Pictorial timeline windows#

After playing one day, while headed to the showers I detoured through the gymnasium and ‘took a tumbling pass’ down the mats. (Little did I know at the time, my newfound ‘hobby’ would turn into a long and fulfilling career.)Īfter recuperating, I began playing handball at the Blue Ash YMCA (my lifetime sport). It came as a genuine shock to realize I had fallen in love with teaching children. However, I stuck with the job and some weeks later, while driving to the dance studio I ‘caught myself’ plotting and planning how I was going to help my students learn a particular skill. Initially I quite disliked the job as I had not grown up around younger children and certainly did not understand how young minds worked. Out of boredom I accepted a job teaching tumbling at a dance school in Fort Thomas, Ky. After being an athlete all my life, facing a year in a cast was the equivalent of a prison sentence. It was a bad injury and, with a year to go, career-ending. While playing scrub baseball in the summer of my junior year at UC I broke my leg and dislocated my ankle. Looking back, my gymnastics background was determined largely by good luck.Ī Fish Out of Water -My First Teaching Job

UC’s men’s gymnastics team was canceled three years after my departure. I continued my gymnastics career while majoring in mechanical engineering at the University of Cincinnati. John ‘Whitey’ Mohr-PE teacher at Kennedy-Silverton Elementary-as my first gymnastics coach and mentor. high school were among the few public that had boys gymnastics teams. It was sheer luck that my elementary, Jr.

Born and bred in Cincinnati, my education was in the Cincinnati Public Schools. (Did you know, if you grab a hank of grass in each hand it makes counter-balancing easier?) For reasons unknown, I grew up loving the challenges of making my body flip, twist and turn. Taken together, our findings suggest that older adults make shorter estimates of the duration of an event than younger adults, and that these age differences are due to age-related differences in orientation to time rather than to a general bias in spatial processing.Through the Founder’s Eyes-A Not So Brief Company HistoryĪs a little boy, I literally thought I invented the headstand in my backyard. Consistent with findings from Experiment 1, older adults projected a smaller time window than their younger counterparts, whereas the two age groups showed no differences in estimating spatial distances in the improved spatial experiment. In Experiment 2, we administered an improved timeline task and spatial task that were comparable in difficulty between age groups and used defined endpoints of the reference line.

Pictorial timeline windows#

However, older adults also projected smaller windows in spatial task, which creates ambiguity in interpreting the reduced duration estimates among older adults. Findings showed that older adults projected smaller windows of time on the timeline to represent the duration of events than did younger adults, which indicates that older adults underestimate time duration. We also conducted a spatial processing task to control for possible age-related bias in spatial processing. How do older adults compare with younger adults in estimating the timing of daily events, such as heating a meal, keeping an appointment, or taking medication? In Experiment 1, we used a pictorial timeline method to examine age-related changes in how people estimate the time involved in daily events.