Статті в журналах: "Practice tasks"

1

Senior, Tim. "Two tasks." British Journal of General Practice 68, no. 670 (April 26, 2018): 242. http://dx.doi.org/10.3399/bjgp18x696089.

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Truntaeva, T. I. "Practice-oriented tasks in predicate logic." CONTINUUM. MATHS. INFORMATICS. EDUCATION, no. 1 (2021): 57–64. http://dx.doi.org/10.24888/2500-1957-2021-1-57-64.

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3

VAN CLEAVE, MATTHEW, and CHRISTOPHER GAUKER. "Linguistic Practice and False-belief Tasks." Mind & Language 25, no. 3 (June 2010): 298–328. http://dx.doi.org/10.1111/j.1468-0017.2010.01391.x.

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4

Bentivegna, Darrin C., Christopher G. Atkeson, and Gordon Cheng. "Learning tasks from observation and practice." Robotics and Autonomous Systems 47, no. 2-3 (June 2004): 163–69. http://dx.doi.org/10.1016/j.robot.2004.03.010.

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5

Musakhanova, Gulnora M. "INDEPENDENT EDUCATION AND WAYS OF ITS APPLICATION IN PRACTICE." American Journal of Interdisciplinary Innovations and Research 04, no. 11 (November 1, 2022): 49–53. http://dx.doi.org/10.37547/tajiir/volume04issue11-08.

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In this article, the author reflects on the practical situation of independent educational activities of students today, the tasks they perform in the process of independent education organized in the higher education system, and the problems encountered in performing these tasks.

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Pollatou, E., E. Kioumourtzoglou, N. Agelousis, and G. Mavromatis. "Contextual Interference Effects in Learning Novel Motor Skills." Perceptual and Motor Skills 84, no. 2 (April 1997): 487–96. http://dx.doi.org/10.2466/pms.1997.84.2.487.

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The present study investigated the generalizability of contextual interference effects by extending previous laboratory and field research to novel movements controlled by different motor programs. 30 men and 33 women learned novel throwing and kicking tasks, practicing with blocked, serial, or random schedules. The subjects practiced the tasks four days a week for two weeks and then were given a postest. One week later subjects were given a retention test. Significant improvements in performance were found for all groups for both tasks; however, a significant effect for practice condition was found only for the throwing task during retention, for which the random practice schedule led to better learning than the blocked and the serial practice. These findings suggest that the blocked, serial, and random practice methods could be effectively used for tasks controlled by different motor programs but must be practiced in the same teaching session, without expecting one to be more effective in learning than any other.

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Yeung, Eugene YH, and Roxanna SD Mohammed. "What tasks can physicians delegate to pharmacists?" British Journal of General Practice 68, no. 676 (October 25, 2018): 519.1–519. http://dx.doi.org/10.3399/bjgp18x699509.

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8

Singh, Carter. "What tasks can physicians delegate to pharmacists?" British Journal of General Practice 69, no. 678 (December 27, 2018): 14.1–14. http://dx.doi.org/10.3399/bjgp19x700649.

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9

Borisova, A. M. "About the plots of practice-oriented tasks." Mathematics in School, no. 5 (2022): 3–12. http://dx.doi.org/10.47639/0130-9358_2022_5_3.

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10

Nazarova, G. A., G. E. Sadykanova, and A. Zh Berdenkulova. "THE CONTENT OF RESEARCH TASKS USED IN THE COURSE OF COMPREHENSIVE FIELD PRACTICE IN BIOLOGY." Bulletin of the Korkyt Ata Kyzylorda University 60, no. 1 (2022): 99–106. http://dx.doi.org/10.52081/bkaku.2022.v60.i1.012.

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This article discusses issues related to the methodology of organizing a comprehensive field training practice of students in the specialty "Biology". Field training practice in the specialty 6B01517 - " Biology" is conducted comprehensively in the disciplines of "Soil Science","Plant physiology","Genetics","Methods of teaching biology" and "Evolution". In field training practice in biological disciplines, the requirements for the preparation of research assignments are systematized. In addition, the content of the stages of students' activities in the process of performing educational research tasks is described. In a comprehensive field training practice, the content of tasks is given, which should set the student a task that he must solve, and teach him to solve it with the help of appropriate experiments and observations. Each task performed in field training practice should teach the student to solve a problem that helps him to make decisions through experiment and observation. If necessary, each work should be reviewed, and it should be a small, simple, complete study. The student should be able to discuss the results of his experience with the teacher, as well as draw conclusions from it so that he can get a clear and precise answer to the question posed. It is important that every experience ends to the end. These basic strict pedagogical rules must be followed. When developing the content of the educational field of biology practice, we are guided by the following provisions: integration of education support through the use of interdisciplinary connections; differentiation of scientific information-to preserve the internal structure of the discipline, the development of the scientific information system and its systemic perception, optimization of the logical structure of the topic is necessary; strengthening the direction of professional training. The article also discusses a number of requirements that research tasks must meet during field training in a biological discipline. The content of educational field practice is described in the form of an accumulated system of educational and research tasks in biological disciplines

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11

Smith, Margaret Schwan, and Mary Kay Stein. "Reflections on Practice: Selecting and Creating Mathematical Tasks: From Research to Practice." Mathematics Teaching in the Middle School 3, no. 5 (February 1998): 344–50. http://dx.doi.org/10.5951/mtms.3.5.0344.

