The aim of the study – To determine and assess the variability of movements during the vertical standing jumps with and without the regressive information. Subjects: The subjects were healthy men who cultivate triathlon (age 19-20 years; n = 10). The objectives: to identify and evaluate the variability of vertical jumps when the jumps are performed at 50% of maximal intensity without using the backward information; to identify and evaluate the variability of vertical jumps when the jumps are performed at 50% of maximum with the regressive information about the accuracy of jump; to identify and evaluate the variability of vertical jumps when the jumps are performed at 30% of maximum (before and after the workload) and at maximal intensity (workload) without the use of regressive information; to evaluate the variability of vertical jumps when the jumps are performed at 30% of maximum (before and after the workload) and at maximal intensity (workload) with the backward information for the control jumps. The main conclusions of the study are the following: During the vertical jumps at 50 % of maximum, we have determined similar repetition of vertical jump. This similarity of vertical jumps’ accuracy was determined during the jumps before the workload, during the workload, and after the workload; The repetition of the similar vertical jump depended on the delivery of regressive information: first two jumps with the backward information were significantly increased in comparison to... [to full text]

Syftet med denna systematiska litteraturstudie är att analysera och utvärdera de argument som presenterats i tidigare forskning för och emot subjektiv förankring som litteraturdidaktisk strategi och metod, samt att se om det i tidigare forskning framkommer något alternativ till subjektiv förankring. Tidigare forskning visar att subjektiv förankring förekommer i stor utsträckning, samt att subjektiv förankring är nära förknippat med en matchning av allmän och litterär repertoar. Tidigare forskning visar unisont att subjektiv förankring riskerar att hamna i konflikt med den vidgade erfarenhet som efterfrågas i läroplanen. Med subjektiv relevans har undervisningen en större möjlighet att bemöta detta. I det sociala samspelet växer ny erfarenhet och ny kunskap fram baserat på elevernas respektive erfarenheter och upplevelser. Risken att befintliga erfarenheter leder till självbekräftelse och reproduktion av befintliga kunskaper är avsevärt lägre då boksamtalet sker i ett socialt samspel. Det sociokulturella perspektivet på lärande, svenska som ett erfarenhetspedagogiskt ämne samt läroplanen sammanstrålar i subjektiv relevans. / <p>svenska</p>

High-stakes testing and accountability have infiltrated the education system in the United States; the top priority for all teachers must be student progress on standardized tests. This has resulted in the predominance of reading for test-taking, (efferent reading), in the English, language arts, and reading classrooms. Authentic uses of print activities, like aesthetic reading, that encourage students to engage individually with a text, have been pushed aside. During a 3-week time period, regular level, English 3/American literature students in a Title I magnet high school, participated in this quasi-experimental study (N = 62). It measured the effects of an intervention of reading American literature texts aesthetically and writing aesthetically-evoked reader responses on students’ self-efficacy beliefs regarding their comprehension of American literature. One trained teacher and the researcher participated in the study: student participants were pre- and post- tested using the Confidence in Reading American Literature Survey which examined their self-efficacy beliefs regarding their comprehension of American literature. Several statistical analyses were performed. The results of the linear regression analyses partially supported a positive relationship between aesthetically-evoked reader responses and students’ self-efficacy beliefs regarding their comprehension of American literature. Additionally, the results of the 2 (sex) x 2 (treatment) ANCOVAs conducted to test group differences in self-efficacy beliefs regarding the comprehension of American literature between treatment and control groups indicated a main effect for treatment (but not sex; nor was there a significant sex x treatment interaction), suggesting the treatment was partially effective in increasing students’ self-efficacy beliefs. Seven of the twelve ANCOVAs indicated a statistically significant increase in the treatment group’s adjusted group mean self-efficacy belief scores as a result of being exposed to the intervention. In six of these seven analyses, increases in self-efficacy beliefs occurred in tasks that required three or more higher-order levels of thinking/learning. The results are discussed in terms of theoretical, empirical and practical significance. Future research is recommended to extend the intervention beyond the narrow confines of a Title I magnet school to settings where the intervention could be tested longitudinally, e. g., honors and gifted students, elementary and middle schools.

