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Many studies have analysed how goal directed movements are corrected in response to changes in the properties of the target. However, only simple movements to single targets have been used in those studies, so little is known about movement corrections under more complex situations. Evidence from studies that ask for movements to several targets in sequence suggests that whole sequences of movements are planned together. Planning related segments of a movement together makes it possible to optimise the whole sequence, but it means that some parts are planned quite long in advance, so that it is likely that they will have to be modified. In the present study we examined how people respond to changes that occur while they are moving to the first target of a sequence. Subjects moved a stylus across a digitising tablet. They moved from a specified starting point to two targets in succession. The first of these targets was always at the same position but it could have one of two sizes. The second target could be in one of two different positions and its size was different in each case. On some trials the first target changed size, and on some others the second target changed size and position, as soon as the subject started to move. When the size of the first target changed the subjects slowed down the first segment of their movements. Even the peak velocity, which was only about 150 ms after the change in size, was lower. Beside this fast response to the change itself, the dwell time at the first target was also affected: its duration increased after the change. Changing the size and position of the second target did not influence the first segment of the movement, but also increased the dwell time. The dwell time was much longer for a small target, irrespective of its initial size. If subjects knew in advance which target could change, they moved faster than if they did not know which could change. Taken together, these results suggest that the whole sequence is treated as one action, which can be corrected if the properties of any of the targets change. The precise nature and timing of the correction depends on how the change influences the task. (Contains 1 table and 7 figures.)

This study focuses on third grade pupils' (9 to 10 years old) ability to predict their performance in a given task and on the correspondence between the accuracy and adequacy of the predictions on the one hand, and the academic achievement on the other. The study involved 713 pupils from 29 Estonian schools. The pupils' performance predictions about a short-term memory recognition task and their actual scores were used to specify differences in prediction errors and the correspondence of these errors with academic achievement. In line with earlier research, the results indicate that low performers often overestimated themselves and their predictions tended to be most inaccurate, whereas high performers were more accurate although they often underestimated their performance. Pupils with lower academic achievement often provided extensive overestimations of the memory task. Underestimations, together with better accuracy, characterised children with a higher achievement level. This can indicate a meaningful accord between specific prediction errors and broader achievement at school.

During the Bologna process, from 2003 to 2006, degree programmes, including teacher education curricula, were developed in line with the two-tier system--the European Credit Transfer and Accumulation System (ECTS) and modularization. The purpose of the present study is to contribute to the development of teacher education profiling measures by comparing the Finnish and Estonian curricula covering initial teacher education. The aim was to analyze and compare studies in the science of education as part of the class teacher education programs through the development of a sufficiently universal meta-structure. The written curricula were subjected to discipline-based content analysis, which covered the main elements of the curricula and the contents of the theoretical substance studies in the science of education. The resulting differences and similarities between the Finnish and the Estonian curricula are reported. (Contains 2 figures and 1 table.)