Development of subjective recollection: understanding of and introspection on memory States

The development of subjective recollection was investigated in participants aged 6-18 years. In Experiment 1 (N = 90), age-related improvements were found in understanding of the subjective experience of recollection, although robust levels of understanding were observed even in the youngest group. In Experiment 2 (N = 100), age-related differences were found in subjective recollection during a memory task, suggesting development not only in the ability to reflect on memory states, but also in the informational basis of subjective recollection. Lower understanding of memory states was associated with increased propensity to claim recollection. These results indicate that subjective recollection develops considerably during childhood and suggest that the development of metamemory supports this capacity.     

Validating the Conceptions of Assessment-III Scale in Canadian Preservice Teachers

Building on Snow's (1989) idea of 2 pathways to achievement outcomes, a performance and a commitment pathway, this study examined how cognitive and motivational factors associated with each of these pathways, respectively, contributed to the prediction of achievement outcomes in science. The sample consisted of 491 10th- and 11th-grade high school students. Results of hierarchical regression analyses showed that (a) students' cognitive abilities were the strongest predictors of their performance in science as measured by standardized test scores; (b) motivational processes enhanced the predictive validity for science test scores and grades beyond the variance accounted for by ability; and (c) motivational processes were the strongest predictors of students' commitment to science in the form of situational engagement and anticipated choices of science-related college majors and careers. These results are consistent with Snow's (1989) conjecture that both performance and commitment pathway-related factors are necessary for understanding the full range of person-level inputs to achievement outcomes.     

Orthographic Neighborhood-Size Effects on the Reading Aloud of Italian Children With and Without Dyslexia

This study examines the effects of orthographic neighborhood size (N-size) in relationship with word frequency on the reading aloud of children with and without dyslexia whose language has a consistent orthography. Participants included 22 Italian fourth-grade children with dyslexia and 44 age-matched typically developing readers. Children with dyslexia read low-frequency words with high N-size faster than words that had no neighbors; by contrast, typically developing readers showed no N-size effects, irrespective of word frequency. The facilitating effect of N-size on low-frequency word reading in children with dyslexia indicates that they benefit from lexical activation spreading from dense neighborhoods.     

Whole body vibration: unsupervised training or combined with a supervised multi-purpose exercise for fitness?

Abstract

The aim of the study was to compare the effect of an unsupervised whole body vibration (WBV) training and two different supervised multi-purpose exercise programmes, with and without WBV, on body composition, functional fitness and self-reported well-being in middle-aged adults. Fifty-four healthy participants (age 48.6 ± 6.7 years) were randomly assigned to a vibration group (VG), a multi-purpose exercise group (MG) and a multi-purpose exercise with vibration group (VMG) and trained 3 days a week for 4 months. VG performed a standardised unsupervised WBV protocol, MG a supervised multi-purpose exercise and VMG a multi-purpose exercise including vibration. After training, drop out was significantly higher in VG group (P = 0.016) when compared to VMG group. In both MG and VMG, body composition, sit-up, push-up, sit and reach, agility test, hopping test and self-reported general health significantly improved (P < 0.05). No additive effects were generated by the vibration stimulus. Percentage of body fat and agility test in VG had a significant opposite trend compared to VMG group (P < 0.05). In summary, an unsupervised WBV training should not be chosen for training protocol. However, positive effects on physical fitness and the best results in adherence could be achieved integrating WBV practice into a multi-purpose exercise training.     

Frequency of museum attendance: motivation matters

Some recent empirical contributions have highlighted that tourists often go to museums yet appear to extract little utility from the experience. We argue that this is often the case with agents who visit museums only while on holiday and results from a temporary lack of substitute experience goods or compliance with a must-do list. If such agents behaved according to Stigler and Becker’s rational addiction theory, they would also visit museums while at home. However, most do not, which makes them constantly occasional consumers. We indirectly test for the presence of constantly occasional museum attendance by tourists, using data from a survey conducted in 2012 at Vittoriale, the most popular museum at Lake Garda, a renowned Italian tourist destination. By applying multiple correspondence analysis to a question on motivations to visit the museum, we obtain two dimensions of motivation: one based on a search for knowledge and the other based on a more recreational attitude. Identification of the latter is a new finding in itself. We include these dimensions as regressors in a model used to explain museum attendance. We find, as expected, that light consumption negatively affects attendance. We therefore argue that empirical analyses of museum attendance should not disregard light motivation as a possible driver.     

