Time-restricted feeding in young men performing resistance training: A randomized controlled trial†

A randomized controlled trial was conducted to examine eight weeks of resistance training (RT) with and without time-restricted feeding (TRF) in order to assess nutrient intake and changes in body composition and muscular strength in young recreationally active males. The TRF programme consisted of consuming all calories within a four-hour period of time for four days per week, but included no limitations on quantities or types of foods consumed. The RT programme was performed three days per week and consisted of alternating upper and lower body workouts. For each exercise, four sets leading to muscular failure between 8 and 12 repetitions were employed. Research visits were conducted at baseline, four, and eight weeks after study commencement. Measurements of total body composition by dual-energy X-ray absorptiometry and muscle cross-sectional area by ultrasound were obtained. Upper and lower body strength and endurance were assessed, and four-day dietary records were collected. TRF reduced energy intake by ～650?kcal per day of TRF, but did not affect total body composition within the duration of the study. Cross-sectional area of the biceps brachii and rectus femoris increased in both groups. Effect size data indicate a gain in lean soft tissue in the group that performed RT without TRF (+2.3?kg, d?=?0.25). Upper and lower body strength and lower body muscular endurance increased in both groups, but effect sizes demonstrate greater improvements in the TRF group. Overall, TRF reduced energy intake and did not adversely affect lean mass retention or muscular improvements with short-term RT in young males.     

A Study of Effective First-Grade Literacy Instruction

Literacy instruction in first-grade classrooms in five U.S. locales was observed. Based on academic engagement and classroom literacy performances, the most-effective-for-locale and least-effective-for-locale teachers were selected. The teaching of the most-effective-for-locale teachers was then analyzed, including in relation to the teaching of the least-effective-for-locale teachers. The classrooms headed by most-effective-for-locale teachers were characterized by excellent classroom management based on positive reinforcement and cooperation; balanced teaching of skills, literature, and writing; scaffolding and matching of task demands to student competence; encouragement of student self-regulation; and strong cross-curricular connections. In general, these outcomes did not support any theory that emphasizes just one particular component (e.g., skills instruction, whole language emphasis) as the key to effective Grade 1 literacy; rather, excellent Grade 1 instruction involves multiple instructional components articulated with one another.     

Action learning: the possibility of differing hierarchies in learning sets

This paper presents the proposition that a variety of differing hierarchies exist in an action learning set at any one time, and each hierarchy has the potential to affect an individual's behaviour within the set. An interpretivist philosophy underpins the research framework adopted in this paper. Data were captured by means of 11 in-depth interviews that formed part of wider research into set members' perceptions of what makes an effective action learning set. The interviewees were all former students of the researcher and her colleagues. The research draws upon grounded theory as a dominant research paradigm and uses thematic analysis to interpret the research findings. The findings of the research serve to simply illustrate that there is the potential for a variety of differing hierarchies to exist in an action learning set at any one time. Some of the hierarchies may exist for the full duration of the set; others are somewhat ephemeral. The findings from this research also present themselves as points of consideration for academics and practioners who have used or are about to use action learning as a learning vehicle.     

Project Clarion: Three Years of Science Instruction in Title I Schools among K-Third Grade Students

The purpose of the study was to measure the effects of higher level, inquiry-based science curricula on students at primary level in Title I schools. Approximately 3,300 K-3 students from six schools were assigned to experimental or control classes (N?=?115 total) on a random basis according to class. Experimental students were exposed to concept-based science curriculum that emphasized ??deep learning?? though concept mastery and investigation, whereas control classes learned science from traditional school-based curricula. Two ability measures, the Bracken Basic Concept Scale-Revised (BBCS-R, Bracken 1998) and the Naglieri Nonverbal Intelligence Test (NNAT, Naglieri 1991), were used for baseline information. Additionally, a standardized measure of student achievement in science (the MAT-8 science subtest), a standardized measure of critical thinking, and a measure for observing teachers?? classroom behaviors were used to assess learning outcomes. Results indicated that all ability groups of students benefited from the science inquiry-based approach to learning that emphasized science concepts, and that there was a positive achievement effect for low socio-economic young children who were exposed to such a curriculum.     