The different types of day-to- day noise interfere directly in speech comprehension. In oral communication situations, hearers must select the desired speech signal while ignoring all adjacent noise in order to understand the message. The auditory system consists of afferent and efferent auditory pathways that act jointly, and the olivocochlear bundle is a well known circuit within the efferent system. Among the functions attributed to the medial efferent system is improved detection of acoustic signals in the presence of noise. Given that efferent auditory pathways can be activated by suppressing otoacoustic emissions and that this occurs due to the action of fibers in the medial olivocochlear tract via external ciliated cell synapses, and that the speech stimulus familiar to the hearer may be a determining factor for improved speech comprehension in situations of listening with competitive noise, the aim of this study was to assess the importsnce of external ciliated cells in discriminating speech in the presence of competitive noise. This evaluation was initially conducted based on the effect of suppressing transient-evoked otoacoustic emissions in normal hearers in the presence of different suppressor stimuli. Next, familiar speech recognition in the presence of different types and intensities of competitive noise was evaluated. Furthermore, also as a study objective and due to the gap observed during psychoacoustic classes, we propose to develop a device that could contribute to knowledge acquisition of students in terms of speech intelligibility in different noise environments as well as sound localization. To assess the effect of otoacoustic emission suppression, we assessed eight individuals of both sexes, aged between 22 and 26 years, submitted to transient-evoked otoacoustic emission recordings, white noise suppression, white noise and pure tone suppression at 1kHz, auditory training, new recording of white noise and pure tone suppression at 1 kHz, suppression using standard speech and with the “happy birthday to you” song with a familiar voice as suppressor noise. After this pilot study and methodologicsl adjustments, 15 individuals of both sexes, aged between 20 and 37 years were submitted to the following procedures: transient-evoked otoacousrtic emission recordings, emission suppression with white noise, balanced sentences from the Hearing in Noise Test - Brazil protocol and the “happy birthday to you” song. To assess familiar speech recognition, 21 individuals of both sexes, aged between 20 and 35 years were submitted to otoscopy, immittance testing, tonal and vocal audiometries and sentence recognition tests in the presence of competitive noise. It was concluded that all the stimuli used were able to suppress otoacouistic emissions at 1 kHz, and greater suppression was observed with speech stimuli when compared to white noise, also at 1kHz. Familiar speech recognition in normal-hearing adults is higher than that of standard speech with white noise at an intensity of 55 dBSL above the speech recognition threshold. / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Os diferentes tipos de ruídos presentes no cotidiano interferem diretamente na compreensão das palavras. Em situação permeada pela comunicação oral, o ouvinte deve selecionar o sinal de fala desejado enquanto ignora todo o ruído adjacente para entender a mensagem. O sistema auditivo é constituído por vias auditivas aferentes e eferentes que atuam integradamente e o feixe olivococlear é caracterizado como o circuito mais conhecido dentro do sistema eferente. Dentre as funções atribuídas ao sistema medial eferente, destaca-se a melhora na detecção de sinais acústicos na presença de ruído. Sabendo-se que é possível ativar as vias auditivas eferentes por meio da supressão das emissões otoacústicas e que esta ocorre devido à ação das fibras do trato olivococlear medial por meio das sinapses das células ciliadas externas e que o estímulo de fala familiar ao ouvinte pode ser fator determinante para a melhora da compreensão da fala em situação de escuta com ruído competitivo, propôs-se avaliar a importância das células ciliadas externas para a discriminação de fala na presença de ruído competitivo. Inicialmente, esta avaliação foi realizada a partir do efeito de supressão das emissões otoacústicas evocadas