Observed need-supportive and need-thwarting teaching behavior in physical education: Do teachers' motivational orientations matter?

ObjectivesThe behaviors physical education (PE) teachers engage in affect a number of important student outcomes. Therefore, it is essential to study the antecedents of these teaching behaviors.Design and methodGrounded in Self-Determination Theory, this cross-sectional study explored the relations between PE teachers' autonomous and controlled motivational orientations and a variety of observed need-supportive and need-thwarting teaching behaviors in 79 PE classes by means of regression analyses.ResultsControl-oriented teachers made less use of an overall need-supportive teaching style and provided less structure during the activity in particular, while they engaged in more need-thwarting teaching behavior in general and in more controlling and cold teaching behavior in particular.ConclusionAlthough autonomy-oriented teachers tended to display the opposite pattern of correlates, these associations were non-significant. As the current findings suggest that teachers' actual teaching behavior is rooted at least partly in their own dispositional motivational orientation, they may inform the design of effective continuous professional development programs and interventions aimed at enhancing teachers' need-supportive teaching. Directions for future research are discussed.     

The coarse-to-fine hypothesis revisited: evidence from neuro-computational modeling

The human perceptual system seems to be driven by a coarse-to-fine integration of visual information. Different results have shown a faster integration of low-spatial frequency compared with high-spatial frequency (HSF) information, starting at early retinal processes. The difference in spatial scale decomposition remains throughout the lateral geniculate nucleus (Hubel & Wiesel, 1977) and V1 (Tootell, Silverman, & De Valois, 1981). During the last decade, a debate has emerged concerning the origin of the coarse-to-fine integration. Is it a constant, perceptually driven integration (Parker et al., 1992 and Parker et al., 1996)? Instead, the flexible use hypothesis suggests that different spatial frequency channels could be enhanced depending on the requirement of the task for high-level cognitive processes like categorization (Oliva and Schyns, 1997 and Schyns and Oliva, 1999). In two connectionist simulations, we have shown that global categorization performance could actually be better performed with HSF information when the amount of information is normalized across the different spatial frequency channels. Those results suggest that high-level requirement alone could not explain the coarse-to-fine bias toward LSF information. A hypothesis is proposed concerning the possible implication of the amount of data provided by different spatial frequency channel that might provide the perceptual bias toward LSF information.     

Auditory discrimination of anisochrony: influence of the tempo and musical backgrounds of listeners

This study explored the influence of several factors, physical and human, on anisochrony's thresholds measured with an adaptive two alternative forced choice paradigm. The effect of the number and duration of sounds on anisochrony discrimination was tested in the first experiment as well as potential interactions between each of these factors and tempo. In the second experiment, the tempo or the inter onset interval (IOI) was varied systematically between 80 and 1000 ms. The results showed that just noticeable differences increase linearly and proportionally with IOI in accordance with Weber's law except for quickest tempo (IOI of 80 ms). The third experiment investigated the role of musical training on anisochrony thresholds obtained for different IOI. It focused on differential effects of musical experiences by comparing non-musicians, instrumentalists, and percussionists thresholds. The results of the present study replicated the findings of previous experiments regarding the adequacy of Weber's law for slow rhythm and provided evidence for its departure for fast tempos. Moreover, thresholds from percussionists seem distinguishable from the ones of other listeners by their highest sensitivity to temporal shifts suggesting therefore the necessity to control the nature of musical experiences. The results are discussed according to current models of time perception.     

Neural substrates of impaired categorical perception of phonemes in adult dyslexics: an fMRI study

Phonological developmental dyslexics remain impaired in phonetic categorical perception (CP) even in adulthood. We studied the brain correlates of CP in dyslexics and controls using a block design fMRI protocol and stimuli from an phonetic continuum between natural /Pa/ and /Ta/ syllables. Subjects performed a pseudo-passive listening task which does not imply voluntary categorical judgment. In the control group, categorical deviant stimuli elicited specific activations in the left angular gyrus, the right inferior frontal gyrus and the right superior cingulate cortex. These regions were not activated in the dyslexic group in which activation was observed for acoustic but not phonetic changes in stimuli. Failures to activate key regions for language perception and auditory attention in dyslexic might account for persistent deficits in phonological awareness and reading tasks.     