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What features of a mathematics classroom really make a difference in how students come to view mathematics and what they ultimately learn? Is it whether students are working in small groups? Is it whether students are using manipulalives? Is it the nature of the mathematical tasks that are given to students? Research conducted in the QUASAR project, a five-year study of mathematics education reform in urban middle schools (Silver and Stein 1996). offers some insight into these questions. From 1990 through 1995, data were collected about many aspects of reform teaching, including the use of small groups; the tool that were available for student use, for example, manipulatives and calculators; and the nature of the mathematics tasks. A major finding of this research to date, as described in the article by Stein and Smith in the January 1998 issue of Mathematics Teaching in the Middle School, is that the highest learning gains on a mathematicsperformance assessment were related to the extent to which tasks were et up and implemented in ways that engaged students in high levels of cognitive thinking and reasoning (Stein and Lane 1996). This finding supports the position that the nature of the tasks to which students are exposed detennines what students learn (NCTM 1991), and it also leads to many questions that should be considered by middle school teachers.

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12

Colapietro, Vincent. "Quotidian Tasks: Habits, Routines, and Rituals." Journal of Speculative Philosophy 36, no. 4 (November 1, 2022): 491–516. http://dx.doi.org/10.5325/jspecphil.36.4.0491.

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ABSTRACT The author frames his exploration in terms of Michel Foucault’s distinction between the practice of emancipation in the strict sense and practices of freedom. He proposes to treat rituals of attention as examples of practices of freedom. Before doing so, however, he considers the socioeconomic contexts in which such rituals must be situated. Then, he sketches what such rituals involve. In a sense, this article is a reflection on a claim put forth by one of the characters in Toni Morrison’s Beloved: “Freeing yourself was one thing; claiming ownership of that freed self was another.” Insights from William James and John Dewey in addition to those from Foucault are deployed to illuminate what is involved in claiming ownership of one’s freed self.

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Doucette, William, and Jon Schommer. "Pharmacy Technicians’ Willingness to Perform Emerging Tasks in Community Practice." Pharmacy 6, no. 4 (October 12, 2018): 113. http://dx.doi.org/10.3390/pharmacy6040113.

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New tasks are being developed for pharmacy technicians in community practice. The objectives of this study were to (1) assess the willingness of community pharmacy technicians to perform new tasks, and (2) to identify factors affecting technicians in assuming new tasks in community pharmacy practice. An online survey asked about the respondent characteristics, involvement in pharmacy technician tasks, willingness to perform emerging pharmacy technician tasks, and influences on pharmacy technicians’ performance of emerging tasks. Descriptive statistics were calculated for all items. A total of 639 usable surveys from community pharmacy technicians were used in the analyses. The respondents reported a mean of 11.5 years working as a pharmacy technician, with 79.2% working full time. Technicians reported high willingness to perform four emerging tasks, moderate willingness for six tasks, and low willingness to perform two tasks. The low willingness tasks were administering a vaccination and drawing a blood sample with a finger stick. Four workplace influences on willingness to perform emerging tasks were insufficient staffing, insufficient time to complete additional tasks, employers not classifying technicians based on specialized skills, and usually feeling stress at work. It appears likely that pharmacy technicians will be willing to perform the new tasks needed to support the emerging patient care services in community pharmacies.

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14

Strobach, Tilo, Roman Liepelt, Harold Pashler, Peter A. Frensch, and Torsten Schubert. "Effects of extensive dual-task practice on processing stages in simultaneous choice tasks." Attention, Perception, & Psychophysics 75, no. 5 (April 12, 2013): 900–920. http://dx.doi.org/10.3758/s13414-013-0451-z.

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15

Abdullahi, Auwal, Thomson W. L. Wong, and Shamay S. M. Ng. "Rehabilitation of Severe Impairment in Motor Function after Stroke: Suggestions for Harnessing the Potentials of Mirror Neurons and the Mentalizing Systems to Stimulate Recovery." Brain Sciences 12, no. 10 (September 28, 2022): 1311. http://dx.doi.org/10.3390/brainsci12101311.

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Rehabilitation of severe impairment in motor function following stroke is very challenging. This is because one of the driving forces for recovery of motor function is tasks practice, something this category of patients cannot voluntarily perform. However, it has now been shown that tasks practice can equally be carried out cognitively and through observation of another person’s practice, using techniques known as mental practice and tasks observation, respectively. Mental practice and tasks observation are believed to activate networks of neurons in the brain known as mirror neurons and mentalizing systems to induce recovery. The effectiveness of these techniques has, however, limited evidence at the moment. One possible explanation for this could be the nature of the protocols of these techniques, especially as regards to the intensity of practice. This article proposes ways the potentials of the mirror neurons and mentalizing systems can be harnessed to optimize recovery of severe impairment in motor function using mental practice and tasks observation. The article suggests, among other ways, protocols where tasks observation or mirror therapy are carried out first, and are then followed by mental practice, increasing the number of times the tasks are observed or mentalized, observation of significant others performing the tasks and mental practice of very familiar tasks.

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KHRYANINA, Irina Mikhailovna, and Margarita Alekseevna GAVRILOVA. "USE OF PRACTICE-ORIENTED TASKS IN TEACHING MATHEMATICS." THEORIA: педагогика, экономика, право, no. 1 (2021): 36–41. http://dx.doi.org/10.51635/27129926_2021_1_36.

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17

Glass, William R., G. Crookes, and S. M. Gass. "Tasks and Language Learning: Integrating Theory & Practice." Modern Language Journal 78, no. 1 (1994): 102. http://dx.doi.org/10.2307/329260.

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18

Raymond, Ginny T., Robert J. Teare, and Charles R. Atherton. "Do Management Tasks Differ by Field of Practice?" Administration in Social Work 20, no. 1 (April 29, 1996): 17–30. http://dx.doi.org/10.1300/j147v20n01_02.

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19

Christensen, Martin, and Jaqui Hewitt-Taylor. "From expert to tasks, expert nursing practice redefined?" Journal of Clinical Nursing 15, no. 12 (December 2006): 1531–39. http://dx.doi.org/10.1111/j.1365-2702.2006.01601.x.

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20

Wesnes, Keith, and Claire Pincock. "Practice effects on cognitive tasks: a major problem?" Lancet Neurology 1, no. 8 (December 2002): 473. http://dx.doi.org/10.1016/s1474-4422(02)00236-3.