por estímulos transientes em ouvintes normais na presença de diferentes estímulos supressores. Posteriormente, também por meio do reconhecimento de fala familiar na presença de diferentes tipos e intensidades de ruídos competitivos. Além disso, ainda como objetivo do estudo e devido a lacuna observada durante as aulas da disciplina de psicacústica, propôs-se o desenvolvimento de um dispositivo que pudesse contribuir para a apreensão de conhecimentos dos alunos no que diz respeito a inteligibilidade de fala em meio a diferentes tipos de ruídos e também sobre o tema localização sonora. Para a avaliação do efeito de supressão das emissões otoacústicas, inicialmente foram avaliados oito indivíduos de ambos os sexos e com idades entre 22 e 26 anos, os quais foram submetidos a registro das emissões otoacústicas evocadas por estímulos transientes, supressão com ruído branco, supressão com ruído branco e tom puro em 1 kHz, treino auditivo, novo registro da supressão com ruído branco e tom puro em 1 kHz, supressão utilizando fala padrão e fala familiar e supressão com o canto “Parabéns para você” em voz familiar como ruído supressor. Posteriormente, após este estudo piloto e após ajustes metodológicos, 15 indivíduos de ambos os sexos com idades entre 20 e 37 anos foram submetidos aos seguintes procedimentos: registro das emissões otoacústicas evocadas por estímulos transientes, supressão das emissões com ruído branco, com sentenças balanceadas do protocolo Hearing in Noise Test - Brasil e com o canto “Parabéns para você”. Já para a avaliação do reconhecimento de fala familiar, 21 indivíduos de ambos os sexos e com idades entre 20 e 35 anos foram submetidos à otoscopia, imitanciometria, audiometrias tonal e vocal e testes de reconhecimento de sentenças na presença de ruídos competitivos. Conclui-se, de maneira geral, que todos os estímulos utilizados foram capazes de suprimir as emissões ototacústicas na banda de 1 kHz, assim como foi observada uma maior supressão com estímulos de fala quando comparados à ruído branco, também na banda de 1 kHz. O reconhecimento de fala familiar em adultos com audição normal, por sua vez, é maior que o de fala padrão com ruído branco numa intensidade de 55 dBNS acima do limiar de reconhecimento de fala.

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Begrepp som alla människors lika värde, solidaritet och mänskliga rättigheter är ledord och värderingar som framgår i den svenska gymnasieskolans övergripande läroplan. Med detta förankrat även i den svenska skollagen är det tydligt att det svenska skolväsendet ska omfattas av undervisningsmoment där dessa förmågor kan tillämpas och utvecklas. I denna kontext har skönlitteraturen en avgörande roll och uppges vara ett av de främsta verktygen för att eleverna ska utveckla förmågor kring alla människors lika värde. Denna studie har sin utgångspunkt i just ovanstående värderingar och har som syfte att genom intervjuer undersöka hur gymnasieelever skildrar att svenskämnets skönlitterära moment berör de förmågor gällande värdegrund och dess fokus på alla människors lika värde som nämns i styrdokumenten. För att uppfylla detta syfte har följande frågeställningar formulerats: På vilket sätt uttrycker eleverna att arbetet med skönlitterära moment i svenskämnet ger dem insikter om värdegrund med fokus på allas lika värde? samt Hur framträder elevernas olika föreställningsvärldar samt olika lässtilar, i relation till allas lika värde, i arbetet med de skönlitterära texter de har tagit del av? Resultatet i studien visar att eleverna snabbt stiger in i den litterära föreställningsvärlden, mycket tack vare att de kan koppla innehållet i texten till sina egna erfarenheter. När eleverna tar del av en text är det först efter avslutad läsning som eleverna vanligtvis svarar på frågor om texten de har läst, antingen skriftligt på egen hand eller i form av boksamtal. I detta avseende uttrycker flertalet elever att de upplever att arbetet med skönlitteraturen blir mer efferent, att de läser för att kunna svara korrekt på de efterföljande frågorna. Under läsningens gång kan dock en mer estetisk läsning förekomma, främst i de fall eleverna lättare känslomässigt kan leva sig in i det de läser. I detta avseende lyfter eleverna att filmmediet ger dem större möjlighet till inlevelse, då de visuella presentationerna ökar inlevelsen.

