The development of pattern recognition ability in children

Pattern recognition development was studied in high and low ability preschool, kindergarten, and first-grade youngsters. Pattern recognition was assessed by the administration of 96 pattern tasks which measured the ability of a youngster to find: (a) duplicate patterns and elements to a model; (b) the opposite pattern to a model; and (c) duplicate patterns but different elements than in the model. Aside from main effects for grade level, ability level, and pattern task, a significant three-way interaction was noted. This interaction was analyzed in terms of its component simple effects. The implication of these simple interaction effects for Piagetian theory and educational practice were discussed.     

Evidence for the importance of openness to experience on performance of a fluid intelligence task by physically active and inactive participants

The cross-sectional relationship between exercise training history and performance on a fluid intelligence test was examined. In addition, openness to experience was included as a potential trait-based contributor to predicting cognitive performance. Results supported past literature demonstrating that aerobically trained or active participants performed significantly better on the fluid intelligence task than aerobically untrained or inactive participants. Hierarchical regression analysis results revealed, as predicted, that openness to experience was a significant predictor of fluid intellectual performance. When entered into the hierarchical regression equation, openness to experience accounted for 16.0% of unique variance in Culture Fair Intelligence Test performance. By contrast, participants' exercise training history, which initially and significantly (p < .05) accounted for approximately 12.0% of the variance in cognitive performance, accounted for 5.0% (p > .05) after openness was entered. Participants were, on average, more open than inactive participants. Results are discussed in terms of the possible mechanisms aerobic exercise training and openness to experience share in regard to brain functioning and performance of fluid intelligence tasks. Future research is suggested that examines biological factors known to influence cognitive performance in exercise settings.     

Monitoring meaningful rugby ratings

The performance of individual rugby players can be quantified using multivariate analysis and modified control chart methodology. Using factor analysis, multivariate data are reduced to five orthogonal factors (key performance indicators). These factors are reduced to a single measure of performance by modifying control chart ideology. By comparing the observed peformances with 'unattainable perfection' rather than the average, a statistic that is suitable for monitoring the performance of individual rugby players with control charts is obtained for use by coaches and selectors.     

Tier-specific evolution of match performance characteristics in the English Premier League: it’s getting tougher at the top

This study investigated the evolution of physical and technical performances in the English Premier League (EPL), with special reference to league ranking. Match performance observations (n = 14,700) were collected using a multiple-camera computerised tracking system across seven consecutive EPL seasons (2006–07 to 2012–13). Final league rankings were classified into Tiers: (A) 1st–4th ranking (n = 2519), (B) 5th–8th ranking (n = 2965), (C) 9th–14th ranking (n = 4448) and (D) 15th–20th ranking (n = 4768). Teams in Tier B demonstrated moderate increases in high-intensity running distance while in ball possession from the 2006–07 to 2012–13 season (P < 0.001; effect size [ES]: 0.68), with Tiers A, C and D producing less pronounced increases across the same period (P < 0.005; ES: 0.26, 0.41 and 0.33, respectively). Large increases in sprint distance were observed from the 2006–07 to 2012–13 season for Tier B (P < 0.001; ES: 1.21), while only moderate increases were evident for Tiers A, C and D (P < 0.001; ES: 0.75, 0.97 and 0.84, respectively). Tier B demonstrated large increases in the number of passes performed and received in 2012–13 compared to 2006–07 (P < 0.001; ES: 1.32–1.53) with small-to-moderate increases in Tier A (P < 0.001; ES: 0.30–0.38), Tier C (P < 0.001; ES: 0.46–0.54) and Tier D (P < 0.001; ES: 0.69–0.87). The demarcation line between 4th (bottom of Tier A) and 5th ranking (top of Tier B) in the 2006–07 season was 8 points, but this decreased to just a single point in the 2012–13 season. The data demonstrate that physical and technical performances have evolved more in Tier B than any other Tier in the EPL and could indicate a narrowing of the performance gap between the top two Tiers.     

The relationship between individual instructional characteristics and the overall assessment of teaching effectiveness across different instructional contexts

There is an ongoing debate in the student evaluation of teaching literature about whether an overall rating or factorial dimensions of teaching effectiveness should be used in personnel decisions. Marsh and his colleagues have advocated the use of a weighted average approach to computing overall evaluations. A policy-capturing experiment was carried out where students in three different instructional contexts made overall evaluations of hypothetical instructors based on a manipulation of the teaching factors in Marsh's SEEQ. The results indicated (1) amount learned was consistently the most important factor affecting overall evaluations; (2) course difficulty was consistently the least important factor affecting overall evaluations; and (3) there was a strong similarity among the three groups in the relative importance of the various teaching factors in arriving at an overall evaluation. The implications of this research are discussed, as well as directions for future research.     

This is not a checklist: Higher education and student affairs competencies,neoliberal protocol,and poetics

Abstract

This article examines the ACPA/NASPA Competencies as functional protocol of the neoliberal state. Described as ‘not a checklist’, Competencies structure rubrics, conferences, jobs, and performance as static, indicative of a power/knowledge rooted in protocol. We utilize post qualitative thinking, specifically poetics, to create a series of experimentations (in)tension with Competencies. This micropolitical practice disrupts protocol, opening imaginative space for subversion, movement, and becoming?～?professional.