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21

Morrow, Daniel, Jerome Yesavage, Von Leirer, and Jared Tinklenberg. "Influence of aging and practice on piloting tasks." Experimental Aging Research 19, no. 1 (January 1993): 53–70. http://dx.doi.org/10.1080/03610739308253923.

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22

Goettl, Barry P. "Part-Task Training of Complex Tasks: Utility of Backward Transfer." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 39, no. 20 (October 1995): 1345–49. http://dx.doi.org/10.1177/154193129503902023.

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Previous studies using the backward transfer technique identified a set of component tasks that are potentially critical to a complex, desk-top flight simulator task. This study directly tested the importance of these tasks using a part-task training paradigm. One group of subjects received part-task training concentrating on the critical component tasks. A second group received part-task training on non-critical component tasks. The third group received whole-task training. Subjects receiving part-task training on the critical tasks performed as well as subjects in the whole-task condition. Females, but not males, receiving practice on the “non-critical” tasks were worse than females in the other two groups, suggesting an aptitude x treatment interaction. Results were not replicated on a transfer task. These data illustrate the importance of selecting component tasks for part-task training, and the utility of the backward transfer technique in identifying those tasks.

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Lin, Chien-Ho (Janice), Katherine J. Sullivan, Allan D. Wu, Shailesh Kantak, and Carolee J. Winstein. "Effect of Task Practice Order on Motor Skill Learning in Adults With Parkinson Disease: A Pilot Study." Physical Therapy 87, no. 9 (September 1, 2007): 1120–31. http://dx.doi.org/10.2522/ptj.20060228.

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Background and Purpose: Random practice of motor tasks has been shown to enhance motor learning. The purpose of this study was to investigate the effects of task practice order (random, blocked) on motor learning in adults with Parkinson disease (PD).Subjects: Twenty adults with mild PD and 20 age-matched adults (controls) participated in the study.Methods: Participants in both groups (PD and control) practiced 3 movement tasks with either a blocked or a random practice order. This 2 participant group × 2 practice order design resulted in 4 experimental groups. The Trail Making Test was administered to all participants to determine task-switching capability. Motor performance on the arm movement tasks was quantified on the basis of the root-mean-square error difference between the goal movement task and each participant's response.Results: The task-switching capability of the control group was superior to that of the PD group. For acquisition, in general, participants in the control group performed with significantly less error than participants in the PD group. For retention, participants in the control group who practiced with a random order performed more accurately than participants in the control group who practiced with a blocked order. However, for the PD group, the findings were reversed; participants who practiced with a blocked order performed more accurately than participants who practiced with a random order. These findings resulted in a group × practice order interaction.Discussion and Conclusion: These pilot study data suggest that, contrary to the findings for age-matched control learners, for learners with mild PD, a blocked practice order may be better than a random practice order for motor learning.

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Papachroni, Angeliki, and Loizos Heracleous. "Ambidexterity as Practice: Individual Ambidexterity Through Paradoxical Practices." Journal of Applied Behavioral Science 56, no. 2 (April 3, 2020): 143–65. http://dx.doi.org/10.1177/0021886320913048.

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Following the turn to practice in organization theory and the emerging interest in the microfoundations of ambidexterity, understanding the role of individuals in realizing ambidexterity approaches becomes crucial. Drawing insights from Greek philosophy on paradoxes, and practice theory on paradoxes and ambidexterity, we propose a view of individual ambidexterity grounded in paradoxical practices. Existing conceptualizations of ambidexterity are largely based on separation strategies. Contrary to this perspective, we argue that individual ambidexterity can be accomplished via paradoxical practices that renegotiate or transcend boundaries of exploration and exploitation. We identify three such paradoxical practices at the individual level that can advance understanding of ambidexterity: engaging in “hybrid tasks,” capitalizing cumulatively on previous learning, and adopting a mindset of seeking synergies between the competing demands of exploration and exploitation.

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Kang, Hosun. "Preservice Teachers’ Learning to Plan Intellectually Challenging Tasks." Journal of Teacher Education 68, no. 1 (December 2, 2016): 55–68. http://dx.doi.org/10.1177/0022487116676313.

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This study explores how and under which conditions preservice secondary science teachers (PSTs) engage in effective planning practices that incorporate intellectually challenging tasks into lessons. Drawing upon a situative perspective on learning, eight PSTs’ trajectories of participation in communities of practice are examined with a focus on planning throughout student teaching. Data include 32 sets of teaching artifacts, interviews with PSTs, interviews with methods course instructors, and interviews with mentor teachers. The analyses show that instructional tasks observed at the beginning of lessons link to the ways in which PSTs engage in the three interrelated processes of (a) framing instructional goals, (b) constructing a lesson scenario, and (c) addressing problems of practice. The consistencies and changes observed in the PSTs’ trajectories of planning reveal the dynamic, responsive, and contentious nature of planning situated in local contexts. Three implications for designing productive learning opportunities for PSTs are discussed.

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Endres, Tino, Lena Kranzdorf, Vivien Schneider, and Alexander Renkl. "It matters how to recall – task differences in retrieval practice." Instructional Science 48, no. 6 (November 10, 2020): 699–728. http://dx.doi.org/10.1007/s11251-020-09526-1.

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AbstractThe type of a recall task may substantially influence the effects of learning by retrieval practice. In a within-subject design, 54 university students studied two expository texts, followed by retrieval practice with either short-answer tasks (targeted retrieval) or a free-recall task (holistic retrieval). Concerning the direct effects of retrieval practice, short-answer tasks led to increased retention of directly retrieved targeted information from the learning contents, whereas free-recall tasks led to better retention of further information from the learning contents. Concerning indirect effects, short-answer tasks improved metacognitive calibration; free-recall tasks increased self-efficacy and situational interest. These findings confirm the assumption that the effects of retrieval practice depend on the type of recall task: short-answer tasks help us remember targeted information units and foster metacognitive calibration. Free-recall tasks help us remember a broader spectrum of information, and they foster motivational factors.

