2000-2004 are presented. The survey was conducted by the American Academy of Kinesiology and Physical Education with all 61 institutions with doctoral programs (32 institutions provided complete data, 52%) invited to participate. Results of the survey included an overall final T-score used for ranking of institutions. Quantitative data on faculty (weighted 66% in the scoring) and student indices (weighted 34% in the scoring) were used to develop the final T-scores as well as T-scores for component data. In addition, average data for all variables are presented by the T-score categories of 60 and above, 50-59, 40-49, and below 40. The American Academy of Kinesiology and Physical Education plans to conduct this survey and reporting process at 5-year intervals.     

Adaptive Comparative Judgment as a Tool for Assessing Open-ended Design Problems and Model Eliciting Activities

We investigated the use of adaptive comparative judgment to evaluate the middle school student learning, engagement, and experience with the design process in an open-ended problem assigned in a technology and engineering education course. Our results indicate that the adaptive comparative judgment tool effectively facilitated the grading of the students’ products and improved the judges’ understanding of the processes the students used to arrive at their solutions. We found the reliability and validity of the tool to be acceptable and the outcomes of our study suggest that there is justification for the use of the adaptive comparative judgment method to assess student learning outcomes at multiple levels of Science, Technology, Engineering, and Math (STEM) education.     

Physical activity and acculturation among adult Hispanics in the United States

Understanding the prevalence and demographic correlates of physical activity is important for public health and epidemiological research. This analysis examines the association between acculturation and physical activity in a large (approximately 5,000) sample of Hispanic adults from the 2000 National Health Interview Survey. Scores for eight questions concerning language use were summed to produce an acculturation index. Factor analysis indicated that these questions assessed a single underlying construct. Self-reported adherence to recommendations concerning leisure time physical activity increased from 22. 6% in the least acculturated tertile to 47% in the most acculturated tertile. In contrast, prevalence of walking or bicycling for errands decreased from 25.2 to 18.2%, and prevalence of standing or walking during most of the day decreased from 82.8 to 65.6% as acculturation increased. Thus, patterns of physical activity associated with leisure versus nonleisure time differed among Hispanics with varying acculturation levels. Alternatively, cultural factors may have differential effects on responses to questions concerning leisure and nonleisure time physical activity. In either case, assessing both types of activity is important for monitoring and understanding Hispanic health behaviors and interpreting epidemiological studies that involve physical activity in Hispanics.     

Intentional Teaching,Intentional Scholarship: Applying Backward Design Principles in a Faculty Writing Group

Backward design is a course creation method that encourages teachers to identify their goals for student understanding and measurable objectives for learning from the outset. In this article we explore the application of backward design to the production of scholarly articles. Specifically, we report on a writing group program that encourages group goal setting and the acquisition of skills required to achieve these goals. We discuss the relationships between backward design principles and the development of scholarship for publication as well as offer suggestions of best practices for academic writers.