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Dissertations / Theses on the topic 'Experimental skill'
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Ward, Phillip. "An experimental analysis of skill responding in high school physical education /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487847309050432.
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Khreisheh, Nada Nazem. "The acquisition of skill in early flaked stone technologies : an experimental study." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14986.
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This thesis describes the experimental work carried out as part of the Learning to be Human Project, investigating skill and learning in early flaked stone technologies. A group of 16 volunteers were studied as they learnt skills in Oldowan style flaking, Acheulean handaxe technology and Levallois preferential flake technologies. Aptitude, practice hours and hours spent in taught sessions were recorded and skill in each of these technologies was assessed at regular intervals. This information was used to answer questions concerning the acquisition of high level skill in these technologies, the role of practice, teaching and aptitude in determining skill in terms of connaissance and savoir-faire and the archaeological visibility of skill. At a more in depth level the significance of these findings for cognitive capacities of early hominins and the evolution of modern human brains and intelligence was assessed. The results of these experiments allowed the identification of the greater impact of teaching on Acheulean handaxe and Levallois technology compared to Oldowan style flaking. Technologically focussed teaching was shown to be essential for achieving high level skill in handaxe technology while all knapping contributed to the skill achieved in Oldowan style flaking and Levallois technology. In terms of aptitude, previous craft experience and contact with flaked stone assemblages most affected skill achieved in handaxe and Oldowan technologies while spatial ability best determined skill in Levallois. The findings of the connaissance and savoir-faire analysis have indicated that the differences seen between Oldowan and Acheulean technology are predominantly physical in nature, while the differences between Levallois and the earlier technologies are cognitive. This suggests a greater cognitive capacity for the Neanderthal Levallois manufacturers in contrast with the earlier hominin species. The results have, however, highlighted problems with a strict dichotomy between physical and cognitive skills. A number of material markers that could be related to skill were identified. Future work has been identified that could provide a fuller understanding of these findings.
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Greve, Sebastian. "Skill and scepticism : an enquiry concerning the nature and epistemic value of intuitive judgement." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:1bd76173-f478-4f31-9a1d-8f6a5e3923ce.
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This thesis concerns two main questions: What is intuition? And can it be a source of knowledge or justification? In addressing these questions, it advances several ongoing philosophical debates, and does so in two main ways: firstly, by formulating a general account of the nature of intuitive judgement that establishes common ground amongst the often disparate views of scholars working on intuition (or intuitions) in psychology, linguistics, philosophy and various other disciplines; and, secondly, by developing a new epistemological position that combines scepticism about the evidential value of intuition with a new account of philosophical skill. The general account of the nature of intuitive judgement mainly consists in drawing a distinction between intuitive judgement and intuitive appearance which is analogous to a distinction that can be drawn between perceptual judgement and perceptual appearance. It is argued that a common type of paradox entails the distinction for the non-perceptual case; it is then demonstrated how various related notions, such as intuitive belief, intuitive thinking and intuition as a cognitive faculty, can be derived from the notion of intuitive judgement. The epistemological account receives additional support from a new theory regarding the objects of intuition, according to which the analogy between intuition and perception holds specifically for what is sometimes called 'aspect perception': it is argued that some intuitive appearances are partially constituted by an appearance of meaning and that, consequently, the analysis of intuitive judgement must distinguish between two types of object, an intentional object (typically, a thought) and a causal one (typically, an expression of thought). It is further argued that the focus on evidential value that has been prevalent in the philosophical literature is too restrictive. By contrast with the prevalent view, it is demonstrated that intuition plays a significant role in human thinking, including in philosophical and scientific enquiry, independently of whether intuition is of great or only of minimal evidential value.
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Karlsson, Johan. "Att bedöma experiment : Fysiklärares resonemang om bedömning av den experimentella förmågan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-39881.
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In Sweden, physics education is supposed to contribute to developing the stu-dent's experimental skill. After a physics course, students should be able to plan, execute and evaluate an experiment. In this study, seven physics teachers are interviewed about their reasoning considering assessment of experimental skills. The study aims to describe teachers' stories about their work with as-sessment of laboratory work. The results of the study show a spread of how teachers, according to them-selves, are dealing with the assessment of experiments. Some teachers work thoroughly with getting a basis to be able to assess all parts of the laboratory skill, while others leave some parts out. The most common assessment is of reports that students write after a laboratory assignment. It is also possible to see tendencies that the school teachers work at influences how teachers reason about assessment.I Skolverkets ämnesplan för fysik står det att fysikundervisningen ska bidra till att utveckla elevens experimentella förmåga. Efter en fysikkurs ska eleven kunna planera, utföra och även utvärdera en laboration. I denna studie har sju fysiklärare på gymnasiet intervjuats om hur de resonerar kring bedömning av den experimentella förmågan. Undersökningen ämnar åt att redogöra lärares berättelser om hur de arbetar med bedömning av laborationer. Resultatet i studien visar en spridning över hur lärare enligt dem själva arbetar med bedömning av experiment. Vissa lärare arbetar noga med att få bedöm-ningsunderlag av alla delar i den laborativa förmågan medan någon lärare väl-jer bort vissa delar. Det som är gemensamt är att de allra flesta bedömer labo-rationsrapporter som eleverna skriver efter ett utfört experiment. Det går också att se tendenser till att skolan som läraren jobbar på har betydelse för hur lära-ren resonerar kring bedömning.
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Abraham, Ashley N. "Word Recognition in High and Low Skill Spellers: Context effects on Lexical Ambiguity Resolution." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1493035902158255.
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Rorato, Caroline Batina. "O ensino de professores de crianças com Transtorno do Espectro Autista (TEA) por meio do Basic Skill Training (BST) na aplicação de tentativas discretas." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21229.
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In 2012, Brazil created the National Policy for the Protection of the Rights of People with Autism Spectrum Disorder (ASD) via sanction of the Brazilian Law No. 12764. After the implementation of this Law, children with autism have been increasingly exposed to academic content in regular classrooms, and teachers have become increasingly unprepared. Considering those difficulties, the present research aimed to teach a teacher and two trainees from a private school in São Paulo, Brazil, to apply discrete trials of motor imitation to a child with ASD. The teaching was composed of three components of Basic Skill Training (BST): theoretical instruction, video modeling and practice with feedback. The baseline consisted of evaluating the teacher’s and trainees’ performance in applying nine items of discrete attempts in a controlled environment to the experimenter, who played the role of a child with autism. The generalization was measured in a task of conditional discrimination, also applied to the experimenter. The results showed that, after teaching, all the participants were able to apply the discrete trials correctly. The theoretical instruction component did not change the performance in the application. Video modeling and practice with feedback were the responsible items for the change in the participants’ performance, the latter producing a more significant change
No Brasil, em 2012, foi criada a Política Nacional de Proteção dos Direitos da Pessoa com Transtorno do Espectro Autista (TEA), com a sanção da Lei nº 12.764. Após a implementação da Lei, as crianças com autismo ficaram cada vez mais expostas a conteúdos acadêmicos nas salas de aula regulares, e os professores, cada vez mais despreparados. Considerando essas dificuldades, a presente pesquisa pretendeu ensinar uma professora e duas estagiárias de uma escola particular de São Paulo, SP, a aplicar tentativas discretas de imitação motora em uma criança com TEA. O ensino foi composto de três componentes do Basic Skill Training (BST): instrução teórica, videomodelação e prática com feedback. A linha de base consistiu na avaliação do desempenho da professora e das estagiárias em aplicar nove itens de tentativas discretas, em ambiente controlado, na experimentadora, que fazia o papel de uma criança com autismo. A generalização foi medida em uma tarefa de discriminação condicional, também aplicada na experimentadora. Os resultados mostraram que, após o ensino, todas as participantes conseguiram aplicar as tentativas discretas de forma correta. O componente de instrução teórica não alterou o desempenho na aplicação, e os itens responsáveis pela mudança foram a videomodelação e a prática com feedback, sendo que o último produziu uma mudança mais significativa no desempenho das participantes
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Locke, Barbara Darlene. "Service-learning and leadership life skills: an experimental study." Texas A&M University, 2004. http://hdl.handle.net/1969.1/1060.
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This study examined the effect of service activities on the development of leadership life skills in youth and if having a reflection component as part of the activity makes a difference. Additionally, the study examined the impact of selected demographics including age, gender, type of service completed monthly and 4-H membership on the development of leadership life skills.
Participants in the study were from two samples. One group represented the El Paso National Youth Service Day, the other represented the District 11 4-H Leadership Lab in Brenham, Texas. Participants were randomly assigned to a control (no reflection) or treatment (with reflection) group. Youth participants self rated their leadership life skills using a 33-question post-test only questionnaire. Demographics were reported in nine additional questions.
The major findings of the study are as follows: 1) Overall, the participants reported their perceived leadership life skills to be high in four of the five subscales; 2) The inclusion of a reflection component did not significantly affect perceived leadership life skills; 3) Type of service, whether direct or indirect, had a significant impact on perceived leadership life skills; 4) 4-H membership had a significant impact on the Personal Leadership Development subscale.
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Degiorgio, Lisa. "Examining Distance Education in Teaching Clinical Counseling Skills to Rehabilitation Counselors-in-Training." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195630.
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This exploratory study was designed to examine counseling skill acquisition for Rehabilitation Counseling education students enrolled in a distance education Practicum I course. The course utilized interactive television (ITV), Desire 2 Learn (D2L), a course management system, and some formalized group meetings for curriculum delivery. Students were asked to provide two audio recordings that served as pre-test and post-test measures of counseling skills. Recordings were analyzed by two evaluators. In addition to the recordings, students completed two survey instruments, an initial demographic questionnaire and a survey of attitudes towards the use of technology in the course that was completed along with the post-test recording. A comparison of pre-test and post-test means on the audio recordings revealed no significant change in counseling skills for students enrolled in this course. There was an increase in the number of empathetic responses, clarifying statements, paraphrasing, questions and closing statements on the post-test recordings but a decrease in attending responses and opening statements. Survey findings indicated that students perceived distance education to be an effective use of their time and improved the quality of course interactions. Students also reported that technology made interacting with their peers difficult and somewhat impersonal. Approximately half of the students agreed that they were comfortable with the course technology. A majority to students indicated they would have preferred a traditional approach to learning counseling skills. These findings have implications for counseling programs currently utilizing ITV or webconferencing to deliver clinical skills courses. It may have broader implications for other clinical skills training programs delivering training via other distance education modalities.
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Potrus, Dani. "Swedish Sign Language Skills Training and Assessment." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-209129.