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Silverman, Howard D., Elaine B. Steen, Jacqueline N. Carpenito, Christopher J. Ondrula, Jeffrey J. Williamson, and Douglas B. Fridsma. "Domains, tasks, and knowledge for clinical informatics subspecialty practice: results of a practice analysis." Journal of the American Medical Informatics Association 26, no. 7 (April 30, 2019): 586–93. http://dx.doi.org/10.1093/jamia/ocz051.

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Abstract Objective The study sought to develop a comprehensive and current description of what Clinical Informatics Subspecialty (CIS) physician diplomates do and what they need to know. Materials and Methods Three independent subject matter expert panels drawn from and representative of the 1695 CIS diplomates certified by the American Board of Preventive Medicine contributed to the development of a draft CIS delineation of practice (DoP). An online survey was distributed to all CIS diplomates in July 2018 to validate the draft DoP. A total of 316 (18.8%) diplomates completed the survey. Survey respondents provided domain, task, and knowledge and skill (KS) ratings; qualitative feedback on the completeness of the DoP; and detailed professional background and demographic information. Results This practice analysis resulted in a validated, comprehensive, and contemporary DoP comprising 5 domains, 42 tasks, and 139 KS statements. Discussion The DoP that emerged from this study differs from the 2009 CIS Core Content in 2 respects. First, the DoP reflects the growth in amount, types, and utilization of health data through the addition of a practice domain, tasks, and KS statements focused on data analytics and governance. Second, the final DoP describes CIS practice in terms of tasks in addition to identifying knowledge required for competent practice. Conclusions This study (1) articulates CIS diplomate tasks and knowledge used in practice, (2) provides data that will enable the American Board of Preventive Medicine CIS examination to align with current practice, (3) informs clinical informatics fellowship program requirements, and (4) provides insight into maintenance of certification requirements.

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Paul, Serene S., Sydney Y. Schaefer, Genevieve N. Olivier, Christopher S. Walter, Keith R. Lohse, and Leland E. Dibble. "Dopamine Replacement Medication Does Not Influence Implicit Learning of a Stepping Task in People With Parkinson’s Disease." Neurorehabilitation and Neural Repair 32, no. 12 (November 9, 2018): 1031–42. http://dx.doi.org/10.1177/1545968318809922.

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Introduction. Treatment of Parkinson’s disease (PD) with exogenous dopamine (ie, levodopa) may positively affect motor symptoms, but may negatively affect other functions such as the learning of motor skills necessary for rehabilitation. This study aimed to determine whether levodopa medication affects general and sequence-specific learning of a stepping task and the transfer of movement skill to untrained balance tasks in people with PD. Methods. Participants with PD were randomized to practice “on” (n = 14) or “off” (n = 13) levodopa medication. Participants practiced 6 blocks of 6 trials of 24 steps of a stepping task over an acquisition period of 3 consecutive days, followed by single retention blocks of 6 trials 2 and 9 days later. Participants were also assessed on untrained balance (ie, transfer) tasks “on” levodopa before practice and following late retention. Results. There were no between-group differences in general learning, sequence-specific learning, or transfer of skill to untrained balance tasks ( P > .05). Both groups demonstrated general and sequence-specific learning ( P < .001) and trends for improvement in untrained tasks ( P < .001 to P = .26) following practice. Detailed analysis of early acquisition revealed no difference between medication groups. Conclusion. People with PD improved performance on the stepping task with practice. The between-group effect sizes were small, suggesting that levodopa medication status (“on” versus “off”) during practice did not significantly affect general or sequence-specific learning of the task or components of early acquisition. The practice dose required to optimally result in functional improvements in untrained balance tasks, including reductions in falls, remains to be determined.

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Schulz, Geralyn M., William O. Dingwall, and Christy L. Ludlow. "Speech and Oral Motor Learning in Individuals With Cerebellar Atrophy." Journal of Speech, Language, and Hearing Research 42, no. 5 (October 1999): 1157–75. http://dx.doi.org/10.1044/jslhr.4205.1157.

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The purpose of this study was to determine whether cerebellar pathology interferes with motor learning for either speech or novel tasks. Practice effects were contrasted between persons with cerebellar cortical atrophy (CCA) and control participants on previously learned real speech, nonsense speech, and novel nonspeech oral-movement tasks. Studies of limb motor learning suggested that control participants would evidence reduced variability, increased speed of movement, and reduced movement amplitude with practice as compared with the CCA group. No significant differences were found between the real- and nonsense-speech tasks. For both speech tasks, although neither group reduced their movement variability with practice, both groups significantly reduced jaw closing displacement and velocity with practice. For the novel nonspeech oral-movement task, no change with practice was observed in either group in terms of variability, amplitude, or peak velocity. No effects of cerebellar pathology were seen in either the speech- or oral-movement tasks. These results demonstrated that with practice of speech tasks, a previously learned motor skill, movement speed and displacement decreased in both groups. Therefore, the effects of practice differed between previously learned speech tasks and the novel oral-movement task regardless of cerebellar pathology.

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Gadd, Cynthia S., Elaine B. Steen, Carla M. Caro, Sandra Greenberg, Jeffrey J. Williamson, and Douglas B. Fridsma. "Domains, tasks, and knowledge for health informatics practice: results of a practice analysis." Journal of the American Medical Informatics Association 27, no. 6 (May 18, 2020): 845–52. http://dx.doi.org/10.1093/jamia/ocaa018.

