False Belief, Emotion Understanding, and Social Skills Among Head Start and Non-Head Start Children

The present study investigated relationships among false belief, emotion understanding, and social skills with 60 3- to 5-year-olds (29 boys, 31girls) from Head Start and two other preschools. Children completed language, false belief, and emotion understanding measures; parents and teachers evaluated children's social skills. Children's false belief performance related to their understanding of their friend's emotions and to teacher's ratings of social skills. Aspects of emotion understanding related to social skills. Head Start (n =30) and non-Head Start preschoolers (n = 30) performed similarly on social skills and emotion understanding measures, however, non-Head Start children performed significantly better on false belief tasks than Head Start children. Results demonstrate the importance of including diverse groups of children in studies of social cognition.     

Book Review of Counseling Across the Lifespan: Prevention and Treatment

Counseling Across the Lifespan: Prevention and Treatment by Cindy L. Juntunen & Donald R. Atkinson (Eds.).     

High school teachers use of writing to support students’ learning: a national survey

A random sample of language arts, social studies, science, and math high school teachers from across the United States were surveyed about their use of writing to support student learning. Four out of every five teachers reported they used writing to support student learning, applying on average 24 different writing activities across the school year, with nine activities applied by at least one-half of the teachers once a month or more often. Teachers’ responses, however, raised several concerns. One, a majority of teachers indicted they did not receive adequate preservice or inservice preparation on how to use writing to support learning (this issue was especially acute for science and math teachers). Two, many of the nine most commonly applied writing to learn activities involved little or no analysis, interpretation, or personalization of information to be learned. Three, use of writing activities involving the use of digital tools, report writing, and written arguments were infrequent. Such activities are stressed by the Common Core State Standards. Four, when respondents taught students how to apply writing to learn activities, they only used effective teaching practices slightly more than one half of the time (math teachers did this even less often). We further found that use of writing to support learning was related to teachers’ preparation to apply such strategies, perceptions of capabilities to teach and use these tools, and percent of below average students in the class.     

Family relationships and perfectionism in middle‐school students

Several authors have suggested that perfectionism develops in the context of a person's family of origin. However, there are few empirical studies that address the relationship between family variables and perfectionism. This study examined the relationship between family variables and multidimensional perfectionism among a sample of 253 middle‐school students. The results indicated that adaptive perfectionism was correlated with numerous positive family variables, and adaptive perfectionists tended to have more balanced, cohesive, adaptable families, with a greater perception of parental nurturance than either maladaptive perfectionists or nonperfectionists. © 2011 Wiley Periodicals, Inc.     

Teaching anxieties revealed: pre-service elementary teachers’ reflections on their mathematics teaching experiences

Over the last 50?years, there has been ample research dedicated to mathematics anxiety in contexts of teaching and learning. However, there has been less attention focused on pre-service teachers’ anxieties about teaching mathematics in classroom settings. This study analyzed pre-service teachers’ reflections at the conclusion of an elementary mathematics field experience in order to determine common themes surrounding anxiety-related events based on mathematics practice-teaching experiences. Through qualitative analysis of pre-service teachers’ reflections using open and axial coding, three categories and ten themes surrounding elementary pre-service teachers’ anxiety-related events based on mathematics practice-teaching experiences emerged. Some of the themes presented were ones that increased pre-service teachers’ anxieties for teaching mathematics, whereas other themes reflected aspects of the field experience that decreased anxiety for teaching mathematics. Based on the themes revealed in this study, suggestions for strategies and materials that could be developed for university mathematics methods courses are discussed. Novel perspectives for considering mathematics teaching anxiety, such as locus of control and future time perspective, are shared.     

Working With the Millennial Generation: Challenges Facing 21st‐Century Students From the Perspective of University Staff

This study explored university staff's general perceptions of millennial generation college students. Analysis of structured interviews with university professionals revealed that millennial students generally tend to ignore what may be expected of them, resist being accountable for their own actions, and depend on others for problem solving. Implications for college counselors are discussed.     

Children's Narratives about Hypothetical Moral Dilemmas and Objective Measures of Their Conscience: Mutual Relations and Socialization Antecedents

We explored children's conscience using narrative measures that utilized responses to hypothetical moral dilemmas and objective measures (observed moral conduct and mothers' reports). Children and mothers were studied at Time 1 ( N = 103, 26–41 months) and at Time 2 ( N = 99, 43–56 months). The first goal was to examine correspondence between both sets of measures. There were meaningful links between the narratives, administered at Time 2, and children's observed and mother-reported conscience at Times 1 and 2. Children who produced many antisocial narrative themes were less internalized, whereas children who produced many themes of commitment to and concern about good behavior were more internalized on the objective measures. The second goal was to test the prediction that maternal power assertion is detrimental to conscience. Children who experienced more power-assertive maternal discipline produced fewer themes of commitment to and concern about good behavior in their narratives and were more poorly internalized on observed and mother-reported measures at Time 1 and Time 2. Girls were more internalized on the narrative and objective conscience measures.     