How writers integrate information in written text production: a developmental study

The aim of this work is to study the acquisition and development of the ability to co-ordinate information in a written text. Fourth, 6th and 8th graders and undergraduates were assigned two conditions: they were presented with either two prose passages, describing two different peoples, or only one passage giving out the same information in a single text. The subjects read the passages and had to produce a text containing the comparison between the two peoples. The analysis of the texts produced by the subjects evidenced six different information integration levels. Two dependent variables were used:

1. the highest level present in each protocol
2. the percentage of level presence in each protocol.

For both variables, data show a developmental trend: older subjects tend to use more complex levels. In the older subjects the highest and the most frequent levels coincide in most cases; in the other age groups a differentiation between these two variables is observed. The two conditions produce different results: subjects perform better when presented with the single text. Moreover the use of the levels in the two conditions depends on and interacts with age. The younger subjects are more sensitive to the difficulty degree of the task and, as age increases, the two tasks give rise to performances more similar to one another.     

How does innovative continuous professional development (CPD) operate in the ECEC sector? Insights from a cross-analysis of cases in Denmark,Italy and Poland

This article offers insights into what characterises innovative continuous professional development (CPD) in the field of early childhood education and care (ECEC) by analysing similarities and differences from case studies of exemplary approaches to innovative CPD in Denmark, Italy and Poland. The comparative analysis focuses on four features that are particularly relevant for innovation in CPD in the field of ECEC: the social dimension of innovation as a strengthening component; the benefit of dynamic learning processes aimed at integrating theory and practice; the role of key figures in the quality of CPD; and measurements of CPD impact, outcomes and sustainability. This analysis sheds light on the effects of dynamic factors (e.g., regular team-based reflection sessions based on documentation and observation), the importance of work conditions (e.g., contractual obligations to provide time for reflection), the critical role of pedagogical leaders (coordinators, principals and head teachers, supervisors), the importance of inter-organisational networking at a local level and the facilitating role of collaboration with research institutes.     

Effects of different physical education programmes on children’s skill- and health-related outcomes: a pilot randomised controlled trial

Aim of this study was to evaluate the effectiveness of two different 5-month physical education (PE) interventions conducted by a specialist PE teacher on primary school children’s skill- and health-related outcomes. About 230 children were randomly assigned to one of three intervention groups: experimental_1 group, experimental_2 group or control group (school curriculum given by the generalist teacher). Pre- and post-intervention tests assessed pupils’ fitness (pacer, curl-up, push-up, trunk lift, sit and reach tests) and gross motor coordination (shifting platforms, balance beam, jumping laterally, hopping on one leg over an obstacle tests). Both experimental groups significantly improved some fitness and coordinative tests after the intervention period when compared with control group. However, no differential changes on coordinative development were observed between the 2 experimental groups. Results of this study demonstrated that children benefitted from a well-structured PE intervention conducted and supervised by a specialist PE teacher improving their motor skills and fitness.     

Do museums foster innovation through engagement with the cultural and creative industries?

The recent narrative on museums as catalysts of innovation and growth considers their relations with other cultural and creative industries (CCIs) to be very important. We argue that most relations museums establish with CCI firms and institutions are unlikely to produce strong positive externalities that make the latter more innovative. To prove this claim, we propose a conceptual framework qualifying project-based and supply chain relations between museums and CCIs as either strong, moderate, or weak links, according to their potential in terms of knowledge spillovers from museums to CCIs. We apply this taxonomy to data collected from 261 Polish museums. Our findings indicate that strong links are outnumbered by moderate and weak ones. We then suggest that the traditional missions of museums, in particular education and conservation, need to be more thoroughly assessed in terms of their direct and indirect contributions in order to fully capture the impact of museums on innovation in the wider economy.