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Sign language is used widely around the world as a first language for those that are unable to use spoken language and by groups of people that have a disability which precludes them from using spoken language (such as a hearing impairment). The importance of effective learning of sign language and its applications in modern computer science has grown widely in the modern aged society and research around sign language recognition has sprouted in many different directions, some examples using hidden markov models (HMMs) to train models to recognize different sign language patterns (Swedish sign language, American sign language, Korean sign language, German sign language and so on). This thesis project researches the assessment and skill efficiency of using a simple video game to learn Swedish sign language for children in the ages within the range of 10 to 11 with no learning disorders, or any health disorders. During the experimental testing, 38 children are divided into two equally sized groups of 19 where each group plays a sign language video game. The context of the video game is the same for both groups, where both listened to a 3D avatar speak to them using both spoken language and sign language. The first group played the game and answered questions given to them by using sign language, whereas the other group answered questions given to them by clicking on an alternative on the video game screen. A week after the children have played the video game, the sign language skills that they have acquired from playing the video game are assessed by simple questions where they are asked to provide some of the signs that they saw during the duration of the video game. The main hypothesis of the project is that the group of children that answered by signing outperforms the other group, in both remembering the signs and executing them correctly. A statistical null hypothesis test is performed on this hypothesis, in which the main hypothesis is confirmed. Lastly, discussions for future research within sign language assessment using video games is described in the final chapter of the thesis.Teckenspråk används i stor grad runt om i världen som ett modersmål för dom som inte kan använda vardagligt talsspråk och utav grupper av personer som har en funktionsnedsättning (t.ex. en hörselskada). Betydelsen av effektivt lärande av teckenspråk och dess tillämpningar i modern datavetenskap har ökat i stor utsträckning i det moderna samhället, och forskning kring teckenspråklig igenkänning har spirat i många olika riktningar, ett exempel är med hjälp av statistika modeller såsom dolda markovmodeller (eng. Hidden markov models) för att träna modeller för att känna igen olika teckenspråksmönster (bland dessa ingår Svenskt teckenspråk, Amerikanskt teckenspråk, Koreanskt teckenspråk, Tyskt teckenspråk med flera). Denna rapport undersöker bedömningen och skickligheten av att använda ett enkelt teckenspråksspel som har utvecklats för att lära ut enkla Svenska teckenspråksmönster för barn i åldrarna 10 till 11 års ålder som inte har några inlärningssjukdomar eller några problem med allmän hälsa. Under projektets experiment delas 38 barn upp i två lika stora grupper om 19 i vardera grupp, där varje grupp kommer att få spela ett teckenspråksspel. Sammanhanget för spelet är detsamma för båda grupperna, där de får höra och se en tredimensionell figur (eng. 3D Avatar) tala till dom med både talsspråk och teckenspråk. Den första gruppen spelar spelet och svarar på frågor som ges till dem med hjälp av teckenspråk, medan den andra gruppen svarar på frågor som ges till dem genom att klicka på ett av fem alternativ som finns på spelets skärm. En vecka efter att barnen har utfört experimentet med teckenspråksspelet bedöms deras teckenspråkliga färdigheter som de har fått från spelet genom att de ombeds återuppge några av de tecknena som de såg under spelets varaktighet. Rapportens hypotes är att de barn som tillhör gruppen som fick ge teckenspråk som svar till frågorna som ställdes överträffar den andra gruppen, genom att både komma ihåg tecknena och återuppge dom på korrekt sätt. En statistisk hypotesprövning utförs på denna hypotes, där denna i sin tur bekräftas. Slutligen beskrivs det i rapportens sista kapitel om framtida forskning inom teckenspråksbedömning med tv spel och deras effektivitet.
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Lu, Daisy Tan. "The effects of teaching music skills on the development of reading skills among first graders : an experimental study /." Thesis, Connect to this title online; UW restricted, 1986. http://hdl.handle.net/1773/7929.
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Bighetti, Bruna Barros. "Avaliação do reparo de defeito ósseo em calvária de ratos diabéticos tratados com Matriz Óssea Desmineralizada." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/25/25149/tde-09122011-094237/.
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O objetivo deste trabalho foi avaliar as atividades osteoindutoras e osteocondutoras da matriz alogênica óssea desmineralizada (MAOD) frente à diabetes no reparo de defeito de tamanho crítico em calvárias de ratos diabéticos. Para isso, 100 ratos machos Wistar foram divididos em 2 grupos: no grupo diabético (DIAB, n=50) foi injetado 47 mg/Kg de massa corporal de estreptozotocina, enquanto que no grupo controle (CTL, n=50) foi injetado solução fisiológica a 0,9%. A MAOD foi obtida de 50 ratos, cujo fêmur e tíbia foram retirados, desmineralizados com HCl a 0,6M por 24 horas, particulados em 1-2mm³, neutralizados com soro fisiológico e armazenados em álcool. Após a anestesia, foram realizados defeitos ósseos de 8 mm nas calvárias dos animais, sendo os grupos CTL COAG (n=25) e DIAB COAG (n=25) preenchidos com coágulo e os grupos CTL MAOD (n=25) e DIAB MAOD (n=25) preenchidos com MAOD. Após os períodos de 0, 7, 14, 21 e 42 dias, as calvárias foram coletadas. A análise radiográfica mostrou que houve formação de ilhas radiodensas no interior dos defeitos nos grupos CTL e DIAB tratados com MAOD, enquanto que nos grupos tratados com coágulo houve formação de áreas mais radiodensas somente nas bordas do defeito, corroborando com os resultados morfológicos, que mostraram nos grupos tratados com coágulo que o reparo ósseo teve início nas bordas do defeito, enquanto que nos grupos tratados com MAOD, a neoformação óssea ocorreu também nas áreas de reabsorção nas partículas de MAOD. De acordo com os resultados morfométricos, o volume de tecido ósseo aumentou gradativamente em todos os grupos, porém, esse aumento foi maior nos grupos CTL em relação aos seus respectivos tratamentos nos grupos DIAB (CTL COAG > DIAB COAG e CTL MAOD > DIAB MAOD) e maior quando comparados os grupos tratados com MAOD versus os respectivos grupos tratados com COAG (CTL MAOD > CTL COAG e DIAB MAOD > DIAB COAG). Assim, ao término de 42 dias, o volume de tecido ósseo no grupo CTL MAOD foi em média 3,24 vezes maior em relação aos demais grupos, os grupos CTL COAG e DIAB MAOD não apresentaram diferenças significativas e o grupo DIAB MAOD foi 1,81 vezes maior em relação ao DIAB COAG. Com esses resultados, conclui-se que embora o quadro de diabetes tenha influenciado no atraso do reparo, ainda assim, pode-se afirmar que a MAOD contribuiu com a neoformação óssea e com o reparo do defeito na calvária de animais saudáveis e diabéticos, por terem sido preservadas as suas características osteoindutoras e osteocondutoras.The aim of this work was to evaluate the osteoinductive and osteoconductive activities of demineralized allogeneic bone matrix (DABM) against diabetes in repairing critical size defects in diabetic rats skulls. Therefore, 100 male Wistar rats were shered into two groups: in the diabetic group (DIAB, n=50) was 47 mg/Kg of body weight streptozotocin, while in the control group (CTL, n=50) was injected saline 0.9%. The DABM was obteined using 50 rats which were removed their femur and tibia bones, demineralized in 0.6 N HCl during 24 hours, cut into 1-2mm³ pieces, neutralized in saline and stored in alcohol. After anesthesia, were made 8 mm bone defects on skulls of rats, being the CTL CLOT group (n=25) and DIAB CLOT group (n=25) filled with blood clot and the CTL DABM group (n=25) and DIAB DABM group (n=25) filled with DABM. After 0, 7, 14, 21 and 42 days, the skulls were collected. The radiographic analysis showed radiodense islets inside the defects filled with DABM in CTL and DIAB groups, while groups filled with blood clot showed radiodense areas near the defect border, which is in agreement to the morphologic results, that had showed the begining of bone healing was near the defects border in groups filled with blood clot, while groups filled with DABM showed new bone formation also in resorption DABM areas. According to morphometric results, the volume of bone tissue had increased in all groups, however, this increase was more accentuated in CTL groups when compared to DIAB groups with respected treatments (CTL CLOT > DIAB CLOT and CTL DABM > DIAB DABM) and bigger when groups treated with DABM are compared to respestive groups treated with CLOT (CTL DABM > CTL CLOT e DIAB DABM > DIAB CLOT). Thereby, at the end of 42 days, the CTL DABM bone tissue volume was 3.24 greater than the other groups, the CTL CLOT and DIAB DABM groups didnt show any significant differenceand the DIAB DABM was 1,81 greater than DIAB CLOT. From these results, the conclusion is that although diabetes had delayed the repair, nevertheless, DABM contributed to bone neoformation and to the defect repair in skulls of healthy and diabetic animals, due to the osteoinductive and osteoconductive qualities had been preserved.
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Chien, Rosanne Wei-Ling. "Effects of sleep schedule on training of executive function skills." Thesis, Indiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637007.
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The purpose of this study was to examine the effects of sleep schedule on the learning trajectories, acquisition, and consolidation for preschoolers participating in a training program targeting attention. This study expanded on current literature by examining the effect of training attention skills and focused on sleep in preschoolers using an experimental design. Explorations of how changes in bedtime play a role in training attention in preschoolers were made.
Sleep is important for daytime functioning and sleep loss has many implications, including risk for poorer academic performance and learning. Early intervention and preventive measures addressing executive functions can help children better manage their behaviors in work and play situations. Studies have shown that attention skills in children can be trained. This study expanded on current literature by assessing the generalization of attention training to other executive function skills, such as inhibition, cognitive flexibility, and working memory. Research has mainly focused on inhibition and working memory, and more recently, attention. To hopefully improve understanding of the attention skills in preschoolers, an additional variable of sleep restriction was evaluated.
Findings indicated, contrary to initial prediction, that children who were sleep restricted performed better during post-test assessment compared to children who followed their typical bedtime schedules. Sleep restricted preschoolers performed better in all executive function areas that were assessed in this study, which included inhibition, cognitive flexibility, working memory, and attention. Findings revealed that acute sleep restriction in preschoolers increased the effects of attention training. Differences in findings from this study and other studies are addressed.
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Ricketts, Jessie. "Reciprocal development in vocabulary and reading skills." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:ef73c787-eba9-4ddf-bc85-1700de9c6d3a.
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Data are presented in seven chapters that address the reciprocal relationship between oral vocabulary and reading development. Chapter 2 explores exception word reading in poor comprehenders longitudinally, finding deficits that are pervasive over a period of two years. The results support the hypothesis that weak oral vocabulary skills are causally related to poor exception word reading in this group. In Chapter 3, orthographic and semantic skills in poor comprehenders are investigated in a word learning paradigm. This chapter provides evidence that poor comprehenders have more difficulty learning and retaining semantic information than orthographic information. A similar paradigm is described in Chapter 4 to investigate predictors of orthographic and semantic learning. In a large group of typically developing readers, this demonstrates that decoding is the strongest predictor of orthographic learning while existing oral vocabulary knowledge is the strongest predictor of semantic learning. In Chapters 5 and 6 orthographic and semantic skills in poor comprehenders and children with dyslexia are compared using standard off-line tasks (Chapter 5) and an online word learning experiment (Chapter 6). These chapters indicate similarities as well as differences in the reading and language profiles of these groups. Chapter 7 adopts a different approach by using a word learning study to investigate the benefit of teaching new oral vocabulary in the presence of orthography.
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Bügelmayer, Elisabeth [Verfasser]. "Experimental and Survey Evidence on the Development of Preferences and Skills / Elisabeth Bügelmayer." Berlin : Freie Universität Berlin, 2016. http://d-nb.info/1107011590/34.
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Wong, Wai-yi, and 黃慧儀. "An quasi-experimental study of oral presentation skills training for junior secondary students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B3196204X.
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Moretto, Laísa Aparecida [UNESP]. "Efeitos de uma intervenção em grupo em habilidades sociais para universitários na perspectiva da análise do comportamento." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/152096.