Normative data for sweating rate,sweat sodium concentration,and sweat sodium loss in athletes: An update and analysis by sport

ABSTRACT

The purpose of this study was to expand our previously published sweat normative data/analysis (n = 506) to establish sport-specific normative data for whole-body sweating rate (WBSR), sweat [Na⁺], and rate of sweat Na⁺ loss (RSSL). Data from 1303 athletes were compiled from observational testing (2000–2017) using a standardized absorbent sweat patch technique to determine local sweat [Na⁺] and normalized to whole-body sweat [Na⁺]. WBSR was determined from change in exercise body mass, corrected for food/fluid intake and urine/stool loss. RSSL was the product of sweat [Na⁺] and WBSR. There were significant differences between sports for WBSR, with highest losses in American football (1.51 ± 0.70 L/h), then endurance (1.28 ± 0.57 L/h), followed by basketball (0.95 ± 0.42 L/h), soccer (0.94 ± 0.38 L/h) and baseball (0.83 ± 0.34 L/h). For RSSL, American football (55.9 ± 36.8 mmol/h) and endurance (51.7 ± 27.8 mmol/h) were greater than soccer (34.6 ± 19.2 mmol/h), basketball (34.5 ± 21.2 mmol/h), and baseball (27.2 ± 14.7 mmol/h). After ANCOVA, significant between-sport differences in adjusted means for WBSR and RSSL remained. In summary, due to the significant sport-specific variation in WBSR and RSSL, American football and endurance have the greatest need for deliberate hydration strategies.

Abbreviations: WBSR: whole body sweating rate; SR: sweating rate; Na⁺: sodium; RSSL: rate of sweat sodium loss     

Muscle activation and local muscular fatigue during a 12-minute rotational bridge

Due to anecdotal reports of back pain during a 12-minute rotational bridge test by uniformed services, the level of fatigue leading to possible back pain and or injury was investigated. We hypothesised a high level of fatigue due to diminishing core muscle activation. Nineteen highly trained uniformed service members were measured by surface electromyography of the rectus abdominis, external oblique, internal oblique, lumbar erector spinae, thoracic erector spinae and latissimus dorsi. Average rectified electromyography amplitude (AEMG) and median power frequency were analysed to determine activation and fatigue. All AEMG were normalised and expressed as a percentage of maximal voluntary isometric contraction (%MVIC). Significant increases in AEMG were observed over the test duration for the rectus abdominis (+19.5%MVIC), external oblique (+18.0%MVIC) and internal oblique (+23.2%MVIC) during the prone position; and for the external oblique (+21.8%MVIC) when bracing on the measurement side (all, p < 0.05). No significant changes in median power frequency were observed (all, p > 0.05). Combining prone and side bridge positions is a reasonable measure of anterior, posterior and lateral trunk musculature. Muscular fatigue remained low throughout making this a safe assessment in trained individuals.     

The effects of protease supplementation on skeletal muscle function and DOMS following downhill running

Protease supplementation has been shown to attenuate soft tissue injury resulting from intense exercise. The aim of this study was to evaluate the effects of protease supplementation on muscle soreness and contractile performance after downhill running. Ten matched pairs of male participants ran at a -10% grade for 30 min at 80% of their predicted maximal heart rate. The participants consumed two protease tablets (325 mg pancreatic enzymes, 75 mg trypsin, 50 mg papain, 50 mg bromelain, 10 mg amylase, 10 mg lipase, 10 mg lysozyme, 2 mg chymotrypisn) or a placebo four times a day beginning 1 day before exercise and lasting a total of 4 days. The participants were evaluated for perceived muscle soreness of the front and back of the dominant leg, pressure pain threshold by dolorimetry of the anterior medial, anterior lateral, posterior medial and posterior lateral quadrants of the thigh, and knee extension/flexion torque and power. The experimental group demonstrated superior recovery of contractile function and diminished effects of delayed-onset muscle soreness after downhill running when compared with the placebo group. Our results indicate that protease supplementation may attenuate muscle soreness after downhill running. Protease supplementation may also facilitate muscle healing and allow for faster restoration of contractile function after intense exercise.