Stress and Motor Performance and Learning by Ss of Low and High Initial Ability

1972 ◽  
Vol 34 (3) ◽  
pp. 819-824 ◽  
Author(s):  
Gordon T. Garvie
Keyword(s):  
Electric Shock ◽  
Motor Performance ◽  
Initial Period ◽  
High Ability ◽  
Ability Group ◽  
Heart Rates ◽  
Pursuit Rotor ◽  
And Control ◽  
Male University Students ◽  
Low Ability

60 male university students were given 24 trials on the pursuit rotor over 2 days to examine the effects of electric shock stress on the motor performance by learners of low and high initial ability. In the initial period (Trials 1 to 4 of Day 1) no shock was given; during the stress period (Trials 5 to 12 of Day 1) shock was interpolated during practice; and, in the retest period (Trials 13 to 24 of Day 2) no shock was given. After testing Ss in experimental and control groups, scores were ranked according to initial period and the top 20 scorers (10 control and 10 experimental) were designated as the high-ability group and the low 20 (10 control and 10 experimental) were designated as the low-ability group. Heart rates were monitored during Day 1 performance as a basis for determining whether the experimental Ss were in fact stressed. Threat and administration of electric shock had differential effects on the heart rates of Ss of different initial abilities. The high-ability Ss showed increased heart rates while the low-ability Ss had decreased heart rates. The stress produced by electric shock did not significantly affect motor performance of low-ability and high-ability groups.

Effect of Ability Level upon Retention of a Balance Skill after Two Years

1971 ◽  
Vol 33 (2) ◽  
pp. 527-529 ◽  
Author(s):  
Albert V. Carron
Keyword(s):  
Significant Interaction ◽  
Interactive Effects ◽  
High Ability ◽  
Ability Level ◽  
Ability Group ◽  
Average Ability ◽  
Ability Groups ◽  
Reminiscence Effect ◽  
Balance Skill ◽  
Low Ability

The interactive effects of ability level and a 2-yr. layoff upon forgetting of a balance skill were examined. In an earlier study, Carron and Marteniuk (1970) tested 150 male Ss on the stabilometer, ranked them according to their initial ability level and selected 3 groups ( N = 20 in each) which consisted of the best performers (high-ability group), the worst performers (low-ability group) and the performers scoring closest to the median (average-ability group). No differences were evident following a 1- or a 7-day layoff but a significant interaction (resulting from a reminiscence effect for the high-ability group combined with forgetting for the average- and low-ability groups) was present following a 14-day layoff. Ss from the three ability groups were retested (high ability, N = 9; average ability, N = 8; and low ability, N = 13). While all groups showed forgetting and the high-ability Ss had a considerably smaller percentage of forgetting (23.8% for the high-ability versus 41.5% and 46.0% for the average- and low-ability groups), the interaction between ability groups and forgetting just failed to reach significance.

scholarly journals Reading English as a foreign language: The interplay of abilities and strategies

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Abdulkhaleq Abdulhadi Al-Qahtani
Keyword(s):  
Reading Strategies ◽  
Reading Ability ◽  
Statistical Significance ◽  
Strategy Use ◽  
High Ability ◽  
Ability Level ◽  
Ability Group ◽  
Reading Abilities ◽  
Ability Levels ◽  
Low Ability

This paper investigates the preferred order of reading strategies at three ability levels by L1 Arabic learners of English in an EFL setting. Then it explores whether there was a relationship between ability level and strategy use. Ninety-two EFL college students enrolled in a reading comprehension class participated in this study. They took a TOEFL reading section to determine their reading abilities/levels, and then they completed a biographical and the Survey of Reading Strategies (SORS) questionnaires. Then, statistical analyses were conducted. The results showed that each ability level reported strategy use differently in terms of order and intensity. There was also a statistical significance in strategy use between the high ability and the low ability levels. The low ability level participants reported higher use of the global reading strategies than the high ability group. However, no statistical significance of association was found between reading ability and strategy use

scholarly journals Do Managerial Ability Impact Indonesian Firm Risk-Taking Behavior?