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Abstract Objective To develop a comprehensive and current description of what health informatics (HI) professionals do and what they need to know. Materials and Methods Six independent subject-matter expert panels drawn from and representative of HI professionals contributed to the development of a draft HI delineation of practice (DoP). An online survey was distributed to HI professionals to validate the draft DoP. A total of 1011 HI practitioners completed the survey. Survey respondents provided domain, task, knowledge and skill (KS) ratings, qualitative feedback on the completeness of the DoP, and detailed professional background and demographic information. Results This practice analysis resulted in a validated, comprehensive, and contemporary DoP comprising 5 domains, 74 tasks, and 144 KS statements. Discussion The HI practice analysis defined “health informatics professionals” to include practitioners with clinical (eg, dentistry, nursing, pharmacy), public health, and HI or computer science training. The affirmation of the DoP by reviewers and survey respondents reflects the emergence of a core set of tasks performed and KSs used by informaticians representing a broad spectrum of those currently practicing in the field. Conclusion The HI practice analysis represents the first time that HI professionals have been surveyed to validate a description of their practice. The resulting HI DoP is an important milestone in the maturation of HI as a profession and will inform HI certification, accreditation, and education activities.

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Kanode, Jacquelynn O., and V. Gregory Payne. "Effects of Variable Practice on Retention and Motor Schema Development in down Syndrome Subjects." Perceptual and Motor Skills 69, no. 1 (August 1989): 211–18. http://dx.doi.org/10.2466/pms.1989.69.1.211.

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Portions of Schmidt's schema theory, the effects of variable practice on retention and ability to learn a novel motor task, were tested using Down syndrome subjects. 23 subjects ranged in mental and chronological ages from 3.0 to 5.1 yr. and 4.6 to 22 yr., respectively. IQs ranged from 32 to 62. The two throwing tasks were closed, discrete movements requiring no feedback or error detection during movement. Subjects were randomly assigned to a specific-practice, variable-practice, or control group. Specific group subjects practiced 100 trials from the test-target location. Variable-practice subjects also practiced 100 trials but from four different practice locations. The control group practiced an unrelated kicking activity. All subjects participated in identical pretests, posttests, and retention tests to assess accuracy on these throwing tasks. A standard archery target was used to score tosses. To examine the effects of practice on a novel task, two target conditions, or tasks, were employed. On Task A the subject tossed a bean bag at the archery target placed flat on the floor. For Task B, the novel task, the target was placed upright on the wall. Subjects were assigned higher scores for tosses landing closer to the center of the target. Analysis of variance indicated no significant differences between groups on Task A pretest or posttest. Significance was detected for the main effect of group for Task B. However, the Scheffé post hoc test indicated that the simple main effects were nonsignificant. This research did not support Schmidt's schema theory. However, the lack of significant differences between variable- and specific-practice conditions supports the notion that variable practice may be no less effective than specific practice in the instruction of movement skills to subjects with Down syndrome.

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Plews, John L., and Kangxian Zhao. "Tinkering with tasks knows no bounds: ESL Teachers’ Adaptations of Task-Based Language-Teaching." TESL Canada Journal 28, no. 1 (November 3, 2010): 41. http://dx.doi.org/10.18806/tesl.v28i1.1059.

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Research on implementing task-based language-teaching (TBLT) shows that adapting TBLT in ways that are inconsistent with its principles is common among nonnative-speaker English-as-a-foreign-language teachers. Our study of Canadian native-speaker English-as-a-second language teachers reveals how they also adapt TBLT in ways that are incongruent with its theoretical underpinnings, turning it into Presentation-Practice-Production. We thus question speaker identity as an indicator of a teacher’s propensity to adapt TBLT and call for professional development on the effective practice of TBLT for all English-language teachers regardless of their speaker identities.

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Rikard, G. Linda. "The Relationship of Teachers’ Task Refinement and Feedback to Students’ Practice Success." Journal of Teaching in Physical Education 11, no. 4 (July 1992): 349–57. http://dx.doi.org/10.1123/jtpe.11.4.349.

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This study examined the relationship of teachers’ task refinement and feedback to the practice success of low- and high-skilled students. Data were gathered from two introductory striking units taught to fourth graders by physical education specialists. Four high- and 4 low-skilled subjects from intact classes were randomly selected in order to examine practice success when receiving refining tasks as compared to when receiving extending and applying tasks, both before and after teacher feedback. Success for low-skilled subjects remained about the same (74%) in response to both refinement and extending and applying tasks. Modest increases in success occurred when refining tasks were followed by specific feedback. High-skilled subjects’ practice success improved by 14% when they received refining tasks, as compared to when they received extending and applying tasks; however, no increase in success was experienced when teacher feedback followed refining tasks. Feedback following extending and applying tasks did result in increases in practice success for these subjects.

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Svyrydova, L. V. "THE RESOLUTION OF LINGUISTIC TASKS IN THE EXPERT PRACTICE." Theory and Practice of Forensic Science and Criminalistics 15 (November 30, 2016): 237–43. http://dx.doi.org/10.32353/khrife.2015.27.

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The article provides grounds for the establishment of specific expert methods of linguistic studies. Based on the analysis of literary sources that deal with the problems of such linguistic categories as «insult», «threat», «appeal», as well as the norms of the law of Ukraine, the article investigates into the possibility of solving within forensic examination certain types of tasks that may be of interests to investigation and court bodies as well as for legal entities and natural persons. These tasks include the identification in the texts of utterances in the form of appeals, threats, as well as those that contain insulting language. Illustrated with examples from expert practice the article shows the possibility of solving the abovementioned tasks and outlines the necessity of further theoretical research and methodological output in the sphere of linguistic examinations. The article also studies the issue of the expert’s competence in the sphere of studying written texts while solving the abovementioned tasks. It demonstrates the capacity of linguistic studies within a comprehensive examination, and describes other types of tasks whose resolution is envisaged within the expert practice.

