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Ball, John – CSTA Journal, 1995
Descriptors: Dinosaurs, Exhibits, High Schools, Motion
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Wheeler, David – Physics Education, 2001
Whole vectors are not just for drawings. Easy, straightforward, and surprisingly versatile, whole vectors are perfect for calculations. (Author/MM)
Descriptors: Concept Formation, Higher Education, Mechanics (Physics), Motion
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Pitchford, Nicola J.; Mullen, Kathy T. – Journal of Experimental Child Psychology, 2001
Compared the recognition, perceptual saliency, and naming of color to that of other perceptual object attributes in 2- to 5-year-olds as a function of language age. Found that although color was perceptually salient relative to other visual attributes, no selective impairment to color cognition was found relative to motion, form, and size.…
Descriptors: Cognitive Development, Motion, Perceptual Development, Preschool Children
Wright, Tracey – Hands On!, 2001
Discusses the role of physical enactment in developing an understanding of distance, time, and speed. Provides several examples from classroom experience. (MM)
Descriptors: Elementary Education, Motion, Participation, Physics
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Pani, John R.; Chariker, Julia H.; Dawson, Thomas E.; Johnson, Nathan – Cognitive Psychology, 2005
There are certain simple rotations of objects that most people cannot reason about accurately. Reliable gaps in the understanding of a fundamental physical domain raise the question of how learning to reason in that domain might proceed. Using virtual reality techniques, this project investigated the nature of learning to reason across the domain…
Descriptors: Computer Simulation, Motion, Spatial Ability, Thinking Skills
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Stylianou, Despina A.; Smith, Beverly; Kaput, James J. – Journal of Computers in Mathematics and Science Teaching, 2005
This article reports on results of an exploratory study on undergraduate pre-service teachers' understanding of graphical representations of motion functions. The study described pre-service teachers' explorations using a CBR device. Pre-service teachers' growth was studied in two dimensions: (a) in their learning of the mathematics involved and…
Descriptors: Motion, Misconceptions, Mathematics Education, Mathematics Instruction
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Barenholtz, Elan; Feldman, Jacob – Cognition, 2006
Figure/ground assignment--determining which part of the visual image is foreground and which background--is a critical step in early visual analysis, upon which much later processing depends. Previous research on the assignment of figure and ground to opposing sides of a contour has almost exclusively involved static geometric factors--such as…
Descriptors: Visual Discrimination, Geometric Concepts, Cues, Animation
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Skottun, Bernt C.; Skoyles, John R. – Brain and Cognition, 2006
The suggestion that coherent motion may serve as a test of magnocellular sensitivity is problematic. However, the nature of the problems depends on how the "magnocellular system" is defined. If this term is limited to subcortical entities, the problems are that subcortical neurons are not directionally selective, and that their receptive fields…
Descriptors: Motion, Kinesthetic Perception, Cognitive Processes, Item Analysis
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Lourenco, Stella F.; Huttenlocher, Janellen – Cognition, 2006
Previous studies show that following disorientation children use the geometry of an enclosed space to locate an object hidden in one of the corners [e.g. (Harmer, L., & Spelke, E. (1996). Modularity and development: A case of spatial reorientation. "Cognition, 61," 195-232)]. These studies have used a disorientation procedure that involves…
Descriptors: Toddlers, Spatial Ability, Cognitive Processes, Motion
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Stevens-Smith, Deborah – Strategies: A Journal for Physical and Sport Educators, 2004
In this article, the author discusses the relatedness between movement and learning for students. The process of learning involves basic nerve cells that transmit information and create numerous neural connections essential to learning. One way to increase learning is to encourage creation of more synaptic connections in the brain through…
Descriptors: Motion, Learning, Physical Education Teachers, Learning Processes
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Pellecchia, Geraldine L.; Shockley, Kevin; Turvey, M. T. – Cognitive Science, 2005
Does a concurrent cognitive task affect the dynamics of bimanual rhythmic coordination? In-phase coordination was performed under manipulations of phase detuning and movement frequency and either singly or in combination with an arithmetic task. Predicted direction-specific shifts in stable relative phase from 0 degrees due to detuning and…
Descriptors: Cognitive Processes, Motion, Arithmetic, Psychomotor Skills
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Jacobs, Alissa; Pinto, Jeannine; Shiffrar, Maggie – Journal of Experimental Psychology: Human Perception and Performance, 2004
Why are human observers particularly sensitive to human movement? Seven experiments examined the roles of visual experience and motor processes in human movement perception by comparing visual sensitivities to point-light displays of familiar, unusual, and impossible gaits across gait-speed and identity discrimination tasks. In both tasks, visual…
Descriptors: Visual Perception, Motion, Visual Stimuli, Visual Discrimination
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Parry, Malcolm – Primary Science Review, 2005
Two or three years ago, there was an exchange of several articles in "Primary Science Review" about the question: "What is the best way of naming the forces acting on a descending parachute?" (Harrison, 2001; Harlen, 2002; Sell, 2002). Stuart Harrison reported that, according to the Qualifications and Curriculum Authority (QCA), a third of…
Descriptors: Motion, Physics, Scientific Principles, Elementary School Science
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Gauld, Colin F. – Science & Education, 2006
Newton's Cradle is a series of bifilar pendulums used in physics classrooms to demonstrate the role of the principles of conservation of momentum and kinetic energy in elastic collisions. The paper reviews the way in which textbooks use Newton's Cradle and points out the unsatisfactory nature of these treatments in almost all cases. The literature…
Descriptors: Textbooks, Kinetics, Physics, Energy
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Osler, T. J.; Chandrupatla, T. R. – International Journal of Mathematical Education in Science & Technology, 2006
The analysis of tautochrone problems involves the solution of integral equations. The paper shows how a reasonable assumption, based on experience with simple harmonic motion, allows one to greatly simplify such problems. Proposed solutions involve only mathematics available to students from first year calculus.
Descriptors: Motion, Calculus, Physics, Equations (Mathematics)
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