2020 ◽  
Vol 12 (1) ◽  
pp. 18
Author(s):  
Emiliya Rahma Wati ◽  
Heru Tjaraka ◽  
Erina Sudaryati
Keyword(s):  
Risk Taking ◽  
Firm Value ◽  
Structural Equation ◽  
High Ability ◽  
Manufacturing Companies ◽  
Firm Risk ◽  
Managerial Ability ◽  
Risk Taking Behavior ◽  
Corporate Investors ◽  
Low Ability

This study aims to examine the role of managerial in firm decisions. This study recognizes that managerial plays an important role in corporate decision making. Decisions carried out by the company are not only influenced by the manager's explicit mandate to maximize firm value, but also by the manager's ability to manage the company. In previous research it was found that high-ability and low-ability managers have opposite effects on firm behavior and firm value. High-ability managers accept risk-taking whereas low-ability managers refrain from taking risks. Managerial Ability in this study was measured using DEA (Data Envelopment Analysis) while for firm risk-taking behavior using the return on assets (ROA), return on equity (ROE), and research and development costs to total assets (R&D). The model used in this study is a causality model or the relationship of influence between research variables. The proposed model is analyzed using the Structural Equation Model (SEM) causality technique. This research was conducted on manufacturing companies listed on IDX (Indonesian Stock Exchange) in 2013-2017. However, unlike previous studies, the results of this study indicate that highly capable managers play a role in minimizing corporate risk taking. This research contributes as a reference for Indonesian corporate investors and also regulators as a reflection of the effectiveness of regulations made in Indonesia.

scholarly journals How Indonesian Students Use the Polya’s General Problem Solving Steps

2018 ◽  
Vol 8 (1) ◽  
pp. 39-48
Author(s):  
Hari Pratikno ◽  
Endah Retnowati
Keyword(s):  
Problem Solving ◽  
Mathematics Achievement ◽  
Secondary School ◽  
General Problem ◽  
High Ability ◽  
School Students ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Mathematical Problems ◽  
Low Ability

General problem-solving steps consist of understanding the problem, developing a plan, implementing the plan and checking the result. The purpose of this study is to explore how well Indonesia junior secondary school students apply these four steps in solving mathematical problems, especially on plane geometry topics. Using a qualitative approach, with a sample of nine students, of which three students were from the low mathematics achievement category, three from the medium and three from the high category, were given a test and instructed to write the answers to each question step by step. The results were described and categorized into four groups. The first group consisted of students who used all of the four steps. The second and the third were for students who used the first three steps or the first two steps respectively. The fourth group was for those who could only show the first step. The study indicated that for this sample the level of mathematic ability corresponded to how the students applied their problem-solving steps. It was found that students with high ability were included in the first group, while those with moderate ability were in the second group. Low ability students were categorized into group four. Nevertheless, there was one student with high ability who did not to do the checking step and there was one student with low ability who was able to develop a plan.

scholarly journals ANALISIS KEMAMPUAN MENELAAH DAN MEREVISI TEKS DESKRIPSI

2019 ◽  
Vol 10 (1) ◽  
pp. 16
Author(s):  
Sri Maryani ◽  
Bq Desi Milandari ◽  
Murti Sari Dewi
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
High Ability ◽  
Observation Methods ◽  
Quantitative Descriptive ◽  
High Ability Students ◽  
Descriptive Method ◽  
Low Ability

Abstrak: Penelitian ini bertujuan untuk mendeskripsikan kemampuan menelaah dan merevisi teks deskripsi pada siswa kelas VII SMP. Objek dalam penelitian ini berjumlah 29 siswa. Metode pengumpulan data dalam peneltian ini terdiri dari metode observasi, metode tugas, dan metode dokumentasi. Analisis data menggunakan metode deskriptif kuantitatif dan hasil analisisnya disajikan dalam bentuk angka dan dijelaskan dalam suatu uraian dengan rumus Penilaian Acuan Patokan (PAP). Berdasarkan hasil penelitian maka diperoleh kesimpulan bahwa kemampuan menelaah dan merevisi teks deskripsi pada siswa tergolong normal, dengan rincian 41% siswa berkemampuan tinggi, 59% siswa berkemampuan sedang, 0% berkemampuan rendah, dan diperoleh IPK 65 yang berkisar antara 55 sampai dengan 65.Abstract: This study aims to describe the ability to review and revise the description text in class VII SMP students. The objects in this study were 29 students. The method of data collection in this study consisted of observation methods, task methods, and documentation methods. Data analysis uses quantitative descriptive method and the results of the analysis are presented in numerical form and explained in a description using the Standard Reference Assessment (PAP) formula. Based on the results of the study, it can be concluded that the ability to review and revise the description text in students is classified as normal, with the details 41% of high-ability students, 59% of students with moderate ability, 0% of low ability, and 65 GPA which ranges from 55 to 65.

