Cognitive abilities,digital games and arithmetic performance enhancement: A study comparing the effects of a math game and paper exercises

Besides entertainment, games have shown to have the potential to impact a broader variety of cognitive abilities. Research has consistently shown that several aspects in cognition such as visual short-memory, multitasking and spatial skills can be enhanced by game play. In a previous study, it was found that playing Monkey Tales, a game aimed at training arithmetic skills, helped second grade pupils to increase their accuracy in mental calculation as compared to paper exercises. In this follow up study we explore whether traditional methods and game training differ in terms of the cognitive processes that both are able to impact. We incorporated standardized measures of working memory and visuo-motor skills. Additionally, the mathematics game was modified and its contents extracted to allow precise comparison between the gaming and paper exercises condition. Thus each single math exercise, type of question (e.g., multiple choice), quantity and order was perfectly matched in the game training and the traditional training conditions. Gains in arithmetical performance, and self-reported measures of enjoyment were also investigated. We found some evidence suggesting that arithmetic performance enhancement induced by game play and paper exercises differ not only in terms of enjoyment but also of working memory capacity improvements.     

篮球技术多媒体CAI课件在体育教学中的研究与应用价值分析

随着科学技术水平的不断提高，在学校教育中应用多媒体CAI的现象越来越普遍，并且受到了广大师生的喜爱。在篮球技术教学中，多媒体CAI课件得到了广泛的应用，并且发挥了非常重要的作用，促进了学生篮球技术水平的提高，实现了预期的教学效果。     

When Teachers' and Parents' Values Differ: Teachers' Ratings of Academic Competence in Children From Low-Income Families.

The authors examined predictors of teachers' ratings of academic competence of 105 kindergarten children from low-income families. Teachers rated target children's expected competence in literacy and math and completed questions about their perceptions of congruence-dissonance between themselves and the child's parents regarding education-related values. Independent examiners assessed children's literacy and math skills. Teachers' instructional styles were observed and rated along dimensions of curriculum-centered and student-centered practices. Controlling for children's skills and socioeconomic status, teachers rated children as less competent when they perceived value differences with parents. These patterns were stronger for teachers who exhibited curriculum-centered, rather than student-centered, practices. The findings suggest a mechanism by which some children from low-income families enter a path of diminished expectations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceived stress management skill mediates the relationship between optimism and positive mood following radical prostatectomy.

This study evaluated relations among optimism, perceived stress management skills (PSMS), and positive mood in 46 men who had surgical treatment for localized prostate cancer. The authors found that optimism, PSMS, and positive mood scores were positively correlated. Positive mood was unrelated to demographic and disease-related control variables. In a hierarchical regression model controlling for PSMS, the relationship between optimism and positive mood became nonsignificant, whereas PSMS remained a correlate of positive mood. Results suggest that the relationship between optimism and positive mood may be mediated by belief in being able to use stress management techniques effectively. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Manual dexterity of older Mexican American adults: a cross-sectional pilot experimental investigation