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O termo habilidades sociais (HS) é utilizado para indicar um conjunto de comportamentos aprendidos e necessários nas interações sociais. O estudo das habilidades sociais e suas aplicações torna-se relevante porque tais comportamentos colaboram para desempenhos sociais satisfatórios. A universidade exige diversos repertórios dos alunos, incluindo os interpessoais, contudo, a literatura ainda carece de estudos experimentais quanto a efeitos de intervenções. Este estudo objetivou avaliar os efeitos de um treinamento de habilidades sociais para universitários em dois desenhos experimentais: o experimental de grupo e o delineamento de linha de base múltipla de sujeito único. No estudo experimental de grupo participaram 14 universitários, 9 no Grupo Experimental (GE) e 5 no Grupo Controle (GC), avaliados quanto à HS e saúde mental (SM). O GE foi avaliado no pré-teste, passou pela intervenção, em seguida pelo pós-teste e, seis meses depois, seguimento. Enquanto que, o GC passou pela avaliação de linha de base (LB) 1 e, 3 meses depois, período que o grupo experimental passava pela intervenção, a LB 2. O tratamento dos dados, utilizando estatísticas descritivas e inferenciais, apontou melhora significativa para o GE nas avaliações de pós-teste e seguimento. A mesma análise entre as LB 1 e LB 2 do GC não indicou mudança estatisticamente significativa, sugerindo que os ganhos do GE podem ser atribuídos à intervenção. Assim, os dados expõem ampliação do repertório de HS e diminuição de indicadores de ansiedade e depressão apenas no GE. O estudo com delineamento de ensaio clínico randomizado contou com a participação de 5 universitários, avaliados no âmbito das HS e de SM. Os universitários foram avaliados na LB 1, três meses depois na LB 2, passaram pela intervenção, pós-teste e, seis meses depois, reavaliados no seguimento. Os resultados não apontaram mudanças significativas entre as avaliações de LB 1 e 2, já entre LB 2 e pós-teste, há indicativos de ampliação do repertório de HS, principalmente dos participantes que fizeram as tarefas de casa, e melhora em indicadores de SM, também foi observada a manutenção de resultados no seguimento. De maneira geral, os dados de pós-teste e, principalmente, de seguimento indicaram que a intervenção teve efeitos na promoção do repertório de HS e na redução de sintomas de ansiedade e depressão em universitários. Diante disso, discute-se a validade da intervenção descrita neste estudo enquanto política pública a ser adotada para os anos iniciais da universidade.
The term social skills are used to indicate a set of behaviors learned and needed in social interactions. The study of social skills and their applications become relevant because such behaviors contribute to satisfactory social performance. The university requires diverse student repertoires, including the interpersonal ones, and the literature still lacks experimental studies on the effects of interventions. This study aimed to evaluate the effects of a social skills training for university students in two experimental designs: the experimental group and the single subject multiple baseline design. In the experimental group study, 14 university students participated, 9 in the Experimental Group (EG) and 5 in the Control Group (CG), evaluated for social skills and mental health. The EG was evaluated in the pre-test, followed by the intervention, then by the post-test and, six months later, follow-up. Meanwhile, the GC underwent baseline assessment (BL) 1 and, 3 months later, the period the experimental group went through the intervention, BL 2. Data treatment, using descriptive and inferential statistics, indicated a significant improvement for the EG in the post-test and follow-up evaluations. The same analysis between the BL 1 and LB 2 of the CG did not indicate a statistically significant change, suggesting that the gains of the EG can be attributed to the intervention. Thus, the data show an increase in the social skills repertoire and a decrease in anxiety and depression indicators in the EG alone. The study with a randomized clinical trial design consisted of the participation of 5 university students, evaluated in the scope of social skills and mental health. The students were evaluated in LB 1, three months later in LB 2, underwent the intervention, post-test and, six months later, reassessed in the follow-up. The results did not indicate significant changes between the LB 1 and 2 assessments, between LB 2 and post-test, there are indicative of the expansion of the social skills repertoire, mainly of the participants who did the housework, and improvement in mental health indicators, maintenance of follow-up results was also observed. In general, post-test data, and mainly follow-up data, indicated that the intervention had effects on the promotion of HS repertoire and the reduction of anxiety and depression symptoms in university students. Therefore, the validity of the intervention described in this study is discussed as a public policy to be adopted for the initial years of the university.
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Sottolano, Donn Charles. "Group parent training : experimental and behavioral analysis of two methods for training child management skills." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/514204.
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The purpose of the study was to assess the differences between two; methods for training parents in child management skills. Group I, the educational training group, consisted of seven parents, while Group II, the competency-based training group, bad five participants. Two dependent measures, time-out and instruction giving, were assessed during simulations with a confederate. Probes were also taken during analogue situations between the parent and child. Follow-up probes were conducted at six- and twelve-weeks for the EFTG, and at 8-weeks for the CBTG.Data was subjected to an analysis of covariance (ANCOVA) to determine statistical differences between groups. A multiple baseline across skill domains was also used to assess clinical changes between groups and within individuals.Findings Parents trained in the CBTG performed significantly better, in both time-out and instruction giving skill domains, than did parents trained within the educational format. All five CBTG parents achieved a mastery level of 90% or higher. Parents trained through the traditional educational methods were unable to achieve mastery in either, skill domain. Subsequent to the introduction of competency training, all but one of the EFTG parents were able to reach mastery. The parent who was unable to reach mastery, was unable to do so in either skill domain.All parents were satisfied with service delivery regardless of treatment received. Parents also reported similar changes in their child's behavior throughout the course of the training program.Conclusions Competency-based training methods were far superior to the more traditional educational approach in shaping parents behavior (i.e., time-out and instruction giving skills). Parent perceptions of changes in their own behavior are a poor indicator of measured change.Parent's reported satisfaction is a poor prognosticator for termination of treatment services.
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Moazen, Mehran. "Investigating the biomechanics of a lizard skull using advanced computer modelling techniques with experimental validation." Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:1686.
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Lizard skulls vary greatly in shape and construction, and radical changes in skull form during evolution have made this an intriguing subject of research. The mechanics of feeding have surely been affected by this change in skull form, but whether this change in feeding is the driving force behind the change in skull shape is the underlying question being addressed throughout this project. Here the skull of 'Uromastyx hardwickii', an akinetic herbivorous lizard has been analysed using advanced computer modelling techniques. This study aimed to perform a multibody dynamics analysis (MDA) on a biting lizard skull so that bite forces, joint forces, ligament forces and muscle forces could be accurately predicted. Then, using this MDA load data stresses and strains within the skull were assessed using finite element analysis (FEA). These FE analyses were used to assess biting performance and to test hypotheses that consider biomechanical optimization of bone as the main reason behind the modification of skull shape during its evolution. Sutures were modelled and their effect on skull strains was assessed through a series of investigative studies. Finally, representative basal skull forms were examined to highlight potential implications of specific skull variations. To assist in validation of the computational modelling experimental strain gauging was conducted. The MDA provided detailed information on cranial biomechanics and associated cranial forces in this animal. It is believed that this technique will play a pivotal role in the analysis of skulls in the future and this study has demonstrated its definite potential. Cranial kinesis was seen to be mechanically significant in reducing joint reaction forces acting upon the skull, and specific groups of sutures (i.e. the frontal-parietal suture) in the Uromastyx skull played a substantial role in relieving strain compared to the other sutures, raising the questions about the original role of mesokinesis in squamate evolution.
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Williams, Réjane. "Diversity awareness training : a quasi-experimental evaluation of changes in trainees' attitudes, knowledge and skills." Master's thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/11271.
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Includes bibliographical references (leaves 73-79).A quasi-experimental evaluation was undertaken to measure the extent to which a I-day diversity awareness training programme resulted in changes in trainees' attitudes, knowledge and skills. A pre, post and post-post test design was employed. Changes in attitudes, knowledge and skills were measured using the Quick Discrimination Index (Ponterotto, et aI., 1995) as well as a Diversity Questionnaire developed by the researcher. Results show that immediately after the training intervention, increased levels of knowledge and skill were measured. However, three months after the training, no significant changes in trainees' attitudes and levels of knowledge and skill were found, leading to the conclusion that the training had no lasting effect. Amongst other things these results offered support for the proposition that factors in the work environment critically contribute to the sustainability of anticipated outcomes of diversity training programmes.
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Lester, Ethan G. "An Experimental Study of Mindfulness and Acceptance-Based Skills for Internalized Ageism in Older Adults and College Students." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538734/.
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This project explored whether mindfulness and acceptance-based practices (MABPs) for older adults would reduce the negative effects of ageism and negative attitudes and beliefs related to aging. In addition, state affect and stress were explored. This study used an experimental design to compare two groups of older adults and two groups of undergraduate students – those who received a MABP and those who did not, after being presented with negative ageist stereotypes. Condition and condition by age sample comparisons revealed several findings. Following the MABP, undergraduates who received a MABP had significantly lower ageism scores than did undergraduates who did not. Older adult findings were opposite of proposed hypotheses, with older adults having higher scores on ageism after receiving the MABP, as compared to the scores of older adults who were in the comparison condition. Differences in state mindfulness were seen between conditions, with the MABP condition exhibiting more state mindfulness than in the comparison condition. However, there was no significant condition by age sample interaction effect. Change scores for state affect after the MABP were non-significant at either level of analysis, and older adults showed no difference in digit span stress scores based on their condition assignment. Exploratory analyses revealed some research consistent, as well as nuanced, findings. These findings suggest that undergraduates may respond to MABPs for recontextualizing aging, discrimination, and stigma. These findings also suggest that older adults may employ different coping strategies when confronted with ageism in an experimental context when asked to reflect, as oppose to participate in MABPs. Overall, a need for aging education, experimental research with older adults, and empirical understandings of MABPs for age-related issues, is needed. Limitations and future directions are discussed.
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Mihut, Georgiana. "The Impact of University Prestige in the Employment Process: A Field Experiment of the Labor Market in Three Countries." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108397.
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Thesis advisor: Hans de WitDo employers prioritize the signal associated with the name of the university someone graduated from above an applicant’s skills in the employment process? Using a field experiment of the labor market, 2,400 fictitious applications were submitted to job openings in three countries: United States, United Kingdom, and Australia. The resumes belonged to fictitious citizens with full working rights, both female and male, that have attended universities of varying prestige in the United States, United Kingdom, and Australia respectively. Two skill-intensive sectors of the labor market were chosen: information and communication technology and accounting. For each sector of the labor market, two resumes were designed. One resume had a high skills match with the generic requirements of entry level jobs in each sector. A second resume had a low skills match with the same requirements. For each country, one high-ranked university and one non-high-ranked university were selected to signal prestige. The name of the university the applicant graduated from and the sex of the applicant were randomly assigned on otherwise identical resumes. This study distinguished between the effects of human capital (Becker, 1975; Mincer, 1974; Schultz, 1959; 1961) and the signaling effect of university prestige in the labor market (Spence, 1973), while controlling for networking effects (Bayer, Ross, & Topa, 2005; Petersen, Saporta, & Seidel, 2000). The results suggest that human capital—as measured through the high and low skills match resumes—was statistically significant in predicting callbacks. Applications in the high skills match condition were 79% more likely to receive a callback than applications in the low skills match condition. The prestige condition and the interaction between university prestige and match were not statistically significant. This experiment detected no statistically significant differences in callback rates based on the sex of the applicant. These findings suggest that human capital, and not university prestige, predicts recruitment outcomes for applicants with a bachelor’s degree only. These results support a call for skill building and human capital consolidation at higher education institutions
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Zanardi, Danilo Claro. "A análise praxeológica de atividades experimentais subsidiando a elaboração de situações-problema no ensino de física." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-28042014-204753/.