Introdução: O sistema auditivo envolve uma formação em rede e se relaciona com outros sistemas como o da linguagem. O Processamento Auditivo Central (PAC) envolve as habilidades auditivas necessárias para a interpretação dos sons que ouvimos. Atualmente, só é possível detectar uma alteração de PAC a partir dos 7 anos de idade. Por outro lado, sabe-se que nesta idade, a criança já está em processo de alfabetização e que a alteração de PAC pode dificultar seu aprendizado. Objetivos: Investigar se o desempenho em provas auditivas realizadas em crianças aos cinco anos de idade apresenta correspondência com o desempenho alcançado aos sete anos. Método: Em dois momentos distintos, foram realizadas avaliações auditivas e do PAC em 36 crianças. Foi realizada audiometria nas oitavas de frequência entre 0,25 a 8,0 KHz, imitanciometria, avaliação eletroacústica com captação das emissões otoacústicas por estímulos transientes e avaliação do efeito inibitório da via eferente. Os testes para avaliar o PAC foram: Localização Sonora, teste de Memória Sequencial Verbal e Não-verbal, teste \'Pediatric Speech Intelligibility\', teste de Identificação de Figuras com ruído de fundo, teste Dicótico de Dígitos e o teste \'Random Gap Detection\'. As crianças também realizaram o Teste de Vocabulário por Figuras USP. À primeira avaliação, a faixa etária variou entre 5:2 e 6:1 meses e à segunda avaliação entre 7:1 e 7:8 meses. O intervalo entre as avaliações I e II variou entre 18 e 23 meses. A partir dos resultados alcançados nos testes do PAC à segunda avaliação, as crianças foram classificadas em três grupos: G I: 10 crianças com alteração de PAC e queixa de fala; G II: 18 crianças com alteração de PAC; e G III: 8 crianças com o PAC normal. Esta classificação foi mantida retrospectivamente para a avaliação I. Nos testes de hipótese foi fixado nível de significância de 0,05. Resultados: A comparação entre as avaliações mostra que já na primeira avaliação é possível identificar risco para a alteração de PAC. Foi estabelecida uma função discriminante que classificou corretamente as crianças com alteração de PAC à primeira avaliação em 77,8% no G I, 66,7% no G II e 87,5% no G III. Conclusão: Crianças que apresentam alteração do PAC aos 7 anos já demonstraram indicadores de alteração aos 5 anos de idade / Introduction: The auditory system involves a network formation and relates to other systems such as language. Central Auditory Processing (CAP) involves the listening skills necessary to interpret the sounds. Currently, it is not possible to diagnose an CAP disorder before the age of 7. On the other hand, it is known that at this age, children are already in literacy process and CAP disorders may hinder their learning. Objectives: To investigate if the performance of five-year-old children in hearing tests has correspondence with the performance achieved at the age of seven. Method: Hearing and CAP tests were applied to 36 children in two different moments. Pure-tone audiometry was performed between 0.25 to 8.0 KHz, in octave intervals, immitanciometry, electroacoustic evaluation with transient evoked otoacoustic emissions and evaluation of the inhibitory effect of efferent pathway. The tests to assess auditory processing were: Sound Localization, Verbal and Nonverbal Sequential Memory tests, Pediatric Speech Intelligibility test, Figure Identification test with ipsilateral White Noise presentation, Dichotic Digits test and Random Gap Detection test. The children also performed the USP Vocabulary Test by Figures. In the first evaluation, the ages ranged between 5:2 and 6:1 months and in the second evaluation between 7:1 and 7:8 months. The interval between evaluation I and II ranged between 18 and 23 months. From the results achieved in the tests of CAP in the second evaluation, the children were classified into three groups: G I: 10 children with CAP disorders and complaints of speech; G II: 18 children