This paper reports results from an experimental pilot study performed to quantify the manual dexterity of older Mexican American adults. The Purdue pegboard test, a two-arm coordination test, and a hand-tool dexterity test were used in this study. To enable cross-sectional comparisons of manual dexterity measures of older Mexican American adults with young Mexican American adults, these tests were administered to 18 older Mexican American adults aged 63–85 (mean age: 71.3 years, SD: 7.0 years), recruited from senior recreation centers in El Paso, and eighteen young adults aged 21–32 (mean age: 25.6 years, SD: 3.8 years) recruited from the student body at the University of Texas at El Paso. For the Purdue pegboard test, the number of pegs placed in 30 s using the preferred hand, the non-preferred hand, and both hands were first individually monitored. Then, scores on an assembly task using the Purdue pegboard were obtained. For the two-arm coordination test, participants were required to trace a star pattern with a stylus using both hands. The time for task completion and the number of errors made during task performance were monitored. For the hand-tool dexterity test, participants were required to use common hand tools and remove nuts and bolts from one side of a wooden upright, and to assemble nuts and bolts in the corresponding holes on the other side of the upright. The time taken for task completion was recorded. Since modified Levene's test showed equality of variances, two sample t-tests, comparing the mean responses of older adults with the mean responses of young adults for each individual test, were conducted. Results indicate that responses for the older adults were statistically significant different (p<0.001) from young adults for all Purdue pegboard tasks. On the average, older adults performed significantly slower (p<0.001) than young adults on the two-arm coordination test, and committed more errors before task completion (p<0.05). Older adults also took longer to complete the hand-tool dexterity task compared to their younger counterparts (p<0.05). In addition to the t-tests, manual dexterity performance measures from older adults were regressed with age to determine the cross-sectional age effects on manual dexterity measures. Results indicate that all Purdue pegboard performance measures were significantly affected by age (p<0.05). The time to complete the two-arm coordination test was significantly linearly related to age (p<0.05). However, the number of errors committed by older adults in the performance of the two-arm coordination test was not significantly linearly related to age. Time to complete the hand-tool dexterity was also significantly linearly related to age (p<0.05). Accommodating age-related changes in manual dexterity is important for job design in industry, especially in industries employing older adults requiring significant assembly and hand-tool use.

Relevance to industry

Given the aging of the industrial workforce, it is important to understand how manual dexterity is affected by age, so that jobs requiring significant manual dexterity for task initiation, task performance and task completion are designed to fit older adult dexterity levels.     

Defining Phonological Awareness and Its Relationship to Reading Skills in Low-Literacy Adults.

The main purpose of the study reported here was to investigate the relative importance of complexity of syllable structure and task differences in measuring phonological awareness in low-literacy adults. This study is a replication of a study with children conducted by S. A. Stahl and B. A. Murray (1994). Results indicated that the complexity of syllable structure did indeed better describe the construct of phonological awareness in low-literacy adults. At the same time, the authors also found some differences in the pattern of literacy acquisition for their Spanish adults in comparison with child literacy acquisition in English. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Linguistic Knowledge, Processing Speed, and Metacognitive Knowledge in First- and Second-Language Reading Comprehension: A Componential Analysis.

The authors report results of a study into the role of components of first-language (L1; Dutch) and second-language (L2; English) reading comprehension. Differences in the contributions of components of L1 and L2 reading comprehension are analyzed, in particular processing speed in L1 and L2. Findings indicate that regression weights of the L1 and L2 components are different. Although correlations between most processing speed components and reading comprehension are substantial, there are no unique contributions to the explanation of either L1 or L2 reading comprehension when linguistic and metacognitive knowledge are accounted for. In addition, L1 reading comprehension is shown to have a large contribution to L2 reading comprehension, supporting theories of L1-L2 transfer of reading skills. Results are discussed from a developmental perspective. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mapping the Characteristics of a 'Good' Play Therapist.

In this pilot study, concept mapping, a methodological approach combining qualitative and quantitative analytic strategies, was used to identify the therapist qualities, competencies, and skills necessary for effective play therapy outcomes as perceived by a sub-sample of 28 experienced play therapists who are members of the Association for Play Therapy (APT). The clusters associated with the therapeutic relationship and facilitative skills (e.g., empathy, warmth, and genuineness) were rated as the most essential skills to possess and also as the most difficult to develop. In contrast, the clusters associated with play therapy interventions and theories were rated as the least important skills to possess but as the easiest to acquire. The findings are discussed, with implications for therapeutic practice, research, and policy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

浅析结构化在岗培训模式

结构化在岗培训模式(S-OJT)具有计划性强、目标明确、一对一培训、培训场景真实等特点。S-OJT的设计和实施为6个步骤:确定是否采用S-OJT、工作分析、培养培训指导老师、制作S-OJT模块、实施S-OJT和培训过程评估与改进。     

C++程序设计教学中的技能培养

本文阐述了知识与技能的关系,以及C++程序设计教学中知识和技能的双重性要求。以选择语句为例,演示了"先知识后技能"的教学过程。实践证明,这样的教学安排行之有效。