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O'Brien, M. T., and J. Littrich. "Using Assessment Practice to Evaluate the Legal Skills Curriculum." Journal of University Teaching and Learning Practice 5, no. 1 (January 1, 2008): 68–84. http://dx.doi.org/10.53761/1.5.1.6.

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A comprehensive audit of the skills curriculum offered to students in a Bachelor of Laws program yielded important insights about the collective impact of assessment tasks on the hidden and operational skills curriculum. This qualitative case study supports the views (1) that assessment tasks provide significant skills practice and performance opportunities for students; (2) that assessment provides students with important cues about what type of learning is valued; and (3) that review of assessment practices across the curriculum can provide important information for curricular reform.

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Smith, Margaret Schwan. "Reflections on Practice: Redefining Success in Mathematics Teaching and Learning." Mathematics Teaching in the Middle School 5, no. 6 (February 2000): 378–86. http://dx.doi.org/10.5951/mtms.5.6.0378.

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Amajor goal of current reform efforts is to help students learn mathematics with understanding. “Good” mathematical tasks are an important starting point for developing mathematical understanding, but selecting and setting up good tasks does not guarantee a high level of student engagement (Smith and Stein 1998). Using such tasks can, and often does, present challenges for teachers and students.

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Lamekhova, Elena A., and Yury G. Lamekhov. "Methodology for providing an integrated approach to the preparation of educational practice for prospective teachers of Geography and Biology." Samara Journal of Science 9, no. 2 (May 29, 2020): 248–53. http://dx.doi.org/10.17816/snv202306.

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This paper discusses the methodology for providing an integrated approach to the preparation of educational practice Introduction to Geography and Biology. The practice is a part of Geography and Biology teacher training process at a pedagogical university. The organization of practice is based on the Federal State Educational Standard of Higher Education. Bachelor graduates must be able to carry out professional activities in the education system. During the study period students must develop general cultural, general professional and professional competencies. To ensure the quality of students training, the curriculum provides educational and work practices. The effectiveness of educational practice depends on the use of an integrated approach methodology, which involves a combination of propaedeutical theoretical tasks, practical tasks performed by students in ecosystems accessible for educational purposes and individual student work in various ecotopes. The implementation of practical tasks is aimed at acquainting students with the species composition of plants and animals, as well as forming students ideas about the real existence of sets of organisms with a certain structure and group adaptations to the environment. The substantial aspect of educational practice allows students to update their theoretical knowledge in the field of general ecology, botany and zoology.

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Wilkinson, Andrea J., and Lixia Yang. "Inhibition Plasticity in Older Adults: Practice and Transfer Effects Using a Multiple Task Approach." Neural Plasticity 2016 (2016): 1–12. http://dx.doi.org/10.1155/2016/9696402.

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Objective. To examine plasticity of inhibition, as indexed by practice effects of inhibition tasks and the associated transfer effects, using a multiple task approach in healthy older adults.Method. Forty-eight healthy older adults were evenly assigned to either a practice group or a no-contact control group. All participants completed pretest (2.5 hours) and posttest (2 hours) sessions, with a 2-week interval in between. During the 2-week interval, only the practice group completed six 30-minute practice sessions (three sessions per week for two consecutive weeks) of three lab-based inhibition tasks.Results. All three inhibition tasks demonstrated significant improvement across practice sessions, suggesting practice-induced plasticity. The benefit, however, only transferred to near-near tasks. The results are inconclusive with regard to the near-far and far-far transfer effects.Discussion. This study further extends literature on practice effects of inhibition in older adults by using a multiple task approach. Together with previous work, the current study suggests that older adults are able to improve inhibition performance through practice and transfer the practice gains to tasks that overlap in both target cognitive ability and task structure (i.e., near-near tasks).

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Rink, Judith E., Karen E. French, Peter H. Werner, Susan Lynn, and Amy Mays. "The Influence of Content Development on the Effectiveness of Instruction." Journal of Teaching in Physical Education 11, no. 2 (January 1992): 139–49. http://dx.doi.org/10.1123/jtpe.11.2.139.

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The purpose of this study was to investigate the effect on student learning of different ways of structuring student practice of complex motor skills. Previous research indicated that students who practiced the volleyball set and serve with a four-step progression learned more than students who practiced only the final test for the same number of practice trials; the effect of motivation and practice focused on specific learning cues was unclear. The present study investigated the specific role of progression, refinement, and motivation in learning the volleyball set and serve. Ninth-grade students were randomly assigned to one of five groups: (a) control, (b) final-test practice with refinement tasks after every five trials, (c) final-test practice with motivational feedback only, (d) four-step progression, and (e) four-step progression with refinement after every five trials. All experimental groups were pretested and posttested using the AAHPERD volleyball tests for the set and serve and practiced each skill 10 times a day for 6 days. The results supported the positive effect of providing students with a progression and the need for refinement tasks for parts of the progression.

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Hyunsik Min. "Academic identity and practice tasks of Korean language education." KOREAN EDUCATION ll, no. 89 (January 2012): 213–56. http://dx.doi.org/10.15734/koed..89.201201.213.

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Borgulya, Ágnes. "Hard tasks in the communication practice of multicultural organizations." Studia Mundi - Economica 2, no. 3 (2015): 12–20. http://dx.doi.org/10.18531/studia.mundi.2015.02.03.12-20.

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Ratcliff, Roger, Anjali Thapar, and Gail McKoon. "Aging, practice, and perceptual tasks: A diffusion model analysis." Psychology and Aging 21, no. 2 (2006): 353–71. http://dx.doi.org/10.1037/0882-7974.21.2.353.

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Delahaye, Roel, Deb A. Fantini, and Ray Meddis. "Effects of practice on performance for different masking tasks." Journal of the Acoustical Society of America 105, no. 2 (February 1999): 1153. http://dx.doi.org/10.1121/1.425482.