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A principal ocupação de nossa pesquisa foi a de elencar e de relacionar elementos teóricos que ajudassem a nós, professores de Física, compreender o potencial didático atrelado às diferentes abordagens frequentemente usadas para atividades experimentais em sala de aula. Com isso, esperávamos obter um caminho teoricamente fundamentado, capaz de subsidiar um planejamento consistente para o uso dessa estratégia em sala de aula, um planejamento que levasse em conta as características epistemológicas e operacionais da atividade escolhida. Nossa aposta inicial era a de que elas (as atividades experimentais) poderiam ser mais bem aproveitadas, em termos didáticos, se fossem usadas no contexto de uma situação-problema. Acreditávamos ser a situação-problema em ensino uma modalidade que viabilizaria a inclusão simultânea dos dois aspectos citados (epistemológico e operacional), o que, a nosso ver, configuraria o uso mais abrangente de atividades experimentais no âmbito escolar. De início realizamos uma revisão de elementos teóricos relacionados tanto às estratégias estudadas - atividade experimental e situação-problema -, como ao tipo de ensino que tais estratégias poderiam, de acordo com a literatura examinada, promover: um ensino conceitual aprofundado com enfoque no desenvolvimento de habilidades e na construção de competências. Paralelamente à revisão, escolhemos as teorias de Chevallard (teoria da transposição didática e teoria antropológica do didático) para entender de que forma o saber expresso por uma prática social poderia ser conciliado com a atividade experimental eleita como modeladora da situação-problema a ser planejada. Em um próximo momento elaboramos, com base na análise feita até esse ponto e na literatura levantada sobre justificativas didáticas para atividades experimentais, categorias de classificação para o uso escolar de atividades experimentais. As categorias foram agrupadas em duas dimensões: de contexto social e de contexto didático. A discussão teórica e a elaboração de categorias abriram caminho para uma reflexão sobre quais seriam os questionamentos básicos que sustentariam o planejamento de uma situação-problema centrada em uma atividade experimental. Finalmente, como último passo, utilizamos a análise e a discussão realizada para avaliar a proposta de atividades experimentais da forma como elas estão apresentadas em dois livros didáticos aprovados no Programa Nacional do Livro Didático (PNLD), e também para examinar dois artigos que discutem o uso de atividades experimentais no ensino. O referencial teórico adotado parece apontar como viável e promissora a união das duas estratégias: atividade experimental e situação-problema. No entanto, os recursos apresentados em livros didáticos e artigos afins não atendem aos requisitos de um planejamento que considera os elementos propostos em nossa pesquisa e exigem do professor, além de muita criatividade, um trabalho intenso de pesquisa, estudo e investigação.The main occupation of our research was to list and to relate theoretical elements which could help us, physics\' teachers, to comprehend the didactical potential coupled to the different approaches frequently assigned to experimental activities in the classroom. By doing that, we expected to obtain a theoretically reasoned path, which could, in turn, support a solid planning to use this strategy in the classroom; a planning which took into account the epistemological and operational features of the chosen activity. Our first bet was that they (experimental activities) could be better harnessed, in didactical terms, if they were used in the context of a problem-situation. We believed that a problem-situation in school was the kind of modality which would enable the simultaneous inclusion of the two mentioned aspects (epistemological and operational), which, in our point of view, would set the more extensive use to experimental activities in the school scope. Initially, we conducted a review of theoretical elements relating to both the strategies studied - experimental activity and problem-situation - as well as the type of teaching that such strategies could, according to the literature examined, promote: a conceptual depth teaching with a focus on developing skills and building competencies. Alongside the review, we chose Chevallard\'s theories (theory of didactic transposition and anthropological theory of the didactic) to understand how knowledge supported by a social practice could be reconciled with the experimental activity elected as modeler of the problem-situation to be planned. As a next step, we designed, based on the analysis done up to this point and in the selected literature on the didactical reasons for experimental activities, classification categories to the educational use of experimental activities; the categories were grouped into two dimensions: the social context and the learning context. The theoretical discussion and elaboration of categories paved the way for a reflection on what should be the inquiries which would underpin the planning of a problem-situation centered in an experimental activity. Finally, as a last step, we used the analysis and discussion conducted to evaluate the proposal for experimental activities as they are presented in two textbooks approved by Programa Nacional do Livro Didático PNLD, and also to examine two articles that discuss the use of experimental activities in education. The theoretical framework adopted seems to point out as feasible and promising the union of these two strategies: experimental activity and problem-situation. However, contents in textbooks and related articles do not meet the requirements of a planning which considers the elements suggested in our research and thus, would require the teacher, beyond a lot of creativity, an intense work of research, study and quest.
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Bicknell, Maria Gutierrez. "Effects of a school-wide reading literacy plan on reading skills| A retrospective, quasi-experimental study." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3707413.
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Students’ low academic performance in high-poverty schools has been a prevalent problem in the United States. Educational leaders have curricular options for underperforming students to make academic gains, particularly in Title I schools. Student performance accountability is part of the Elementary and Secondary Education Act (ESEA) of 1965, which was reauthorized as No Child Left Behind Act of 2001 (NCLB). NCLB mandates stipulate students attain academic proficiency. The purpose of the current quantitative, retrospective, quasi-experimental, static group comparison study was to determine if an increase occurred in reading achievement of 10th grade students with implementation of a school-wide, interdisciplinary reading literacy plan intended to increase student performance on the state’s high-stakes examination. This study used multi-year, successive 10th grade cohorts from an urban, public Title I high school in Arizona. Academic achievement data were archived and retrospective from Arizona’s high-stakes, criterion-based examination scores. A two-sample, one-tailed t-test was conducted to find differences in mean value, standard deviation, and variance between two cohorts. Statistical analyses revealed a significant statistical difference on the reading portion of the state’s high-stakes examination scores between cohorts, revealing the control group outperformed the treatment group, thus challenging existing results from successful school-wide literacy plans in public Title I schools. Results indicated implementation of a school-wide, interdisciplinary reading literacy plan does not increase achievement for students on the reading portion of the state’s high-stakes examination at a Title I urban high school in Arizona.
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Parry, Thomas Edward. "The effect of relative frequency of knowledge of results on the acquisition and retention of simple motor skills in the contextual interference paradigm." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3378377.
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Thesis (Ph.D.)--Indiana University, Dept. of Kinesiology, School of Health, Physical Education and Recreation, 2009.Title from PDF t.p. (viewed on Jul 7, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3794. Adviser: John B. Shea.
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Cooper, Rachael Dawn. "The Impact of Linguistic Skills on the Play of Preschoolers with Developmental Delays." Case Western Reserve University School of Graduate Studies / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=case1333569361.
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Dornelles, Rodrigo de Faria Valle. "Expansão craniana com molas: estudo experimental em coelhos." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/5/5158/tde-22122010-160240/.
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A expansão craniana com o uso de molas tem demonstrado eficácia no tratamento das anormalidades craniofaciais, tais como as craniossinostoses. A ação expansora exercida pelas molas tem sido observada tanto quando colocadas entre as margens parietais dos ossos do crânio, como quando lateralmente à sutura sagital, principalmente nas escafocefalias. No presente estudo foi criado um modelo experimental com coelhos, e feita uma avaliação descritiva do comportamento da calota craniana e das suturas sob ação de molas. Foram utilizados 13 coelhos Nova Zelândia com quatro semanas de vida, divididos em quatro grupos: grupo I, foram implantados no crânio marcadores de amálgama para controle; no grupo II, marcadores de amálgama e osteotomia da sutura sagital; no grupo III, marcadores de amálgama, osteotomia da sutura sagital e colocação de uma mola expansora na região interparietal e, no grupo IV, marcadores de amálgama, craniotomia parassagital linear com colocação da mola. Os animais foram sacrificados com duas, quatro, oito e doze semanas. Foi realizado controle radiológico com avaliação do afastamento dos marcadores de amálgama, da variação dos ângulos cefalométricos e das medidas da base do crânio, bem como um estudo histopatológico da região de colocação das molas. Nos grupos com o uso de molas a separação dos bordos da craniotomia foi maior do que naqueles sem a utilização de mola. Houve ossificação em todos os grupos, com maior rapidez no grupo II. O crescimento ósseo deu-se a partir dos bordos e da profundidade. Não foram observadas diferenças significativas no padrão histopatológico da regeneração óssea entre os grupos com colocação de mola na região interparietal e parassagital. O modelo experimental com coelhos se mostrou adequado às análises propostas pelo estudo. Concluiu-se que houve osteogênese por distração nos grupos III e IV e que apresentaram uma expansão craniana semelhantes.Spring-mediated skull expansion has proven to be effective in the treatment of craniofacial abnormalities, such as craniosynostosis. The use of springs in cranial expansion has been studied both in the sagittal and in parasagittal regions, especially in scaphocephaly. A rabbit model was used in the present study to analyze the effects of springs on the cranial vault and sutures. Thirteen 4-week-old New Zealand rabbits were used and divided into 4 groups: group I, amalgam markers were used as control; in group II, amalgam markers and osteotomy of the sagittal suture; in group III, amalgam markers and osteotomy of the sagittal suture with implant of an expansible spring in the interparietal region and in group IV, amalgam markers and linear parasagittal craniectomy with springs. Animals were sacrificed after 2, 4 and 12 weeks. Radiological control with assessment of the amalgam markers, variation of cephalometric angles and cranial base measurements, as well as the histopathological analysis of the spring implant area were carried out. In the groups using springs distraction of the craniectomy borders was greater than in those that did not use springs. Ossification was observed in all of the groups and was faster in group II. Bone growth started from the borders and depth. There were no significant differences in the histopathological pattern of bone regeneration between the groups with spring implant in the interparietal and parasagittal region. The rabbit model proved to be adequate for the analysis proposed by the study. It was concluded that there was osteogenesis caused by distraction in groups III and IV, with similar skull expansion rates.
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Schäfer, Boris. "Detached tool use in evolutionary robotics : Evolving tool use skills." Thesis, University of Skövde, School of Humanities and Informatics, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-12.
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This master thesis investigates the principal capability of artificial evolution to produce tool use behavior in adaptive agents, excluding the application of life-time learning or adaptation mechanisms. Tool use is one aspect of complex behavior that is expected from autonomous agents acting in real-world environments. In order to achieve tool use behavior an agent needs to identify environmental objects as potential tools before it can use the tools in a problem-solving task. Up to now research in robotics has focused on life-time learning mechanisms in order to achieve this. However, these techniques impose great demands on resources, e.g. in terms of memory or computational power. All of them have shown limited results with respect to a general adaptivity. One might argue that even nature does not present any kind of omni-adaptive agent. While humans seem to be a good example of natural agents that master an impressive variety of life conditions and environments (at least from a human perspective, other examples are spectacular survivability observations of octopuses, scorpions or various viruses) even the most advanced engineering approaches can hardly compete with the simplest life-forms in terms of adaptation. This thesis tries to contribute to engineering approaches by promoting the application of artificial evolution as a complementing element with the presentation of successful pioneering experiments. The results of these experiments show that artificial evolution is indeed capable to render tool use behavior at different levels of complexity and shows that the application of artificial evolution might be a good complement to life-time approaches in order to create agents that are able to implicitly extract concepts and display tool use behavior. The author believes that off-loading at least parts of the concept retrieval process to artificial evolution will reduce resource efforts at life-time when creating autonomous agents with complex behavior such as tool use. This might be a first step towards the vision of a higher level of autonomy and adaptability. Moreover, it shows the demand for an experimental verification of commonly accepted limits between qualities of learned and evolved tool use capabilities.
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Silva, Dayse Pereira da. "Questões propostas no planejamento de atividades experimentais de natureza investigativa no ensino de química: reflexões de um grupo de professores." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-01062012-135651/.
