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Switching Between Noun and Verb Agreement Rules Comes at a Cost: Cross-Sectional and Interventional Studies in a Developmental Sample

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Van Reybroeck M., Schelstraete M.-A., Hupet M., Szmalec A.

Psychology of Language and Communication

2014

vol. 18

issue 3

226-250

This study clarifies the impact of switching context between noun and verb number agreement rules in written language production. In Experiment 1, children from grade 3 to 6 were asked to fill in sentences with nouns and verbs in either a switching condition (noun followed by verb) or a repeating condition (noun followed by noun). The results showed that third- and fourth-grade children produced more erroneous agreements in the switching condition than in the repeating condition, showing that switching between rules comes at a cost, whereas fifth- and sixth-grade participants’ performance was not affected by the switching context. Based on these findings, Experiment 2 aimed to assess whether a switching treatment offers a greater opportunity to improve the acquisition of grammatical agreement production, as compared to a simple treatment. Teachers from grade 3 gave either a switching treatment (mixed noun and verb exercises) or a simple treatment (noun exercises followed by verb exercises). The results show that children learned better from the switching treatment than from the simple treatment. These findings highlight the cost of switching between noun and verb agreement rules during the acquisition of grammatical number agreement and also how grammatical spelling acquisition can be improved at school.

Pre-Service Physical Education Teachers' Knowledge of Appropriate Instructional Practices in Secondary School Physical Education

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Barney D., Christenson R., Pleban F.

Journal of Teacher Education for Sustainability

2012

vol. 14

issue 1

30-38

Secondary school can serve as a time for youth to prepare themselves for the ‘real world’, and physical education can play an important role in this preparation. Yet in the past, secondary school physical education has not been very effective in preparing youth for life after secondary school. One area to help improve secondary school physical education is in the preparation of pre-service physical education teachers. It is during the preparation of pre-service physical education teachers that they will be taught and trained regarding appropriate instructional practices in secondary school physical education. The National Association of Sport and Physical Education created a document regarding appropriate educational practices in secondary school physical education. For this study, a survey was adapted from the National Association of Sport and Physical Education appropriate instructional practice document. Three hundred and thirteen pre-service physical education teachers from seven institutions of higher education throughout the United States were surveyed regarding their knowledge of appropriate instructional practices in secondary school physical education. It was found that pre-service physical education teachers inappropriately answered six of the 18 survey statements (33%) regarding appropriate instructional practices in secondary school physical education. When pre-service physical education teachers graduate and expose secondary school pupils to appropriate practices, there is a better chance the pupils will be prepared for the ‘real world’.

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1 Journal of Teacher Education for Sustainability

1 Psychology of Language and Communication

1 Barney D.

1 Christenson R.

1 Hupet M.

1 Pleban F.

1 Schelstraete M.-A.

1 Szmalec A.

1 Van Reybroeck M.

1 2014

1 2012

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Switching Between Noun and Verb Agreement Rules Comes at a Cost: Cross-Sectional and Interventional Studies in a Developmental Sample

Pre-Service Physical Education Teachers' Knowledge of Appropriate Instructional Practices in Secondary School Physical Education