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Bondaruk, Yana. "CONTEXT OF FORMING STUDENTS’GRAMMAR SKILLS THROUGH TASKS IN MANUALS OF PAVLO TYCHYNA UMAN STATE PEDAGOGICAL UNIVERSITY." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (October 12, 2021): 30–38. http://dx.doi.org/10.31499/2307-4906.3.2021.241560.

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The article deals with the analysis of the basic ways of developing grammar skills of future EFL teachers. It presents the most used set of exercises and tasks oriented to enhance foreign grammar skills and presented in educators’ manuals of Pavlo Tychyna Uman State Pedagogical University. It presents common and different characteristics of teaching books and educators’ manuals of the University. The article analyzes the popular modern approach to teaching grammar “present, then practise”. It proves that tasks in manuals aim to help teach grammar theory through practice of some lexical items and idioms, discourse and different styles of English as well.The aim of the article is to analyze the context of forming students’ grammar skills through tasks in manuals of Pavlo Tychyna Uman State Pedagogical University; to find the common and different characteristics of teaching books and manuals.The article indicates the main ideal of manuals that is as following: to supplement or partly substitute the main teaching book; it contains the set of tasks to form chief students’ language skills; it has some recommendations for individual studying, refers to students’ syllabus and reflects the teaching needs of the faculty or university. It is proved that the approach “present, then practice” for teaching grammar should be organized in several steps that are clearly presented in educators’ manuals: 1) tasks to guess, compare the grammatical structure; 2) tasks to use the grammatical structure in students’ prepared speech; 3) writing tasks to practise grammatical structure; 4) tasks to practise grammatical structure on the spot.The conducted research indicates the importance of teaching grammar for understanding its meaning, finding grammar in discourse and choosing grammatical structures for forming different language styles. Keywords: foreign education; grammar skills; manuals; teaching books; students; set of language tasks; teaching grammar; future EFL teacher.

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Hichisson, Andrew, George Wilcock, Georgette Eaton, Laura J. Taylor, and Jasleen K. Jolly. "Paramedic practice in low light conditions: a scoping review." Journal of Paramedic Practice 15, no. 1 (January 2, 2023): 6–15. http://dx.doi.org/10.12968/jpar.2023.15.1.6.

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Background: Paramedics undertake visually demanding tasks, which may be adversely affected by low lighting conditions. Aims: The study aimed to: identify difficulties paramedics experience carrying out tasks in low light; and establish occupational health standards and adjustments that may improve working practices. Methods: A scoping review was undertaken informed by a professional panel of paramedics recruited through social media. A meta-analysis was conducted assessing visual acuity under different light levels. Findings: Difficulty in driving and in assessing/treating patients under low light conditions were reported. Sixty relevant studies were identified for review. Visual acuity reduces with decreasing luminance, causing increasing difficulties in performing critical tasks. Conclusion: Visual function testing can assess paramedics' visual health and ability to undertake critical tasks. Adjustments may help to improve conditions. Regular occupational health assessments could identify paramedics who need support. Further research should explore levels of visual function and practical adjustments needed for safe clinical practice.

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Cairney, T., S. Robertson, L. Henderson, S. A. Jacob, and P. Forsyth. "Pharmacy technician-led general practice support hub: a feasibility study." International Journal of Pharmacy Practice 30, Supplement_2 (November 30, 2022): ii9. http://dx.doi.org/10.1093/ijpp/riac089.009.

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Abstract Introduction Workforce pressures in general practice have led to Scottish Government initiatives to integrate pharmacy teams into general practice. The focus is completion of prescribing management-related activities releasing general practitioner time for patient-focused workload.1 Activities include medicines reconciliation from immediate discharge letters (IDL), processing outpatient prescription requests (OPL) and special request prescriptions (SR). Pharmacists effectively mobilise GP capacity completing these tasks.2 However, pharmacists may aspire to advanced practice roles including medication review case-load management. Therefore, alternative workload delivery models including centralised pharmacy technician-led general practice support hubs to complete IDL, OPL and SR tasks must be considered. National guidance outlines that pharmacy technicians may complete these tasks autonomously with minimal supervision.3 Unknowns include whether pharmacy technicians can lead this service delivery and the definition of the supervisory support required. Aim To evaluate the feasibility of a pharmacy technician-led hub for completion of SR, IDL and OPL. Methods Feasibility was studied over 4 weeks (12 April – 7 May 2021) during routine service delivery across three medical practices (approx. 23 800 patients) in NHS Greater Glasgow and Clyde. Quantitative real-time self-reported data on the volume of tasks (SR/IDL/OPL), task completion time and volume of pharmacist referrals was collected by pharmacy technicians and pharmacists and analysed in Microsoft Excel®. Qualitative data describing why pharmacy technicians referred tasks to pharmacists was collected and categorized using thematic analysis and Microsoft Excel® by the lead author. Ethical approval was not required for this service evaluation. Results 4485 total tasks were completed: SR 87% (n=3917); IDL 7% (n=323); OPL 6% (n=245). Pharmacy technicians completed most (71%; n=3181) prescribing management-related tasks. A service delivery gap (21%; n=921 of tasks) where workload exceeded technician resource, necessitated pharmacist support. Referral rate for tasks beyond technician competence was 11% (n=383). The locally agreed 48-hour benchmark turnaround to process tasks was achieved for the majority of tasks. Breaches of the target were noted: 53 (1%) SR; 10 (3%) IDL and 5 (2%) OPL. Technicians and pharmacists completed tasks in numerically similar times. 383 tasks were referred to a pharmacist. 134 (35%) tasks could only be completed by a pharmacists due to the need for a prescribing decision or pharmacist-specific knowledge. 226 (59%) could be completed by a technician with additional knowledge or training. Examples include queries requiring interpretation of clinical parameters or blood monitoring or answering medicines information enquiries. 6% (n=23) of referrals were uncategorised due to incomplete data collection. Discussion/Conclusion This study provides new information describing the workload volume achieved by pharmacy technicians and characterising the supervisory role of the pharmacist. Pharmacy technicians convincingly completed most activities. Service delivery gaps need addressed including maintenance of service delivery during periods of authorised absence and professional development time. Pharmacist referral rate can be improved by upskilling pharmacy technicians. The volume of SR tasks drives the workload and could be managed more effectively by converting suitable SR tasks to controlled repeats. A Health Improvement Scotland initiative is developing this work stream. Additional projects must identify training gaps to understand technician development needs and analyse achievement of advanced pharmacist activities where technician-led hub exists. References 1. Scottish Government. Achieving Excellence in Pharmaceutical Care: A Strategy for Scotland. Edinburgh. The Scottish Government, 2017 2. Maskrey M, Johnson CF, Cormack J et al. Releasing GP capacity with pharmacy prescribing support and New Ways of Working: a prospective observational cohort study. Brit J Gen Pract. 2018;68(675):e735-e42 3. Scottish Pharmacy Practice and Prescribing Advisers Association. National Pharmacotherapy Service Specification V4, 2021