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A formação continuada de professores de Química, bem como as práticas pedagógicas por eles desenvolvidas, tem sido objeto de estudos por parte de muitos pesquisadores, os quais têm apontado preocupações com os rumos que essa formação vem tomando. Algumas pesquisas em Ensino de Química têm destacado a importância do uso de atividades experimentais investigativas para o desenvolvimento de habilidades cognitivas nos alunos e para sua maior participação no processo de aprendizagem. Assim, entende-se que são muitas as necessidades formativas do professor de química, tendo em vista que a elaboração de planos de aula, que favorecem a exploração pelos estudantes da atividade experimental e propicia o desenvolvimento de habilidades cognitivas de ordens mais altas. Para tanto, é imprescindível que estes planos tenham características de atividades investigativas, sendo acompanhados de questões que possibilitem o desenvolvimento de tais habilidades. A presente pesquisa investigou como os professores de química preparam planos de aula priorizando a elaboração de questões para que os alunos possam desenvolver habilidades cognitivas em atividades experimentais investigativas. Foi proposto um curso de formação continuada para professores de Química da Rede Pública do Estado de São Paulo na região de Diadema. Tal curso ocorreu em oito encontros de quatro horas, gravados em áudio e vídeo. Foram apresentados e discutidos alguns subsídios sobre atividades experimentais investigativas e os professores elaboraram planos de ensino. Esses planos foram analisados de acordo com algumas características que esse tipo de atividade apresenta: situação problema, atividade pré e pós-laboratório, coleta, registro e analise dos dados e apresentação de conclusões. As questões apresentadas pelos professores foram analisadas de acordo com as ideias apresentadas por Zoller sobre habilidades cognitivas de ordens mais baixas e mais altas. Ao confrontar os planos iniciais com os finais, verificou-se, que os professores apresentaram progressão crescente nos seguintes aspectos: inicialmente não apresentavam um problema a ser investigado, e os resultados não eram discutidos com os alunos; no plano final, a metodologia se aproximava da investigativa, a partir de um problema a ser pesquisado pelo aluno. No laboratório, inicialmente os alunos apenas comprovavam o que foi verificado no livro, no plano final, os alunos elaboravam conclusões sobre conhecimentos novos para eles. No plano inicial não foram apresentadas questões aos alunos; no plano final, todos os professores elaboraram questões com diferentes demandas cognitivas que visavam à exploração da atividade experimental. Consideramos que os professores avançaram na elaboração de atividades experimentais de cunho investigativo, apesar de constatar que os planos de aula não alcançaram um nível mais elevado de construção do conhecimento, pois não apresentaram ao aluno um novo problema a ser resolvido, a partir de seu conhecimento.The purpose of this study was to investigate how chemistry teachers plan inquiry-based activities and pose questions to the students aiming to promote higher order thinking skills. An in-service course was offered to chemistry teachers of some public schools of Diadema, São Paulo. Eight meetings between this researcher and the teachers occurred; the teachers got background in developing inquiry laboratory activities, and planned tree activities. These plans were analyzed according some characteristics of inquiry lab activities, such as problem situation, pre-lab activities, pos-lab activities, collecting, recording and analysis of data. The questions posed by the teachers were analyzed considering Zollers\" classification of cognitive skills. By comparing the initial plans with the last ones, some improvements could be verified. The first plan did not present a problem to be investigated by the students, the experimental results were not proposed to be discussed by the class; the experiment aimed to prove theories already taught. The final plan revealed an inquiry based approach, a problem is proposed to be investigated by students, and they were asked to make conclusions achieving new knowledge. While the initial plans presented no questions to explore the collected data, in the final plans the teachers posed questions of different levels of cognitive demand. Although the lesson plans have not reached a higher level of inquiry elaboration, we consider that some of the teachers made remarkable progress in their proposals.
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Gillespie, Debra Joyce. "Exploring Consistency in Dynamic Indicators of Basic Early Literacy Skills Next Oral Reading Fluency Passages for Educational Decision Making." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1341238819.
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Ayala, Guadalupe Xochitl. "Project SHAPE : an experimental evaluation of a group versus computer-based intervention to improve food portion size estimation skills /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2002. http://wwwlib.umi.com/cr/ucsd/fullcit?p3049674.
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Burt, Charles Wesley. "Identification of critical variables in developmental testing and an experimental examination of the number and roles of participants in testing sessions." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75951.
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A large sample (N = 206) of expert instructional designers was surveyed in order to determine how developmental testing is designed and conducted. The majority of respondents indicated that they did conduct formative testing of prototype instructional materials for purposes of revising them. Both one-to-one and small group testing were recommended with both the developer and the test subjects assuming active roles during the testing sessions. Both quantitative and qualitative (including attitudinal) data are gathered with an emphasis placed on the analysis of the posttest data. Based on a review of the literature and the results of the survey, an experiment was conducted in order to investigate the effects of different roles that the participants might play during testing sessions with different numbers of participants within sessions. Individuals assigned to small groups did not produce as many comments during instruction as the one-to-one procedure. A content analysis of the qualitative data revealed that test subjects generally comment by indicating comprehension/recall problems. As a source of feedback, the attitudinal survey provided a considerable amount of data especially with small groups which were reluctant to make critical comments during instruction.
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Lima, Silene Jucelino de. "Aprendizagem cooperativa: um experimento no ensino de contabilidade." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/12/12136/tde-14022013-131422/.
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Devido à grande discrepância entre os métodos de ensino atuais e a forma como ocorre a atuação profissional do contador, destaca-se a necessidade de estudar métodos que estimulem a interação social e facilitem a cooperação entre os estudantes. Neste cenário, a presente pesquisa dedica-se ao estudo da aprendizagem cooperativa, tema já consolidado no ensino de inúmeras disciplinas de nível secundário, porém recente no ensino superior de contabilidade e com resultados ainda controversos. O objetivo principal é avaliar se a utilização da aprendizagem cooperativa proporciona melhoria na aprendizagem dos alunos de Ciências Contábeis. Para isso, foram escolhidos dois níveis das habilidades intelectuais mais elevadas da taxonomia de Bloom: aplicação e análise. O referencial teórico se baseia na literatura sobre aprendizagem cooperativa, taxonomia de Bloom, estilos de aprendizagem e o problema de gerenciamento de conflitos em grupos conhecido como \"Paradoxo de Abilene\". O experimento foi realizado em uma turma do 1º semestre do curso noturno de Ciências Contábeis da FEA-USP. A amostra inicial era composta por 43 alunos e a final por 36. Os alunos foram divididos em dois grupos: experimental (aprendizagem cooperativa) e controle (aprendizagem individual), utilizando amostragem aleatória estratificada. Os critérios de estratificação foram: 1º) nota parcial em Contabilidade Introdutória; 2º) gênero; 3º) estilo de aprendizagem e; 4º) faixa etária e experiência. Os dois grupos responderam às mesmas questões, porém a turma de controle respondeu individualmente e a turma experimental, em grupos heterogêneos de quatro a cinco indivíduos. Os dados coletados foram analisados utilizando a análise de covariância (ANCOVA) para a categoria aplicação e análise de variância (ANOVA) para a categoria análise. Contrariando as expectativas, os resultados não apuraram diferenças significativas no desempenho dos alunos nas duas categorias. Ao final do estudo, são discutidas as percepções dos alunos sobre a experiência, limitações e sugestões para pesquisas futuras sobre o tema.Due to the large discrepancy between the current learning methods and how is the performance of the professional accountant, stands out the need to study methods that encourage social interaction and facilitate cooperation among students. In this scenario, the present research is devoted to the study of cooperative learning, a topic already consolidated in teaching numerous courses at the secondary level. However, this is recent in higher education accounting and the results are still controversial. The main objective is to evaluate whether the use of cooperative learning provides improvement in student learning in accounting science. For this, we chose two levels of higher intellectual skills of Bloom\'s taxonomy: application and analysis. The theoretical framework is based on the literature on cooperative learning, Bloom\'s taxonomy, learning styles and the problem of conflict management in groups known as \"Abilene Paradox\". The experiment was conducted in a 1st semester of the night course of accounting from FEA-USP. The initial sample was composed of 43 students and end by 36. Students were divided into two groups: experimental (cooperative learning) and control (individual learning), using stratified random sampling. The stratification criteria were: 1) partial score in Introductory Accounting, 2) gender, 3) learning style and, 4) age and experience. Both groups answered the same questions, but the control group answered individually and the experimental group in heterogeneous groups of four to five individuals. The collected data were analyzed using analysis of covariance (ANCOVA) for category application and analysis of variance (ANOVA) for category analysis. Contrary to expectations, no significant differences were cleared in the student performance of cooperative learning in relation to individual learning in both categories. At the end of the study, it was discussed the perceptions of students about the experience, limitations are and suggestions for the future research on the topic.
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Nwotchouang, Blaise Simplice Talla. "SKULL-BASED MORPHOMETRICS AND BRAIN TISSUE DEFORMATION CHARACTERIZATION OF CHIARI MALFORMATION TYPE I." University of Akron / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=akron1595877233083287.
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Ladyshewsky, Richard Kaban. "A Quasi-Experimental Study of the Effects of a Reciprocal Peer Coaching Strategy on Physiotherapy Students' Clinical Problem Solving Skills." Curtin University of Technology, Faculty of Education, 2000. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9420.
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This research was carried out to further the theoretical and practical understanding of peer assisted learning in undergraduate physiotherapy clinical education. A quasi-experimental study, with both a control group and an experimental group, was developed to examine the effects of peer assisted learning on the cognitive, psychomotor and affective components of clinical competence.On a more specific level, the main aim of the study was to investigate two models of clinical learning used in physiotherapy: the individualistic and reciprocal peer coaching models. Differences in history taking, physical examination and clinical reasoning were studied by having individual students, and pairs of students, complete an assessment of a simulated patient followed by a clinical reasoning test. A conceptual framework illustrates the main theoretical implications of this study. This framework incorporated current knowledge about clinical reasoning in medicine and the allied health sciences, in particular, reasoning from a novice practitioner's perspective. The conceptual framework, however, was expanded to demonstrate how peer assisted learning can influence the knowledge, cognitive and metacognitive aspects of clinical reasoning and performance.The main findings of the study were that reciprocal peer coaching led to statistically significant improvements in performance and clinical reasoning in the experimental group. In most cases, positive effect size differences appeared in favour of the experimental group. Most noteworthy differences were in the areas of physical examination and overall thoroughness of the patient encounter. Subjects in the experimental group also outperformed subjects in the control group on the overall clinical reasoning test to a statistically significant degree. A similar outcome was also noted in terms of patient management, that is, the planning and ++development of treatment interventions. Low achieving students in the reciprocal peer coaching group outperformed low achieving students who worked independently. Qualitative differences in the learning atmosphere of both models were also reported by subjects. While the actual clinical reasoning process did not appear to differ across both groups, practical differences in the actual learning experience did appear. Students in the experimental group reported being less anxious than students in the control group. The reciprocal peer coaching process was also an effective means of creating a supportive learning environment. These results are consistent with the major conclusions in the literature. Specifically, that peer assisted learning methods can increase achievement in learners (Goldschmid & Goldschmid, 1976; Johnson et al., 1998; Milson & Laatsch, 1996; Riggio et al., 1991; Riggio et al., 1994; Topping, 1996).
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Månsson, Ann. "A tailored skills training programme for professionals in primary health care to increase prescriptions of physical activity on prescription, FaR." Thesis, Uppsala universitet, Institutionen för folkhälso- och vårdvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-155614.
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ABSTRACT Aim: The aim of this study was to evaluate and study the effects of a tailored behavioural skills intervention on the amount of FaR® prescribed, and to describe self-efficacy over time for prescribing FaR® in participants from primary health care units. Method: A quasi-experimental single-case design with multiple–baseline across time and settings was used. Each baseline had an ABC design, baseline (A), intervention (B) and post-intervention (C). The intervention was introduced across two different PHCUs at different times. It was seven participants included. Primary outcome measurements were repeatedly collected for participants in settings. The method was based on behavioural medicine principles. Key concepts from SCT theory was used in the intervention. Result: The result seemed to demonstrate an effect on the prescribing behaviour in terms of a slightly increased amount of prescribed FaR® during the intervention phase, even though not for all participants. It was no or short latency for the changed behaviour during intervention. Adopted behaviour was not maintained in the post-intervention phase. Self-efficacy for prescribing FaR® varied. The variation of overall self-efficacy between baseline and post-intervention was from -10% to 81%. Conclusion: This study indicated that a tailored skills training programme might have the potential to change the prescribing behaviour among professionals in primary health care. An intervention lasting for eleven weeks seemed not enough to maintain the achieved performance. No conclusion could be done on self-efficacy. Keywords: Quasi-experimental single-case design, physical activity on prescription FaR®, behavioural medicine, implementation, primary care.
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Davis, Gwendolyn Berry. "The effects of skipping more difficult items on time-limited tests: a quasi-experimental design." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/37753.
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Kalezic, Ivana. "Experimental studies of spinal mechanisms associated with muscle fatigue." Doctoral thesis, Umeå : Idrottsmedicinska enheten, Kirurgisk och perioperativ vetenskap, Umeå universitet, Belastningsskadecentrum, Högskolan i Gävle, Umeå, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-332.
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Fucci, D. (Davide). "The role of process conformance and developers' skills in the context of test-driven development." Doctoral thesis, Oulun yliopisto, 2016. http://urn.fi/urn:isbn:9789526211657.