with auditory CAP; and G III: 8 children with normal CAP. This classification was maintained retrospectively for evaluation I. In hypothesis tests was set the 0.05 significance level. Results: The comparison between the evaluations showed that the first evaluation can already identify risk for CAP disorders. The discriminant function was established and appropriately classified children with CAP disorders in the first assessment in 77.8% in G I, 66.7% in G II and 87.5% in G III. Conclusion: Children with CAP disorder at the age of 7 had already shown disorder indicators at the age of 5

La variabilité inter-individuelle en localisation auditive a été étudiée à travers plusieurs expérimentations. La première expérimentation a exploré la variabilité inter-individuelle en localisation auditive de sources sonores virtuelles (HRTFs individuelles et non individuelles) dans une population de 25 auditeurs naïfs préalablement soumis à un entraînement procédural. D'après nos résultats, la variabilité inter-individuelle dans la dimension gauche/droite pourrait être liée à une préférence individuelle vers un type d'indices parmi ceux utilisables pour la localisation dans cette dimension (indices binauraux/spectraux). Dans les dimensions haut/bas et avant/arrière, la variabilité inter-individuelle pourrait être liée à l'attention spatiale et à sa variation entre les zones de l'espace. Une seconde expérimentation réalisée chez les mêmes auditeurs a montré qu'une amélioration des capacités de localisation était possible par un entraînement par feedback visuel ou audio-moteur. Cette amélioration était souvent fonction de la performance avant entraînement, conduisant ainsi à une réduction de la variabilité inter-individuelle après entraînement. La variabilité inter-individuelle dans la dimension haut/bas après entraînement était en partie expliquée par l'activité du faisceau olivocochléaire efférent médian (FOCEM), structure du système auditif probablement impliquée dans le codage des indices spectraux de localisation. Ce résultat a été conforté par les résultats d'une troisième expérimentation qui ont révélé que les auditeurs dont la performance de localisation était la moins altérée dans le bruit étaient ceux dont le FOCEM avait été déterminé comme le plus actif. / Several experiments were performed to investigate interindividual variability in auditory localization. The first experiment explored interindividual variability in the localization of virtual sound sources (individualized and non-individualized HRTFs) in 25 naive listeners following procedural training. The results suggest that interindividual variability in localization performance in the left-right dimension stems from interindividual differences in the use of the different types of cues available for sound localization in this dimension (binaural/spectral cues). Interindividual variability in sound-localization performance in the up-down and front-back dimensions appears to be related primarily to spatial attention and to its variation across the area of space. A second experiment in the same group of listeners showed that localization performance can be improved by the provision of visual or auditory-motor feedback. The improvement depended upon pre-training performance, in such a way that interindividual variability in performance was smaller after training than before training. In addition, interindividual variability in the up-down dimension after training was found to be related to interindividual differences in the activity of the medial olivocochlear bundle (MOCB), an efferent auditory system that is currently likely thought to be involved in the processing of spectral cues for sound localization. This result was supported by the results of a third experiment which revealed that the listeners in whom localization performance was least impacted by background noise were those in whom the strongest MOCB had been measured.