Comprehension of written sentences as a core component of children's reading comprehension

Two experiments were conducted to test the hypothesis that sentence processing is an essential mediatory skill between word recognition and text comprehension in reading. In Experiment 1, a semantic similarity judgement task was used with children from Grade 2 to Grade 9. They had to say whether two written sentences had the same (or very similar) meanings or whether the meanings of the two sentences were very different. As expected, performance improved with age both on the high‐frequency words and with increasingly complex sentences. In Experiment 2 with children in Grade 3, scores in written sentence comprehension and vocabulary made the most important unique contribution to the reading comprehension of an expository text. The results are discussed first, in the light of a general framework in which sentence‐level skill is at the core of reading comprehension and second, with reference to the issue of reading assessment.     

Paid maternal leave is associated with infant brain function at 3 months of age

The first months of life are critical for establishing neural connections relevant for social and cognitive development. Yet, the United States lacks a national policy of paid family leave during this important period of brain development. This study examined associations between paid leave and infant electroencephalography (EEG) at 3 months in a sociodemographically diverse sample of families from New York City (N = 80; 53 males; 48% Latine; data collection occurred 05/2018–12/2019). Variable-centered regression results indicate that paid leave status was related to differences in EEG power (ps < .02, R²s > .12). Convergent results from person-centered latent profile analyses demonstrate that mothers with paid leave were 7.39 times as likely to have infants with EEG profiles characterized by increased higher-Hz power (95% CI, 1.9–36.9), potentially reflecting more mature patterns of brain activity.     

Vocabulary limitations undermine bilingual children’s reading comprehension despite bilingual cognitive strengths

Reading and Writing - Previous research reported bilingual cognitive strengths in working memory, executive function and novel-word learning skills (Bialystok in Psychol Bull 143:233–262,...     

Genetic Determinism in the Genetics Curriculum

Twenty-first-century biology rejects genetic determinism, yet an exaggerated view of the power of genes in the making of bodies and minds remains a problem. What accounts for such tenacity? This article reports an exploratory study suggesting that the common reliance on Mendelian examples and concepts at the start of teaching in basic genetics is an eliminable source of support for determinism. Undergraduate students who attended a standard ‘Mendelian approach’ university course in introductory genetics on average showed no change in their determinist views about genes. By contrast, students who attended an alternative course which, inspired by the work of a critic of early Mendelism, W. F. R. Weldon (1860–1906), replaced an emphasis on Mendel’s peas with an emphasis on developmental contexts and their role in bringing about phenotypic variability, were less determinist about genes by the end of teaching. Improvements in both the new Weldonian curriculum and the study design are in view for the future.     

THE USE OF THE BASC‐2 FOR THE IDENTIFICATION OF FEMALE ADOLESCENTS AT RISK FOR DEVELOPING AN EATING DISORDER

Eating disorders, disordered eating, and body dissatisfaction prevalence rates are on the rise among adolescent females. The present study examined the potential use of a commonly used social–emotional instrument, the Behavior Assessment System for Children‐Second Edition (BASC‐2), for detecting the presence of possible eating disorders in adolescent females in a school setting. Participants included 65 female adolescents aged 13 to 17 years from Midwestern public middle and high schools. The Eating Disorder Inventory‐Third Edition was used to determine eating disorder risk and level of body dissatisfaction. Those adolescents at risk for developing an eating disorder differed significantly on 12 of the 16 BASC‐2 scales, whereas four of these scales were also in the clinically significant range according to the BASC‐2 normative sample. A common profile of a female adolescent at risk for developing an eating disorder was explored. Implications of the findings and recommendations for future research are discussed.     

Girls in residential care: From child maltreatment to trauma-related symptoms in emerging adulthood

The current study examined the association between child maltreatment and trauma-related symptoms in emerging adulthood – over and above the incidence of such symptoms and conduct problems during adolescence – among a sample of female adolescents in residential care. This study used data from a longitudinal study. The sample was composed of 89 adolescent females who were first interviewed at time of admission in a residential center (M_age = 15.33 years, SD = 1.31) and later in young adulthood (M_age = 19.27, SD = 1.55). At time 1, trauma-related symptoms were assessed with the Trauma Symptom Checklist for Children and conduct problems with a composite measure. At time 2, child maltreatment was assessed retrospectively with the Childhood Trauma Questionnaire, and trauma-related symptoms were reassessed with the Trauma Symptom Inventory-2. Results indicated that child maltreatment, especially emotional abuse and neglect, was related to anxious arousal, depression, and anger in emerging adulthood. This study showed that females from our sample often reported different types of maltreatment during childhood and that these traumatic experiences were significantly associated with poor adult psychological functioning.