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Abstract Modern software development must adapt to demanding schedules while keeping the software at a high level of quality. Agile software development has been adopted in recent years to meet such a need. Test-driven development (TDD) is one practice that has arisen within the agile software development movement that leverages unit tests to develop software in incremental cycles. TDD supporters claim that the practice increases the productivity of the practitioners who employ it, as well as the internal and external quality of the software they develop. In order to validate or refute such claims, the software engineering research community has studied TDD for the last decade; the results of the empirical studies on the effects of TDD have been mostly inconclusive. This dissertation has studied two factors that may impact the manifestation of the claimed effects of TDD on software’s external quality and developers’ productivity: the developers’ conformance to the process (i.e., their ability to follow TDD) and their skills. The research was performed in four phases. In the first phase, the literature was reviewed to identify a set of factors that have been considered to affect TDD. In the second phase, two experiments were executed within academia. A total of 77 students at the University of Oulu, took part in the studies. These experiments investigated the quality of the software, as well as the subject’s productivity with respect to their programming and testing skills. A follow-up study, using data collected during the second experiment, explored the relation between the quality, productivity and the subjects’ process conformance. In the third phase, four industrial experiments, involving 30 professional, were performed. Process conformance and skills were investigated in relation to the TDD’s effects on external quality and productivity. The fourth phase synthesized the evidence gathered in the two previous phases. The results show that TDD is not associated with improvements in external quality, or developers’ productivity. Further, improvements in both external quality and productivity are associated with skills, rather than with the process, at least in the case of professional developers. Hence, process conformance has a negligible impact. The productivity of novice developers, on the other hand, can benefit from the test-first approach promoted by TDDTiivistelmä Modernin ohjelmistokehityksen täytyy mukautua haastaviin aikatauluihin säilyttäen ohjelmistojen korkea laatu. Ketterä ohjelmistokehitys on viime vuosina omaksuttu tähän tarpeeseen ja suuntauksessa on saanut alkunsa testivetoisen kehityksen käytäntö, joka hyödyntää yksikkötestausta ohjelmiston inkrementaalisessa, syklisessä kehityksessä. Testivetoisen kehityksen puolestapuhujat väittävät tämän käytännön lisäävän ohjelmistokehittäjien tuottavuutta sekä ohjelmiston sisäistä ja ulkoista laatua. Ohjelmistotuotannon tutkimusyhteisö on tutkinut testivetoista kehitystä viimeisen vuosikymmenen aikana vahvistaakseen tai kumotakseen nämä väitteet. Empiiriset tutkimukset testivetoisen kehityksen vaikutuksista ohjelmistotuotantoon ovat suurelta osin tuloksettomia. Tämä väitöstyö tutkii kahta tekijää, jotka voivat vaikuttaa testivetoisen kehityksen väitettyjen vaikutusten ilmentymiseen ohjelmiston ulkoisena laatuna ja ohjelmistokehittäjien tuottavuutena: ohjelmistokehittäjien taitoja ja prosessin mukaista toimintaa. Tutkimus toteutettiin neljässä vaiheessa. Ensimmäisessä vaiheessa tehtiin kirjallisuuskatsaus, jolla selvitettiin tekijöitä, joiden on katsottu vaikuttavan testivetoiseen kehitykseen. Toisessa vaiheessa tehtiin Oulun yliopistolla kaksi koetta, joihin osallistui kaikkiaan 77 opiskelijaa. Kokeissa tutkittiin ohjelmiston laadun ja osallistujien tuottavuuden suhdetta heidän ohjelmointi- ja testaustaitoihinsa. Toisen kokeen aikana kerättyä aineistoa hyödynnettiin jatkotutkimuksessa, jossa tarkasteltiin laadun, tuottavuuden ja prosessin mukaisen toiminnan suhdetta. Kolmannessa vaiheessa tehtiin neljä koetta, joihin osallistui 30 ohjelmistoalan ammattilaista. Prosessin mukaista toimintaa ja taitoja tutkittiin suhteessa testivetoisen kehityksen vaikutuksiin ohjelmiston ulkoiseen laatuun ja tuottavuuteen. Neljännessä vaiheessa syntetisoitiin kahden edellisen vaiheen löydökset. Tulokset osoittavat, ettei testivetoinen kehitys liity ulkoisen laadun parantumiseen eikä ohjelmistokehittäjien tuottavuuteen. Parannukset laadussa ja tuottavuudessa liittyvät ennemmin taitoihin kuin prosessiin, ainakin ohjelmistokehityksen ammattilaisten kohdalla. Näin ollen prosessin mukaisella toiminnalla on vähäpätöinen vaikutus. Toisaalta testivetoisen kehityksen suosiman test-first-menettelytavan hyödyntäminen voi edistää aloittelevien ohjelmistokehittäjien tuottavuutta
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Solomon, RS. "The effectiveness of an outreach intervention to provide teachers with the skills to implement practical and experimental work in their classes." Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1881.
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Solomon, Robert Simon. "The effectiveness of an outreach intervention to provide teachers with the skills to implement practical and experimental work in their classes." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1943.
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Thesis submitted in fulfilment/partial fulfilment of the requirements for the degree
Master of Education:
in the Faculty of Education
at the Cape Peninsula University of Technology
Supervisor: Professor Fred Lubben
Mowbray, 2012Practical work in Science is considered to be an important component of science education. However, teachers in poor schools in the rural areas generally find it difficult to conduct practical work. An outreach project ‘Science for Rural Communities’ was launched to address this problem. The purpose of this study was to investigate the nature and coherence of the project and its influence on science teachers’ content knowledge, skills and classroom practice. The research is situated within a qualitative interpretive paradigm and has adopted an evaluative research design, underpinned by grounded theory as a method of analysis. The use of an evaluative framework normally used for curriculum innovation was adapted for the exploration of impact of the teachers’ professional development project. Teachers reported that they benefitted from participation in the project in various ways, such as increased conceptual understanding of science knowledge, improved practical skills and enhanced confidence. However, there were some inconsistencies identified in terms of project intentions and project outcomes. The suitability of the evaluation framework for teacher professional development programmes is discussed
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Suart, Rita de Cássia. "Habilidades cognitivas manifestadas por alunos do ensino médio de química em atividades experimentais investigativas." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-31052012-112942/.
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Algumas pesquisas em Ensino de Química têm destacado a importância do uso de atividades experimentais investigativas para o desenvolvimento de habilidades cognitivas nos alunos e para sua maior participação no processo de aprendizagem. Os experimentos investigativos são uma das estratégias sugeridas para alcançar esses objetivos. Assim, se os alunos participarem de etapas como: coleta de dados, análise e discussão; poderão formular hipóteses e propor soluções para o problema proposto, desenvolvendo seu raciocínio lógico e habilidades cognitivas importantes para a construção do conhecimento químico e para a sua formação cidadã. Desta forma, a presente pesquisa investigou as habilidades cognitivas manifestadas por alunos do ensino médio de química em atividades experimentais investigativas. Foram gravadas, em áudio e vídeo, quatro seqüências de aulas desta natureza em duas escolas localizadas na cidade de São Paulo. Três seqüências de aulas foram realizadas em uma mesma escola e conduzidas pela mesma professora. Os conceitos abordados foram: densidade e temperatura de ebulição. O conceito de densidade foi desenvolvido em duas turmas, e o conceito de temperatura de ebulição em somente uma delas. O conceito desenvolvido na outra escola foi o de temperatura de fusão. Respostas escritas e os relatórios elaborados pelos alunos também foram coletados e analisados. As aulas foram transcritas e analisadas qualitativamente utilizando categorias de análise criadas pela pesquisadora, baseadas nas habilidades cognitivas manifestadas pelos alunos. Para a elaboração das categorias de análises, utilizou-se as idéias de Zoller, que classifica as habilidades cognitivas de acordo com o baixo ou alto nível de demanda cognitiva requerida para a solução de um problema, denominadas LOCS (Lower Order Cognitive Skills - Habilidades Cognitivas de Baixa Ordem); ou HOCS (Higher Order Cognitive Skills - Habilidades Cognitivas de Alta Ordem). Verificou-se, grande participação dos alunos nas atividades e manifestação de habilidades cognitivas de alta ordem, como elaboração de hipóteses e análise de variáveis, porém, grande parte das respostas foi classificada como habilidades cognitivas de baixa ordem. Entretanto, o nível de habilidades cognitivas manifestadas pelos alunos está relacionado com o nível cognitivo das questões propostas pelo professor. A análise das respostas escritas dos alunos também evidencia habilidades cognitivas de alta ordem, porém, os alunos apresentam certa dificuldade em sintetizar suas idéias e as expressarem por escrito. Os resultados também mostram que o papel do professor é de suma importância ao questionar e propor desafios aos alunos para que estes possam propor suas próprias hipóteses e propor possíveis soluções para o problema.Some studies in Chemistry Teaching have focused the importance of the use of investigative laboratory work to develop students\' cognitive skills to increase the participation in the learning process. So, if the students are involved in steps as: data collection, analysis and discussion, they will be able to formulate hypothesis and to propose solutions to the problem, developing logical reasoning and cognitive skills important to the construction of chemical knowledge and for citizenship. This work investigated the cognitive skills expressed by secondary education students in investigative experimental chemistry activity. The sequences of four inquiry classes carried out in two schools localized in São Paulo were recorded on audio e videotape. Three sequences of classes were conduct by a teacher in one of these schools and the concepts developed were: density and boiling point, in the other school the concept studied was melting point. The reports and the written answers were also colected and analysed. The classes were transcripted and analised qualitatively using the categories developed by this researcher, based on the cognitive skills expresed by the students. Zoller\'s ideas guided the development of the categories. According to him, the cogntive skills may be classified as LOCS and HOCS, based on the cogntive demand claim to answer a question. The results show great involvement of the students in the activity and their answers reveal higher order cognitive skills, such as development of hypothesis; however, they also give answers that were classified as lower order cognitive skills. The analysis of the written answers evidenced higher order cognitive skills; however, the students present some dificults to synthesize their ideas and to express them in their writing. The results also show that the teacher\'s mediation is very important to conduct questions and challenges in order to allow the students to elaborate hypothesis and to propose solutions to the problem.
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Jovica, Peulić. "Efekti trenažnog ciklusa na morfo-funkcionalne I motoričke sposobnosti košarkaša studenata." Phd thesis, Univerzitet u Novom Sadu, Fakultet sporta i fizičkog vaspitanja u Novom Sadu, 2019. https://www.cris.uns.ac.rs/record.jsf?recordId=110754&source=NDLTD&language=en.