A structured pictorial questionnaire to assess DSM-III-R-based diagnoses in children (6–11 years): Development,validity, and reliability

This paper presents a structured pictorial instrument, the Dominic questionnaire, to assess mental disorders in 6- to 11-year-old children. Ninety-nine drawings represent situations corresponding to DSM-III-R based ADHD, CD, ODD, MDD, SAD, OAD, and SPh. However, cognitive limitation of 6- to 11-year-old children do not allow for time-related measurement. The instrument takes 15–20 min to administer. Reliability and validity of the Dominic questionnaire were studied in Parent DISC-2 positive and negative outpatient and general population samples and against clinical judgement. The pictorial approach provides acceptable test-retest reliability and the instrument makes standardized assessment possible for children as young as 6 years of age.This investigation was supported by the National Health Research and Development Program (Ottawa) grant #6605-2780-42. The authors wish to thank L. Houde and S. Lepine for their collaboration and J. J. Breton, P. Cohen, K. Minde, K. Munir, and D. Shaffer for their suggestions and editorial comments.     

Observation of Depictive Versus Tracing Gestures Selectively Aids Verbal Versus Visual–Spatial Learning in Primary School Children

Previous research has established that gesture observation aids learning in children. The current study examined whether observation of gestures (i.e. depictive and tracing gestures) differentially affected verbal and visual–spatial retention when learning a route and its street names. Specifically, we explored whether children (n = 97) with lower visual and verbal working‐memory capacity benefited more from observing gestures as compared with children who score higher on these traits. To this end, 11‐ to 13‐year‐old children were presented with an instructional video of a route containing no gestures, depictive gestures, tracing gestures or both depictive and tracing gestures. Results indicated that the type of observed gesture affected performance: Observing tracing gestures or both tracing and depictive gestures increased performance on route retention, while observing depictive gestures or both depictive and tracing gestures increased performance on street name retention. These effects were not differentially affected by working‐memory capacity. Copyright © 2016 John Wiley & Sons, Ltd.     

Strategies of text retrieval: a criterion shift account.

This study scrutinized people's ability to apply different strategies to randomly intermixed immediate and delayed test items. In three experiments, participants first read one set of stories. Later, they read more stories, and after each one, answered intermixed questions about that story and one of the earlier ones. The experiments cumulatively manipulated amount of delay, test probe plausibility, probe relation (explicit, paraphrase, inference), and testing procedure (mixed versus uniform delay). Using signal detection response criterion as the index of strategy, we contrasted the single criterion hypothesis, according to which one text retrieval criterion is applied to all test items, and a multiple-criterion hypothesis. The results consistently favoured the multiple-criterion hypothesis. The results also indicated that the presence of immediate and delayed probes mutually influence one another: Less extreme signal detection criteria were adopted under mixed than uniform testing. It was concluded that text retrieval strategy is continually calibrated with reference to the quality of the test probes.     

Relative contributions of kind- and domain-level concepts to expectations concerning unfamiliar exemplars: Developmental change and domain differences

Two inferential routes allow children to produce expectations about new instances of ontological categories like “animal” and “artefact.” One is to generalise information from a “look-up table” of familiar kind-concepts. The other one is to use independent expectations at the level of ontological domains. Our experiment pits these two sources of information against each other, using a sentence-judgement task associating properties with images of familiar and unfamiliar artefacts and animals. “Strange” properties are compatible with the ontological concept, but not encountered in any familiar kind. A look-up strategy would lead children to reject them and an independent expectation strategy to accept them. In both domains, we find a difference in reaction to strange properties associated with familiar vs. unfamiliar items, which shows that even young children do use independent domain-level information. We also found a U-shaped curve in propensity to use such abstract information. In addition, animal categories are the object of much more definite domain-level expectations, which supports the notion that the animal domain is more causally integrated than the artefact domain.