Composition of Practice: Influence on the Retention of Motor Skills

Abstract

The purpose of these experiments was to investigate further the variable practice effect found by Shea and Kohl (1990). Experiment 1 was an initial attempt to determine the locus of the retention benefits demonstrated by subjects provided variable practice experiences. All groups received 20 acquisition blocks consisting of five test trials per block at a target of 150 N. The interval between test trials was either unfilled or filled, with additional trials consisting of the same target force, variable target forces, or practice on an unrelated motor task. The results indicated retention was not incremented (relative to an unfilled interval) by requiring subjects to perform an unrelated motor task in the intertest–trial interval. However, when the intertest–trial interval was filled with practice on related motor tasks, retention was significantly improved. Experiment 2 assessed the impact of increasing the number of related motor tasks interpolated between test trials. The results indicated filling the intertest–trial interval with one motor task resulted in large retention benefits relative to an unfilled interval. Further increases in the number of related motor tasks (3) interpolated between test trials resulted in only modest increments to retention. The results were consistent with the elaboration perspective proposed by Shea and Zimny (1983). The elaboration perspective proposes that the simultaneous presence of related items in working memory facilitates interitem elaborative and distinctive processing that ultimately results in retention benefits.     

专业群视阈下的高职人文课程体系的构建研究——以常州工程职业技术学院建筑工程重点专业群建设为例

探索人文课程体系的构建,有助于高职院校在注重实用性、技术性为代表的专业教育的同时,关注学生的全面发展及其个体素质的全面提高,有利于学生在踏上工作岗位之后的可持续发展。专业群对接区域产业发展,加强专业群建设有利于高职院校集聚专业资源,密切与产业界的合作。常州工程职业技术学院结合专业群教学运行的三个阶段构建了高职人文课程体系,进一步优化培养模式,提高学生的职业能力和发展能力。同时也拓展了专业群的内涵建设。     

Restorative Practice in New Zealand Schools: Social development through relational justice

This article proposes that restorative justice practices (RJPs), as used in New Zealand schools, are better understood as an instrument of social development than a behaviour management practice. Concerns about the achievement of Māori students are relocated, from an individualised psychological and pedagogical problem to an interdisciplinary context of historical and social development. Social constructionist theory is suggested as a lens through which RJPs in schools may be seen as the intentional production of respectful social relationships, rather than as behaviour management. A restorative process has the productive capacity to restore healthy relational functioning, both for those who have been offended against and those who have offended. It is argued that the primary function of restorative justice in schools is not about resolving specific conflicts, but rather, about the production and maintenance of respectful relationship, which is the antithesis of colonised relationship. Such a position reflects accountability on a communal, rather than individualised basis, and accords with recent moves in the United Nations Development Programme to look at Human Development as building agentive capacity.     

关于辽宁省高职教育公共实训基地建设的探讨

辽宁省高职教育公共实训基地建设,要着眼于辽宁经济社会发展及振兴东北老工业基地的需要,统筹规划,合理布局,以实现资源共享为原则。在基地建设的过程中,应努力打造一支“双师型”实训教师队伍,建立健全各种教学文件和制度及完善实训教材体系,并不断强化对实训基地的管理。     

计算机技术在高校党组织发展工作中作用初探

在运用党员信息管理系统和Excel的实践中,探讨了高校党组织将计算机技术应用于组织发展工作领域,为有针对性地开展党建和思想教育工作提供了可靠的依据。     

The challenges of establishing social learning spaces at a Johannesburg university student residence: Student views

This article reports on two cycles of a Participatory Action Research (PAR) study on student experiences of the process of establishing social learning spaces in a Johannesburg university student residence. We draw on Wenger’s (2009) notion of ‘social learning spaces’ to explore the manner in which students mediate their social and institutional identity, expose power imbalances in terms of decision-making and determine influences on their learning. We argue that learning is facilitated by social engagement and suggest that the conceptualisation and implementation of social learning spaces, although a complex and protracted process, is valuable for students’ social and academic development, particularly in a residence environment. Data were collected via semi-structured interviews, analysed using content analysis, and interpreted through a Cultural Historical Activity Theory (CHAT) lens. The findings point to the complexity of establishing social learning spaces (SLS) in a student residence environment with students experiencing multiple tensions in the process, including struggles with collaborative learning, difficulties in developing agency and the challenges of traversing power relations.     

“Enactment of Sámi Past in School Textbooks: Towards Multiple Pasts for Future Making”

The article examines the use of archaeological knowledge in elementary history textbooks used in Norwegian schools today. The aim is to determine whether we can find any traces of colonialism by reviewing how these narratives perform in interrelations within and between the Sámi and Norse pasts, and how the narratives allow for hybridity and heterogeneity. Postcolonial theory turns the narrative into an object of analysis. The findings show that the Sámi material remains are outside the system of cultural change and that the temporal and spatial distances produce binary and homogeneous cultures. New material perspectives can intervene in singular performativity. Learning to enact dynamic material heterogeneity may affect the future of pupils’ participation in cultural negotiations of pastsin present.     

关于高职人才培养方案的几点思考

高等职业教育应根据经济结构的变化和科技的发展的要求，不断调整高职人才的培养方向，改进高职的人才培养方案，着力建设好与人才培养方案相适应的教师队伍，实训基地作为仿真的职业环境，必须做好“软环境”和“硬环境”两个方面的建设，这样才能不断满足地方经济和高等职业教育发展的需要。     

涉农高职院校市场营销专业实训实习基地建设模式探索——以广西农业职业技术学院为例

培养创新应用型人才是近年来对高校人才培养质量提出的更高要求。阐述涉农高职院校校内外实训实习基地建设现状,以广西农业职业技术学院为例深入剖析了校内外实训实习基地建设模式,分享笔者在市场营销校内外实训实习基地建设探索中的几点体会和认识。     

高校教材科学管理几点思考

高校教材管理还未摆脱传统模式影响,存在着教材征订发放的强制性,学生缺少选择权,教材费用负担在加重,教材库存积压等问题,这些与当前高校教材管理所面临的形势是不相适应的,从教材管理传统模式弊端以及当前教材工作所面临的形势的分析,思考改进高校教材管理的方法,实现高校教材的科学管理.