California State University, Long Beach

About: California State University, Long Beach is a education organization based out in Long Beach, California, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 10036 authors who have published 13933 publications receiving 377394 citations. The organization is also known as: Cal State Long Beach & Long Beach State.

Methodology for Motor Learning: A Paradigm for Kinematic Feedback

Abstract: Knowledge of results (KR)-information feed- back about goal achievement-has been one of the most exten- sively examined variables in motor learning. In most natural movement learning situations, however, instructors more com- monly provide augmented information regarding various kine- matic or kinetic aspects of the movement pattern itself (sometimes termed knowledge of performance, KP). But despite the inherent interest in kinematic feedback, several factors reviewed here have operated to inhibit its study, the most important of which has been the lack of a suitable laboratory task and paradigm. The limita- tions of earlier paradigms have concerned (a) the use of overly simple motor behaviors, probably to minimize the problems in kinematic measurement, (b) the tendency for the environmental goal of the task to be isomorphic with the kinematic pattern, and (c) the failure to use transfer or retention tests as measures of learning effects of the feedback manipulations. In this article, we describe our efforts to create a new paradigm for kinematic feed- back, the rationale for its development, and the details of its op- eration. Finally, we provide evidence that the task and paradigm are sensitive to manipulations of kinematic feedback, providing some assurance that the paradigm can potentially answer future research questions about the role of kinematic feedback for learning. n this article, we present a new research task and para- I digm-developed over the past several years at our labo- ratory at UCLA-that seems suitable for the laboratory study of feedback of the type usually provided by instruc- tors, coaches, therapists, and teachers in real-world move- ment learning settings. Despite a strong, decades-long in- terest in such issues for both practical and theoretical reasons, we argue that the understanding of such feedback processes for learning is underdeveloped, at least in part because a suitable paradigm for its study has not been avail- able. In the sections that follow, we describe several factors that have inhibited the development of such a paradigm in the past, we discuss the important requirements that led to our new pmdigm, and we describe effectiveness of the par- adigm for feedback research.

Pore-space correlations in capillary condensation in Vycor.

Abstract: We use ultrasonic attenuation and light scattering to study spatial correlations in the pores of Vycor on filling and draining with hexane. On filling, the hexane initially adsorbs uniformly, but when capillary condensation occurs, vapor microbubbles are formed and persist until the sample is completely full. However, no long-range correlations of the bubbles are observed. By contrast, on drainage, the empty pores exhibit long-range correlations with a fractal dimension of 2.6. This results from the pore connectivity, suggesting that this behavior can be modeled by invasion percolation.

The Effectiveness of Public Credit Guarantees in the Japanese Loan Market

Abstract: This paper examines the effectiveness of public credit guarantee programs in not only increasing the availability of loans to small and medium enterprises (SMEs), but in also improving the expost performance of borrowing firms. Using a unique panel data set, we identify the effects of a massive credit guarantee program implemented by the Japanese government from 1998-2001. While we do find that the availability of loans increased for program participants, when loans were provided by undercapitalized banks the increased liquidity persisted for only a few years. Further, the ex-post performance of program participants, with the exception of firms with sizable net worth, deteriorated relative to their non-participating counterparts.

Transition Goals and Experiences of Females with Disabilities: Youth, Parents, and Professionals

Abstract: This study examined the influence of gender on the transition goals and experiences of female students with disabilities. Data were gathered from 146 participants, including female youth with disabilities (n = 67), parents of young women with disabilities (n = 34), and professionals who work with them (n = 45). Findings suggest that females with disabilities have unique experiences related to (a) type of transition goals established for them; (b) factors that shape these transition goals, such as self-perception, mentors, peers, family, and exposure to opportunities; (c) sources of support and impediments to transition to adulthood, such as special education personnel and programs; and (d) contextual issues, such as cultural and linguistic diversity. Practice and future research implications are discussed.