A Dynamic Network Model to Explain the Development of Excellent Human Performance

Across different domains, from sports to science, some individuals accomplish excellent levels of performance. For over 150 years, researchers have debated the roles of specific nature and nurture components to develop excellence. In this article, we argue that the key to excellence does not reside in specific underlying components, but rather in the ongoing interactions among the components. We propose that excellence emerges out of dynamic networks consisting of idiosyncratic mixtures of interacting components such as genetic endowment, motivation, practice, and coaching. Using computer simulations we demonstrate that the dynamic network model accurately predicts typical properties of excellence reported in the literature, such as the idiosyncratic developmental trajectories leading to excellence and the highly skewed distributions of productivity present in virtually any achievement domain. Based on this novel theoretical perspective on excellent human performance, this article concludes by suggesting policy implications and directions for future research

Longitudinal relations between autistic-like features and functional somatic symptoms in adolescence

Autistic-like features and functional somatic symptoms (FSS) frequently co-occur. It remains unknown how autistic-like features and FSS affect each other and develop throughout adolescence. This study examined reciprocal relations between autistic-like features and FSS in adolescence. Participants were 2772 adolescents (52.5% male) from the Tracking Adolescents’ Individual Lives Survey population and clinical cohort. Data from four waves were included, covering the ages between 11 and 19 years. Autistic-like features were measured using the Children’s Social Behavior Questionnaire. FSS were assessed using the Youth Self Report and Adult Self Report, respectively. Using the random intercept cross-lagged panel model, a stable positive, moderately strong between-persons association was found between autistic-like features and FSS. No within-persons reciprocal effects from wave to wave were observed. Secondary analyses revealed a consistent relation with FSS for three different domains of autistic-like features (social and communication behaviors, repetitive behaviors, and self-regulatory behaviors), and highly similar interrelations in a subsample of adolescents with a clinical autism spectrum disorder diagnosis. In conclusion, the co-occurrence between autistic-like features and FSS is stable throughout adolescence. Clinicians working with adolescents with autistic-like features should be alert to the presence FSS, and vice versa

Learning through movement:A comparison of learning fraction skills on a digital playful learning environment with a sedentary computer-task

Effects of physical exercise during educational tasks on learning are not obvious. This study examines the effects of movement on learning fraction skills at a physically active Playful Learning Environment (PLE). Employing a mixed-method approach, we investigated whether differences in motivational and verbal helping behaviour processes (underlying learning mechanisms) impacted learning gains. Results from 32 4th and 5th graders (n = 16 with the PLE, n = 16 in an equal sedentary computer task) approached significance, indicating that the PLE group showed higher learning gains compared to the SE group. Motivation was initially significantly higher for the PLE group. However, results indicated decreasing differences between the PLE and the sedentary group. There were no clear differences in the quality of verbal helping behaviour between the groups. Furthermore, subsequent utterances of verbal helping behaviour of two dyads selected in a case-study showed that their helping behaviour was sub-optimal for learningEffects of physical exercise during educational tasks on learning are not obvious. This study examines the effects of movement on learning fraction skills at a physically active Playful Learning Environment (PLE). Employing a mixed-method approach, we investigated whether differences in motivational and verbal helping behaviour processes (underlying learning mechanisms) impacted learning gains. Results from 32 4th and 5th graders (n = 16 with the PLE, n = 16 in an equal sedentary computer task) approached significance, indicating that the PLE group showed higher learning gains compared to the SE group. Motivation was initially significantly higher for the PLE group. However, results indicated decreasing differences between the PLE and the sedentary group. There were no clear differences in the quality of verbal helping behaviour between the groups. Furthermore, subsequent utterances of verbal helping behaviour of two dyads selected in a case-study showed that their helping behaviour was sub-optimal for learnin

Which turn to take? Teachers’ Use of Translanguaging in Foreign Language Classrooms

Pedagogical translanguaging, the planned, deliberate, and flexible use of two or more languages in the same lesson, is a highly recommended practice in the foreign language (L2) classroom, but thus far there are no quantitative empirical studies supporting translanguaging behavior. To analyze the use of translanguaging, the present study analyzed L2 classroom interaction in 39 lessons in 2594 pairs of teacher questions and student answers, zooming in on the trade-off between (a) getting an answer and (b) getting an answer in the L2. A cluster analysis identified four types of lessons: (1) mainly L2 - low L2 response, (2) mainly L2 - high L2 response, (3) mainly L1 - low L2 response and (4) L2-L1 translanguagers – moderately high L2 response. Comparing cluster (1) in which teachers spoke English exclusively and students gave minimal responses in the L2 to cluster (2) in which teacher also used English exclusively but obtained high levels of L2 response from the learners, reveals mixed outcomes when teachers adopt a monolingual stance (L2 only as the language of instruction). Lessons in cluster 4, the “translanguagers,” reveal a significantly higher level of student responsiveness. This implies that teachers who ask many questions in the L2, but receive few answers, may increase students’ active classroom participation by adopting pedagogical translanguaging. A possible interpretation of the outcomes of this study is that using the foreign language as the language of instruction and pedagogical translanguaging are complementary, rather than competing, strategies in a language teacher’s repertoire.   Keywords: interaction, translanguaging, time-series analyses, teaching-learning process, heuristic