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Uvod: Košarka je naizmeničan, dominantno anaerobni timski sport koji igraju sportisti na različitim nivoima. Iako je primarno američki sport, košarka je ubrzo postala i međunarodni, a danas gotovo da nema zemlje u kojoj se ne igra. Razlog za podizanje svesti o košarkaškoj igri je taj što je to društvena igra čijim upražnjavanjem se može zadovoljiti niz socioloških, fizioloških, psiholoških i mnogih drugih aspekata. U trenažnom procesu, samo pravilnim izborom trenažnih programa, raznovrsnosti trenažnih sadržaja, izborom trenažnih metoda i sredstava rada može se očekivati razvoj svih kretnih, funkcionalnih i drugih sposobnosti košarkaša. Prethodno navedeno utiče na izbor vežbi koje će biti primenjene na sportiste odnosno košarkaše, a koje su osnovno sredstvo u trenažnoj tehnologiji za prevođenje sportiste iz nižeg u viši nivo sportske forme.Cilj: Cilj istraživanja je da se kroz odabranu bateriju testova ustanovi efekat zadatog tretmana na transformaciju morfo-funkcionalnih, motoričkih i specifično motoričkih sposobnosti studenata košarkaša sprovedenog u pripremnom delu sezone (predtakmičarski ili bazični deo).Metodologija: Uzorak ispitanika činio je ukupno 95 studenata muškog pola, Severoistočnog federalnog univerziteta u Jakutsku (Rusija) koji broji oko 20000 studenata pretežno iz azijatskog dela sveta. Uzrast ispitanika je od 18-23 godine gde je prosečna starost 20.841.26 godina. Naveden uzorak je metodom slučajnog uzorka podeljen u dve grupe: prva grupa je bila eksperimentalna (N=45), dok je druga grupa bila kontrolna (N=50). Eksperimentalna grupa je realizovala eksperimentalni plan i program. Kontrolna grupa je realizovala „Opšti program treninga košarkaških performansi“ koji se primenjuje u KK“Borac“ iz Čačka.Za svaku dobijenu varijablu izračunati su centralni i disperzioni parametri. Za procenu normalnosti distribucije svih varijabli primenjen je Kolmogorov-Smirnov test. U cilju utvrđivanja razlika u morfo-funkcionalnim i motoričkimi specifično motoričkim sposobnostima studenata košarkaša u inicijalnom i finalnom merenju između kontrolne i eksperimentalne grupe primenjena je multivarijatna analiza varijanse (MANOVA) i univarijatna analiza varijanse (ANOVA). Struktura razlika između grupa i hijerarhija antropometrijskih i motoričkih varijabli na inicijalnom i na finalnom merenju utvrđena je primenom Diskriminativne analize. Stvarni efekti eksperimentalnog i kontrolnog tretmana, na finalnom merenju utvrđeni su uz pomoć univarijatne analize kovarijanse (ANCOVA) i multivarijatne analize kovarijanse (MANCOVA).Rezultati: Rezultati multivarijatne analize varijanse ukazuju da u sistemu primenjenih varijabli postoje statistički značajne razlike između kontrolne i eksperimentalne grupe na finalnom merenju u varijablama za procenu morfoloških karakteristika (p = .000), funkcionalnih sposobnosti (p = .000), motoričkih (p = .000) i specifično motoričkih sposobnosti (p = .000). Rezultati diskriminativne analize (p = .000) ukazuju da postoji jasno definisana granica između subuzoraka kada su u pitanju varijable za procenu morfoloških karakteristika (p = .000), funkcionalnih sposobnosti (p = .000), motoričkih (p = .000) i specifično motoričkih sposobnosti na finalnom merenju. Primenom ANOVA analize utvrđeno je da postoje statistički značajne razlike između subuzoraka studenata košarkaša u varijablama za procenu morfoloških karakteristika i u varijablama za procenu funkcionalnih sposobnosti ispitanika. ANOVA je takođe potvrdila statistički značajne razlike u varijablama za procenu motoričkih i specifično motoričkih sposobnosti. Statistički značajne razlike u gore navedenim varijablama je uočena u korist eksperimentalne grupe.Putem MANCOVA analize utvrđena je statistički značajna razlika između eksperimentalne i kontrolne grupe studenata košarkaša u sistemu primenjenih varijabli za procenu morfoloških karakteristika ispitanika (p=.000), za procenu funkcionalnih sposobnosti (p=.000), za procenu motoričkih sposobnosti (p=.000) i za procenu specifično motoričkih sposobnosti ispitanika (p=.000) na finalnom merenju, na kraju primenjenog eksperimentalnog tretmana u korist eksperimentalne grupe. Rezultati diskriminativne analize (p = .000) ukazuju da postoji jasno definisana granica između subuzoraka kada su u pitanju varijable za procenu morfoloških karakteristika (p = .000), funkcionalnih sposobnosti (p = .000), motoričkih (p = .000) i specifično motoričkih sposobnosti na na kraju primenjenog eksperimentalnog tretmana.Zaključak: Kako je uočena statistički značajna razlika u celom ispitivanom prostoru, može se zaključiti da postoji statistički značajan efekat eksperimentalnog tretmana na određene morfološke karakteristike, funkcionalne, motoričke i specifično motoričke sposobnosti ispitanika. Efekti eksperimentalnog tretmana na košarkaše su bili bolji od efekata konvencionalnog košarkašog treninga.Introduction: Basketball is an alternate, dominant anaerobic team sport that plays athletes at different levels. Although it is the US primarily sport, basketball soon became international, and today there is almost no country in which it is not played. The reason for raising awareness about the basketball game is that it is a social game whose practice can satisfy a range of sociological, physiological, psychological and many other aspects. In the training process, only the correct selection of training programs, variety of training contents, choice of training methods and training tools can be expected to develop all the locomotional, functional and other abilities of basketball players. The aforementioned influences the selection of exercises that will be applied to athletes or basketball players, which are the basic instrumentality in the training technique for translating an athlete from a lower to a higher level of sports form.Objective: The aim of the research is to determine the effect of the given treatment on the transformation of the morpho-functional, motor and specific motor skills of basketball players conducted during the preparatory part of the season (pre-competitive or basic part) through the selected battery of tests.Methodology: The sample of respondents consisted of a total of 95 male students, Northeastern Federal University in Yakutsk (Russia), which has about 20000 students predominantly from the Asian region. The age of the respondents is from 18-23 years, where the average age is 20.841.26 years. The sample was randomly divided into two groups: the first group was experimental (N = 45), while the second group was control group (N = 50). The experimental group realized the experimental plan and program. The control group realized the "General Basketball Performance Training Program", which is being applied in BC "Borac" from Cacak.For each obtained variable, the central and dispersion parameters. The Kolmogorov-Smirnov test was used to estimate the normal distribution of all variables. In order to determine the differences in the morpho-functional, motor and specific motor skills of basketball students in the initial and final measurement between the control and the experimental group, a multivariate variance analysis (MANOVA) and a univariate variance analysis (ANOVA) were applied. The structure of differences between groups and the hierarchies of anthropometric and motor variables on initial and final measurement was determined using the Discrimination Analysis. The actual effects of experimental and control treatment were determined at the final measurement using a univariate covariance analysis (ANCOVA) and multivariate covariance analysis (MANCOVA).Results: The results of the multivariate analysis of variance indicate that in the system of applied variables there are statistically significant differences between the control and the experimental group at the final measurement in variables for estimating morphological characteristics (p = .000), functional abilities (p = .000) .000), motor skills (p = .000) and specific motor skills (p = .000). The results of the discriminant analysis (p = .000) indicate that there is a clearly defined boundary between subunits when it comes to variables for assessing morphological characteristics (p = .000), functional abilities (p = .000), motor (p = .000) and specific motor skills in final measurement.Using ANOVA analysis it was determined that there are statistically significant differences between subsamples of students in variables for evaluation of morphological characteristics and variables for assessing the functional abilities. ANOVA also confirmed statistically significant differences in variables for assessing motor abilities and specific motor skills. In the above mentioned variables statistically significant differences were observed in favor of the experimental group.The MANCOVA analysis showed a statistically significant difference between the experimental and control group of basketball students in the system of applied variables for assessing the morphological characteristics of the respondents (p = .000), for assessment functional abilities (p = .000), for the assessment of motor abilities (p =. 000) and for the assessment of the specific motor abilities of the subjects (p = .000) at the final measurement, at the end of the applied experimental treatment, in favor of the experimental group. The results of the discriminant analysis (p = .000) indicate that there is a clearly defined boundary between subunits when it comes to variables for assessment morphological characteristics (p = .000), functional abilities (p = .000), motor (p = .000) and specific motor abilities, at the end of the applied experimental treatment.Conclusion: As a statistically significant difference was observed in the entire study area, it can be concluded that there is a statistically significant effect of experimental treatment on certain morphological characteristics, functional, motor and specific motor abilities of the respondents. The effects of experimental treatment on basketball players were better than the effects of conventional basketball training.
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Carona, Manuel Pedro Carreiras da Silva. "Avaliação da aplicação experimental do programa de desenvolvimento de competências sociais "Conquistadores de Masmorras"." Master's thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/14215.
Full textAbstract:
Vários métodos de intervenção, com vista à diminuição de comportamentos disruptivos e à
melhoria nos relacionamentos sociais em crianças em idade escolar, têm sido desenvolvidos e
aplicados em contextos formais. Com este estudo pretende-se avaliar a aplicação experimental do
método “Conquistadores de Masmorras” (CM). Este utiliza uma metodologia diferente, pois surge
num contexto lúdico, permitindo desenvolver habilidades de resolução de problemas sociais
levando, em teoria, a uma melhoria nos comportamentos. Para a aplicação deste método foram
selecionados dois grupos de 5 crianças cada e com idades compreendidas entre os 6 e os 11
anos, sendo a um dos grupos aplicado o método CM e com o outro desenvolvidas atividades
lúdicas. Foram utilizados três testes de auto-relato aplicados antes e após a intervenção. A análise
destes testes foi interligada com as notas do facilitador e com relatos feitos pelos pais e
professores, sendo retiradas daí ilações para melhoria do método; Evaluation of the experimental implementation of the social competence development program
“Conquistadores de Masmorras”
Abstract:
Various interventions have been developed with the aim to reduce disruptive behaviors and
improve social relations in school aged children, most of all applied on formal contexts. The aim of
this research is to evaluate the experimental application of the “Conquistadores de Masmorras”
(CM) method. It uses a play context, allowing the children to develop social problem solving skills,
which, in theory, will improve behavior. To the application of this method were selected two groups
of 5 children each, with ages ranging from 6 to 11 years old. On one of these groups was used the
CM method and with the other were developed simple play activities. It were used three self-report
measures, before and after the intervention. The analisys of these measures in conjunction with
the facilitator notes and the reports from parents and teachers, have allowed some conclusions
about what needs to be done to improve the method.
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Dahlin, Karin I. E. "Does It Pay to Practice? : A Quasi-Experimental Study on Working Memory Training and Its Effects on Reading and Basic Number Skills." Doctoral thesis, Stockholms universitet, Specialpedagogiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-87611.
Full textAbstract:
This dissertation is based on results from an intervention study targeting working memory training. A group of 46 boys and 11 girls (aged 10.7) that were attending special units in 16 regular schools participated in the study. The treatment group (n = 42) trained at school every day for 30-40 minutes with an interactive computer program (Cogmed training) for five weeks. The performances of the treatment group on reading related measures and basic number skills are compared to those of a group of students (n =15) that were attending similar special units and received only ordinary special educational instruction. Working memory measures and non-verbal problem solving were compared to students (n = 25) in a control group from a previous study. In Study I, it was found that reading comprehension and working memory measures correlated and improved at post-tests (T2, T3) for the treatment group to a larger extent than for the comparison group. In Study II, it was found that working memory measures and basic number skills were highly related. The performance of the boys in the treatment group improved more than that of the boys in the comparison group on basic number test at both post-tests. In Study III, basic skills assessed three years later (T4) are reported. The treatment group achieved higher scores in reading comprehension compared to pre-tests and compared to the control group. The treatment group seems to have gained from the cognitive training of working memory with the computer assisted program directly after training, after seven months and at the three year follow-up. The gains were observed on visuo-spatial working memory measure (T2, T3), reading comprehension and on basic number skills in boys (T2, T3, T4). The possible mechanisms that may be involved in and may explain the observed improvements of performances are discussed: executive function, attention, memory, motivation, emotions. The study has some methodological limitations and more research is needed to substantiate the efficacy of the program.At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: Submitted.
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Rodrigues, Cláudia Sofia Varino. "Estabelecimento do mecanismo de supressão da invariância percetiva em crianças disléxicas: um estudo experimental com crianças do 1º ciclo do ensino básico." Master's thesis, Universidade de Évora, 2016. http://hdl.handle.net/10174/19017.