Made available in DSpace on 2016-04-27T18:12:19Z (GMT). No. of bitstreams: 1 Aline Mizozoe de Amorim.pdf: 732085 bytes, checksum: f7174c593105dc9cfa002fc341359bb0 (MD5) Previous issue date: 2007-02-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Objective: The objective of this research was to study the occurrence and magnitude of the transient otoacoustic emissions suppression in pre-term infants of high risk for hearing loss. Methods: The was carried out in 15 preterm infants. The equipment used was the ILO USB II V6 Clinical OAE Software from Ododynamics. The stimulation used was linear click presented at the intensity of 60 dB pe SPL (± 5). The contralateral noise (white noise) was at 60 dB SPL (± 5). Results: The results showed that there was significant statistical difference between the sides of the ears, with bigger magnitude of the suppression on the right ear and sex, with bigger magnitude of suppression on the masculine sex. Conclusions: The white noise presented contralaterally reduced the response level of the transient otoacoustic emissions, demonstrating the participation of efferent system for de effect was 93,3% on the studied population, being 66.6% for both ears and 33.4% for only of the ears. The average magnitude of the suppression was 2,1 dB SPL for the right ear and 1,3 dB SPL for the left ear. It did not have difference in the magnitude of suppression between the groups, according to gestacional age (p=0,8411). For group 1 and group 2 according to chronological age, had significant statistical difference (p= 0,457) being the magnitude of bigger suppression in group 2 / Objetivo: A presente pesquisa teve como objetivo, verificar a ocorrência e magnitude do efeito de supressão das emissões otoacústicas evocadas por estímulo transiente em lactentes nascidos pré-termo, com indicadores de risco para perda auditiva. Métodos: A supressão das emissões otoacústicas evocadas por estímulo transiente, foi realizada em 15 lactentes nascidos pré-termo. O equipamento utilizado foi o ILO USB II V6 Clinical OAE Software da Ododynamics,. O estímulo clique linear foi apresentado á uma intensidade de 60 dB pe NPS (± 5) e o ruído contralateral (ruído branco) á uma intensidade de 60 dB NPS (± 5). Resultados: Os resultados encontrados demonstraram que há diferença estatisticamente significante entre os lados da orelha, sendo a magnitude de supressão maior do lado direito, e para o sexo, sendo a magnitude de supressão maior no sexo masculino. Conclusões: O ruído branco apresentado contralateralmente reduziu o nível de resposta das EOAT, demonstrando a participação do sistema eferente medial no efeito de supressão das EOAT. A ocorrência do efeito de supressão foi de 93,3% na população estudada, sendo 66,6 % o efeito bilateral e 33,4% efeito unilateral. A magnitude de supressão média foi de 2,1 dB NPS para a orelha direita e 1,3dB NPS para a orelha esquerda. Não houve diferença na magnitude de supressão entre os grupos, segundo a idade gestacional (p=0,8411). Para o Grupo 1 e o Grupo 2 segundo a idade cronológica, houve diferença estatisticamente significante (p= 0,457) sendo a magnitude de supressão maior no Grupo 2

<p>This dissertation deals with Swedish upper secondary school students’ encounter and reception of various fictional texts in and outside of school. The focus of the study is how literary instruction, based on an expanded text concept, succeeds in meeting the students’ expectations and previous experiences of fictional texts. The theoretical framework consists of theories that approach reading as a transaction between text and reader in a social and cultural context.</p><p>The study is founded on qualitative methods, and the empirical material was collected through participant observation and interviews with students and teachers in four upper secondary school classes between 2001 and 2003. The research questions are: How does literary instruction develop students’ knowledge of fictional texts and reading? In what ways are the students’ textual worlds in and outside of school dialogically interrelated? How do students use different fictional texts in building their identities? Which values regarding different texts are visible in the classroom?</p><p>Findings indicate that mismatches between teachers’ and students’ literary repertoires are common in upper secondary school literary teaching. Since the literary instruction mainly drew upon traditional fiction, the students’ construction of literary worlds was not sufficiently supported. The students’ expectations of fiction reading were characterized by strong emotional involvement, and this was particularly true for the male students. The female students reported that there was a lack of female perspectives in the literary teaching.</p><p>The pedagogical implications of the study concern the importance of identifying the students’ literary repertoires and matching those with the literary instruction. Literary pedagogy should aim to expand these repertoires, and to help students acquire new reader roles. One way of achieving this is to promote dialogical teaching that encourages both efferent and aesthetic reading. Findings of the present study also indicate that teachers’ resources for working with an expanded text concept are limited. Consequently, current teacher education programmes and further training of working teachers must deal with reading of fictional texts from new and broader perspectives.</p>