scholarly journals Effect of blended learning on students’ ability level and achievement in senior secondary geography in three education zones in niger state, Nigeria

2020 ◽  
Vol 1 (1) ◽  
pp. 21-26
Author(s):  
Abubakar Yahya Ibrahim
Keyword(s):  
Achievement Scores ◽  
High Ability ◽  
Ability Level ◽  
Significant Interaction Effect ◽  
North East ◽  
The North ◽  
Achievement Score ◽  
Significant Difference ◽  
The Mean ◽  
Low Ability

Purpose of the study: The purpose of this study was to determine the effect of student ability levels on the average value (x̄) of academic achievement of students in geography and the influence of method interactions and abilities on the average achievement score (x̄) of students in geography Methodology: The research design for the study was Quasi-experimental. Niger is one of the 36 States in Nigeria, the state is bordered by Zamfara State in the North, Kebbi State and Benin Republic in North West, Kaduna State in           the North East, In the South it is bordered by Kogi State, South West by Kwara State and South East by Federal Capital Territory (FCT) Abuja (Source: Geography Department FUT, Minna and Ministry of Land and Survey-Niger State, Minna). Main Findings: High ability level students had higher mean (x̄) achievement score that the low ability level students Also there is a significant difference between the mean (x̄) the achievement scores of low and high ability level students. Low ability level students who were taught geography using BLM had higher mean gain achievement score than the low ability level students taught using lecture methods while the high level ability students who were taught using BLM had higher mean gain achievement score than the high ability students taught using lecture method. It was further revealed that there is no significant interaction effect of method and ability level on the mean achievement scores in Geography.

From integrative to game-based integrative peer response: high ability versus low ability

2015 ◽  
Vol 32 (2) ◽  
pp. 170-185 ◽  
Author(s):  
J.H. Wang ◽  
S.Y. Chen ◽  
B. Chang ◽  
T.W. Chan
Keyword(s):  
Peer Response ◽  
High Ability ◽  
Low Ability

Selective Education in Guyana: Comparing the Psychosocial Well-Being of Students Across Schools

2020 ◽  
Vol 42 (1&2) ◽  
pp. 110-138
Author(s):  
Charlotte Shaw ◽  
Janelle Levesque ◽  
Katrina McKie
Keyword(s):  
Education Research ◽  
Ability Grouping ◽  
School Attendance ◽  
Well Being ◽  
The Other ◽  
Future Research ◽  
High Ability ◽  
Student Attendance ◽  
Lower Ability ◽  
Low Ability

Selective education research has demonstrated that students are aware of the low status of being allocated to a low-ability school. Recent data in Guyana has shown that low-ability school attendance is associated with low rates of student attendance, retention, and graduation. This study aims to understand the effects of ability grouping on students by comparing the psychosocial well-being of students from different ability schools. Data was collected from a sample of 193 adolescents (70 males and 123 females) aged 13-18 from four secondary schools; representing the four school ability rankings. It was hypothesised that student psychosocial well-being would be significantly lower in low-ability schools compared to high-ability schools. Unexpectedly, the results indicated that the highest ability school had significantly lower psychosocial well-being than the other lower ability schools. The results may be potentially explained by the theory of Big-Fish-Little-Pond Effect, however confirmation in future research is warranted.

Ability Grouping in the Early Grades: Long-Term Consequences for Educational Equity in the United States

2019 ◽  
Vol 121 (2) ◽  
pp. 1-50
Author(s):  
Anthony Buttaro ◽  
Sophia Catsambis
Keyword(s):  
Test Scores ◽  
Ability Grouping ◽  
Educational Equity ◽  
Eighth Grade ◽  
High Ability ◽  
Ability Group ◽  
English Classes ◽  
Early Grades ◽  
Ability Groups ◽  
Educational Paths