Full textAbstract:
O presente estudo investigou se as dificuldades das crianças disléxicas na leitura estão relacionadas com défices no processamento da orientação de estímulos visuais. A amostra foi constituída por 12 crianças disléxicas no final do 4.º ano, e dois grupos de controlo: 12 crianças de final de 4.º ano emparelhadas em idade cronológica e 11 crianças de final de 2.º ano emparelhadas em idade de leitura. As crianças realizaram duas tarefas experimentais igual-diferente onde tinham que assinalar letras ou figuras que tivessem a mesma forma, na tarefa de orientação independente, ou a mesma forma e a mesma orientação, na tarefa de orientação dependente. As crianças disléxicas tiveram dificuldade em identificar como diferentes, pares de letras ou figuras espelhadas, tal como as crianças mais novas, o que não aconteceu com as crianças com a mesma idade cronológica. Os resultados sugerem que as crianças disléxicas têm dificuldade com a orientação quando é necessário esta ser tida em conta; Establishment of the suppression of perceptual invariance mechanism in dyslexic children: an experimental study with children of the 1st cycle of Basic Education
Abstract:
This study investigated if the difficulties of dyslexic children in reading are related to deficits in processing the orientation of visual stimuli. The sample included 12 dyslexic children at the end of the 4th grade, and two control groups: 12 children also at the end of the 4th grade, matched on chronological age, and 11 children at the end of 2nd grade matched on reading age. The children performed two same-different experimental tasks which required them to identify the letters or figures that had the same shape - independent orientation task - or the same shape and the same orientation - dependent orientation task. Dyslexic children performed worse than chronological controls and similar to younger children when they were required to explicitly identify as different pairs of mirrored letters or figures. The present data suggests that dyslexic children may have some deficit in processing the orientation of visual stimuli.
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Martínez, Abadías Nieves. "Evolutionary patterns of the human skull. A quantitative genetic analysis of craniofacial phenotypic variation / Patrons evolutius del crani humà: Anàlisi geneticoquantitativa de la variacio fenotípica craniofacial." Doctoral thesis, Universitat de Barcelona, 2007. http://hdl.handle.net/10803/804.
Full textAbstract:
This thesis is the final outcome of the project "Quantitative genetics of craniofacial traits: a functional approach to heritability", which received support from the Wenner-Gren Foundation for Anthropological Research in 2004.The main goal is to integrate geometric morphometric with quantitative genetics in order to estimate the genetic variation underlying skull morphology and to assess its capability to evolve. The analyses herein are based on a sample of human skulls from Hallstatt, an Austrian village from the Alps. The uniqueness of this sample for evolutionary anthropological studies is the availability of associated genealogical data.
The results show that substantial amounts of genetic variation underlying both size and shape and pervasive genetic integration are the two main aspects that characterize the genetic architecture of the human skull. The main developmental regions of the human skull (namely the face, the neurocranium and the basicranium) have similar amounts of genetic variation. There is evidence for genetic constraints, which reduce the evolutionary potential of the human skull. These correspond to shape features that can not evolve because they do not have sufficient genetic variation. The ability to evolve is restricted by complex patterns of covariation among cranial regions which direct evolution towards certain trajectories of morphological change that would maintain an operational and functional skull shape.
Simulation analyses suggest a re-interpretation of the selective scenarios for human evolution. The origin of any one of the derived characters of modern humans may have facilitated the evolution of the others. The morphological changes associated with bipedalism may have enhanced the evolution of a more globular and expanded neurocranial shape, which could be favoured afterwards by selection for bigger and more complex brains.
Natural selection has significantly acted over the last 200 years, since strong directional selection on skull shape and weak stabilizing selection on skull size has been detected at Hallstatt's population. However, other microevolutionary forces contributed to the evolution of skull morphology but in opposite directions, causing a non correspondence between secular trends and the response to selection patterns. The skull responds to these pressures through complex and widespread networks of genetic and epigenetic interactions.
Aquesta tesi és el resultat final d'un projecte titulat "Quantitative genetics of craniofacial traits: a functional approach to heritability", que va rebre finançament per part de la Wenner Gren Foundation for Anthropological Research l'any 2004.
El principal objectiu d'aquest projecte és integrar els mètodes de Morfometria Geomètrica i de Genètica Quantitativa per quantificar la variació genètica que determina la morfologia del crani humà i estimar la seva capacitat d'evolucionar. Les anàlisis realitzades estan basades en una mostra de cranis moderns de Hallstatt, una localitat dels Alps austríacs. Aquesta és una mostra única per a estudis d'antropologia evolutiva perquè els cranis tenen informació demogràfica i genealògica associada.
Altres objectius específics de la tesi es detallen a continuació:
1) Quantificar els patrons de variació-covariació genètica, fenotípica i ambiental de la morfologia craniofacial humana, a través de caràcters craneomètrics univariats i multivariats.
2) Analitzar els patrons d'integració morfològica del crani humà, tant a nivell fenotípic com genètic.
3) Estimar la capacitat evolutiva del crani humà.
4) Simular l'evolució dels caràcters derivats de la morfologia craniofacial dels humans moderns.
5) Detectar l'acció de la selecció natural en el crani humà, combinant dades demogràfiques d'èxit reproductiu amb dades morfològiques.
Els resultats obtinguts evidencien que els dos aspectes que caracteritzen l'arquitectura genètica del crani humà són, d'una banda, els elevats nivells de variació genètica que determinen tant la forma com la grandària del crani humà; i per l'altra, els patrons dominants d'integració morfològica. Les tres regions principals del crani (la cara, el neurocrani i el basicrani) presenten nivells similars de variació genètica, però la base del crani és la que mostra una major integració.
Les anàlisis de Genètica Quantitativa indiquen l'existència de límits genètics al canvi morfològic, que redueixen la capacitat de resposta a la selecció. Aquests límits corresponen a característiques morfològiques que no poden evolucionar perquè no tenen suficient variació genètica heretable. La capacitat evolutiva del crani humana està restringida i dirigida cap a determinades trajectòries de canvi morfològic que mantindrien una forma cranial operativa i funcional.
Les anàlisis de simulació de la selecció mostren que l'origen de qualsevol dels caràcters derivats dels humans moderns pot haver facilitat l'evolució dels altres, fet que suggereix una reinterpretació dels escenaris selectius de l'evolució humana. Concretament, els resultats indiquen que l'evolució del bipedisme podria haver estimulat l'evolució d'una volta cranial més gran i més globular, que posteriorment podria haver estat afavorida per la selecció per un cervell de major grandària i més complex, tal com indiquen les evidències moleculars.
Finalment, s'ha detectat que la selecció natural ha operat en l'evolució de la forma del crani de la població de Hallstatt durant els últims 200 anys. Els resultats mostren una acció significativa de selecció direccional en la forma del crani i de selecció estabilitzadora en la grandària del crani. No obstant això, es detecta que altres forces microevolutives (flux gènic, mestissatge, variació ambiental) han participat en aquest procés evolutiu, però en direccions oposades a les seleccionades.
La conclusió general d'aquesta tesi posa de manifest que el crani humà es troba sota l'acció de nombroses forces evolutives, que actuen simultàniament i dirigint el canvi morfològic. El crani respon a aquestes pressions a través de complexes xarxes d'interacció genètica i epigenètica.
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Forsell, Adam. "Exploring the Efficiency of a Digital Simulation Game for Vocational Training : An experimental approach." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-16526.
Full textAbstract:
This thesis covers an experiment which explores how effectively skills that are gained in a digital serious game can be transferred to a real situation. The context of the experiment is the casual restaurant industry, with focus on the task of a food runner. The results showed to be unreliable when ruling out the chance element with the use of t-tests, which points to that the data produced were coincidental, however the limited deviation in the groups’ performances indicate that there is potential in the addition of a digital game to the traditional training material. This is learned from the reports of the experiments and the analysis of the questionnaires filled out by all the participators.
48
Mallonee, Richard L. "An Experimental Study of a Speech Cue Rhythmic Subdivision Design in the Remediation of Rhythmic Performance Skills of Junior High School Mixed Choirs." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392815482.
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Alonso, Nivaldo. "Estudo comparativo entre enxertos autólogos de crânio e de crista ilíaca. Correlação entre dados macroscópicos e dados histológicos - estudo experimental em coelhos." Universidade de São Paulo, 1992. http://www.teses.usp.br/teses/disponiveis/5/5132/tde-26102005-155504/.
Full textAbstract:
O autor estudou comparativamente, em coelhos, enxertos autólogos retirados do crânio e da crista ilíaca. Os animais foram divididos em dois lotes, crânio e crista ilíaca e a seguir distribuídos em três grupos diferentes, de acordo com o tempo de incorporação do enxerto ósseo. Foram correlacionados as medidas das dimensões e peso do enxerto com os achados histológicos realizados após o sacrifício do animal. O autor observou que o enxerto autólogo de crista ilíaca apresentou maior reabsorção que o de crânio aos sessenta dias. O enxerto autólogo de crânio iniciou a formação óssea mais precocemente que o enxerto de crista ilíacaThe author compared cranial and iliac crest autogenous bone grafts using an experimental model in rabbits. 57 animals were studied and divided in three different groups, according with the time of evaluation, of the bone graft, 18, 30 and 60 days after the first procedure. Before being positioned on the nasal bone and fixed with a screw, the bone grafts were measured and weighted. The same measures were done at the time of removal of the bone graft and all these datas were correlated with the information achieved with histomorphometric parameters of osteogenesis (bone volume, osteoid volume, osteoid surface, osteoblastic surface and osteoid thickness) and of bone resorption (osteoclastic surface and resorption surface). The author concluded: the relation final wight/inicial weight in the cranial bone grafts was greater than in the iliac crest bone grafts; the osteogenesis was smaller on the 18th day in the iliac crest bone grafts group than the control group; the osteogenesis was greater in the cranial bone grafts group than the iliac crest bone grafts group on the 18th and 30th day after bone grafting; the bone resorption was greater in the iliac crest bone grafts group than the cranial bone grafts group after 60 days; the presence of superficial osteogenesis was increased in the cranial bone grafts.
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Voronovič, Roman. "Education of Pupils’ Cognitive Skills through Application of Virtual and Real Experiments during Chemistry Lessons." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130925_093348-96108.
Full textAbstract:
With the development and rapid spread of new teaching methods involving the use of Information and Communication technologies (ICT) the need of new researches has appeared. Cognitive skills (skills of achieving theoretical and practical knowledge) can be effectively developed through chemistry experiments when theoretical and practical knowledge are juxtaposed. The research topic of the dissertation is the impact of ICT based chemistry experiments on cognitive skills education during chemistry lessons. The research was conducted in one of city’s gymnasiums by construction of cognitive skills expression during chemistry lessons model and its’ implementation in education project. Summarized research results showed weaknesses of ICT implementation in chemistry teaching and limitations of virtual chemistry experiments application for cognitive skills education. The dissertation creates guidelines for other researches in the field of ICT implementation for natural science education.Tobulėjant informacinėms ir komunikacinėms technologijoms (IKT) vis didesnį populiarumą ir plėtrą įgauna mokomosios kompiuterinės priemonės, todėl atsiranda būtinumas tirti šių mokymo priemonių įtaką ugdymui. Pažintinių mokėjimų (mokėjimų įgyti teorines ir praktines žinias) ugdymas efektyviai vyksta per chemijos pamokų demonstracinius ir laboratorinius eksperimentus, kai yra sugretinamos teorinės žinios su praktiniais mokėjimais. Disertacijoje nagrinėjama, kokią įtaką pažintinių mokėjimų ugdymui turi chemijos demonstraciniai bandymai ir laboratoriniai darbai atlikti IKT pagalba. Nagrinėjant disertacijoje keliamą mokslinę problemą sukurtas pažintinių mokėjimų raiškos chemijos pamokose modelis, parengtas ir vienoje iš miesto gimnazijų įgyvendintas ugdymo projektas. Apibendrinus atliktų tyrimų rezultatus, nustatyti IKT taikymo chemijos ugdyme trūkumai, aprašyti virtualių chemijos eksperimentų taikymo pažintinių mokėjimų ugdymui ribotumai. Disertacinis tyrimas sukuria gaires kitiems IKT taikymo gamtamoksliniame ugdyme moksliniams tyrimams.