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Phelps, Geoffrey, and Gary Sykes. "The practice of licensure, the licensure of practice." Phi Delta Kappan 101, no. 6 (February 24, 2020): 19–23. http://dx.doi.org/10.1177/0031721720909582.

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Licensure tests play a critical role in any profession. Well-designed tests both delineate the core competencies that are required to enter a profession and provide evidence that candidates can safely practice in the profession. They also identify the professional knowledge and skill that differentiates any educated individual from the well-prepared professional. Geoffrey Phelps and Gary Sykes use a series of assessment tasks to illustrate how teacher licensure testing can be designed to focus more directly on assessing aspiring educators’ performance of the professional competencies that make up the day-to-day and moment-to-moment work of teaching.

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Malouin, Francine, and Carol L. Richards. "Mental Practice for Relearning Locomotor Skills." Physical Therapy 90, no. 2 (February 1, 2010): 240–51. http://dx.doi.org/10.2522/ptj.20090029.

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Over the past 2 decades, much work has been carried out on the use of mental practice through motor imagery for optimizing the retraining of motor function in people with physical disabilities. Although much of the clinical work with mental practice has focused on the retraining of upper-extremity tasks, this article reviews the evidence supporting the potential of motor imagery for retraining gait and tasks involving coordinated lower-limb and body movements. First, motor imagery and mental practice are defined, and evidence from physiological and behavioral studies in healthy individuals supporting the capacity to imagine walking activities through motor imagery is examined. Then the effects of stroke, spinal cord injury, lower-limb amputation, and immobilization on motor imagery ability are discussed. Evidence of brain reorganization in healthy individuals following motor imagery training of dancing and of a foot movement sequence is reviewed, and the effects of mental practice on gait and other tasks involving coordinated lower-limb and body movements in people with stroke and in people with Parkinson disease are examined. Lastly, questions pertaining to clinical assessment of motor imagery ability and training strategies are discussed.

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Mutis, Ivan, and Adithya Ramachandran. "The Bimbot: mediating technology for enacting coordination in teamwork collaboration." Journal of Information Technology in Construction 26 (April 26, 2021): 144–58. http://dx.doi.org/10.36680/j.itcon.2021.009.

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Today, BIM technologies in collaborative practice are widespread among construction project stakeholders. However, embracing either distributed or collocated tasks in collaborative practices is a complex, challenging activity. Each team member (actor) views collaborative design problems from a different ‘lens’, framed by the realities of their disciplines, experiences, and levels of engagement on tasks. The effect is a practice prone to conflict generation and misunderstandings among actors. BIM technologies and teamwork should be configured to adapt to one another in practice dynamically. The configuration should enable the effective performance of distributed and collocated work tasks. The presented study investigates these configurations to reveal constitutive aspects of how work should be executed in practice. The study focuses on adapting technology and teamwork to reveal a more effective way of delivering distributed and collocated work tasks. To explore the research question, two components were developed: a theoretical framework and a technology conceptualization. The framework presents fundamental constitutive elements in the coordination process. It illustrates the key aspects that draw the configurations of technology and teamwork. The technology concept is a design to assist in the execution of the tasks for coordination activities. It addresses the constitutive aspects of coordination for BIM processes in practice. The technology concept, named BIMbot, is a cognitive assistant that informs and advises on activities, engages team members together in a task, and facilitates fundamental actions for shared understandings, physical support, and informed advice. This paper contributes to shedding light on the difficulties for team members to reach a shared understanding of knowledge when they use BIM technologies. It presents the first development of the design of technology that provides actionable information to coordinate activities.

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Huggett, Jeremy. "Algorithmic Agency and Autonomy in Archaeological Practice." Open Archaeology 7, no. 1 (January 1, 2021): 417–34. http://dx.doi.org/10.1515/opar-2020-0136.

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Abstract A key development in archaeology is the increasing agency of the digital tools brought to bear on archaeological practice. Roles and tasks that were previously thought to be uncomputable are beginning to be digitalized, and the presumption that computerization is best suited to well-defined and restricted tasks is starting to break down. Many of these digital devices seek to reduce routinized and repetitive work in the office environment and in the field. Others incorporate data-driven methods to represent, store, and manipulate information in order to undertake tasks previously thought to be incapable of being automated. Still others substitute the human component in environments which would be otherwise be inaccessible or dangerous. Whichever applies, separately or in combination, such technologies are typically seen as black-boxing practice with often little or no human intervention beyond the allocation of their inputs and subsequent incorporation of their outputs in analyses. This paper addresses the implications of this shift to algorithmic automated practices for archaeology and asks whether there are limits to algorithmic agency within archaeology. In doing so, it highlights several challenges related to the relationship between archaeologists and their digital devices.

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