Background Ability grouping has resurged in U.S. schools despite long-standing debates over its consequences for educational equity. Proponents argue that it is the best response to variation in academic skills because it allows teachers to customize the content and pace of instruction to students’ diverse needs. Critics answer that this practice places students in divergent educational paths that reproduce educational and social inequalities. Despite the contested nature of ability grouping, research has yet to produce reliable longitudinal evidence to evaluate critics’ claims. Objective We examine the degree to which exposure to within-class grouping for reading instruction from kindergarten to third grade is predictive of students’ reading test scores and English coursework in the middle grades. Research Design We use multilevel achievement growth models predicting average reading achievement from kindergarten to eighth grade as a function of years of exposure in low, average, or high ability groups in kindergarten through third grade and control variables relevant to each grade. We evaluate the achievement differences between students who are grouped in these ability groups for one or more years and those who were never ability grouped. We use multinomial logistic regression models to estimate the degree to which number of years in each ability group in K–3 grades predicts placements in eighth-grade English classes (below grade or honors, as opposed to regular English classes). Data We use data from the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS–K), a national panel study of the 1998 U.S. kindergarten cohort sponsored by National Center for Education Statistics, U.S. Department of Education. Our sample consists of 7,800 students with data for fall of kindergarten, and spring of kindergarten and first, third, fifth, and eighth grades. Findings Compared with similar students who were ungrouped in the early grades, those in high-ability reading groups have higher test scores, whereas those in low-ability groups have lower test scores in every grade from kindergarten to the eighth grade. In addition, compared with their ungrouped counterparts, students in low-ability groups in the early grades are more likely to enroll in eighth grade English classes that are below grade level, whereas those in high-ability groups in these grades are more likely to enroll in honors eighth-grade English classes. Achievement gaps between previously grouped and ungrouped students increase with every additional year of exposure to ability grouping. Conclusions Students’ ability group placements in the early grades evolve into divergent educational paths that grow further apart with multiple years of grouping. These findings provide the first longitudinal evidence linking ability grouping to the reproduction of educational inequalities.

scholarly journals Tylosin injectable for the treatment of porcine proliferative enteropathy in experimentally inoculated pigs

2019 ◽  
Vol 39 (3) ◽  
pp. 168-174
Author(s):  
Luisa V.A. Otoni ◽  
Michelle P. Gabardo ◽  
Núbia R. Macêdo ◽  
Mariane M. Wagatsuma ◽  
Marina M. Pereira ◽  
...  
Keyword(s):  
Body Condition Score ◽  
Initial Period ◽  
Etiologic Agent ◽  
Economic Losses ◽  
Control Group ◽  
Lawsonia Intracellularis ◽  
Medication Group ◽  
Proliferative Enteropathy ◽  
Condition Score ◽  
And Control

ABSTRACT: Porcine proliferative enteropathy (PPE) is one of the most common enteric diseases in growing and finishing pigs. PPE is characterized by reduced growth performance, accompanied or not by diarrhea. PPE is highly prevalent in several countries of the Americas, Europe and Asia, causing high economic losses in swine herds. The most common form of PPE control in pigs is antibiotic therapy. The objective of this study was to evaluate a new product based on tylosin injectable (Eurofarma Laboratórios S.A.) to control PPE in experimentally inoculated animals. Sixty 5-week-old pigs with mean weight of 9.5kg were divided into two experimental groups of 30 animals: medication and control. All pigs were challenged with Lawsonia intracellularis, the etiologic agent of PPE, on day zero. Fecal score, body condition score, and behavior were daily evaluated. Pigs were weighted on days -2, 13 and 21 of the experiment. Pigs in the Medication Group received tylosin injectable 13 days after inoculation, in three doses with a 12-hour interval between them. Pigs in the Control Group received injectable saline solution following the same protocol. In the Control Group, 23pigs presented with diarrhea before day 13. After day 13, the number of diarrheic animals in this group was reduced to 17. In the Medication Group, 26 pigs presented with diarrhea in the initial period, and in the period after medication, only 11 animals had diarrhea. The score of gross intestinal PPE lesions in the Medication Group was lower than that in the Control Group (p=0.031). The Medication Group also showed lower score for Lawsonia intracellularis antigen-labeling by immunohistochemistry compared with that of the Control Group (p=0.032), showing lower level of infection. These results demonstrate that tylosin injectable (Eurofarma Laboratórios S.A.), administrated in three doses (1mL/20kg) every 12 hours, was effective for the control of PPE in experimentally inoculated pigs.

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