Sentence context and meaning frequency effects in children's processing of ambiguous words

Nine- and twelve-year-old children named target words which were preceded by sentences ending in words having more than one meaning. Sentences biased the ambiguous word toward its dominant (more frequent) or subordinate (less frequent) meaning. Targets were related to the same meaning as that biased by the sentence, the other meaning, or were unrelated. Targets were presented 0, 300, or 700 ms following the sentence. For both ages, dominant sentences facilitated responses only to the contextually appropriate target. However, subordinate sentences led to facilitation of the appropriate meaning only for the younger group. Older children showed greater facilitation for the inappropriate (but more common) meaning. These results indicate that younger children are more sensitive to the sentence context in which an ambiguous word appears, while the processing of the older children is determined more by the relative frequencies of the words meanings.     

Learning and Earning: Measuring 'Rates of Return' Among Mature Graduates from Part-time Distance Courses

This paper develops a method for tracking changes in the earnings of Open University graduates and for examining the extent to which such changes differ from national trends. The preliminary findings suggest that Open University graduates do indeed achieve relative financial gains and some attempts are made to identify where these increases are most commonly found.     

Cultural teaching: the development of teaching skills in Maya sibling interactions

Psychology has considered the development of learning, but the development of teaching in childhood has not been considered. The data presented in this article demonstrate that children develop teaching skills over the course of middle childhood. Seventy-two Maya children (25 boys, 47 girls) ranging in age from 3 to 11 years (M = 6.8 years) were videotaped in sibling caretaking interactions with their 2-year-old brothers and sisters (18 boys, 18 girls). In the context of play, older siblings taught their younger siblings how to do everyday tasks such as washing and cooking. Ethnographic observations, discourse analyses, and quantification of discourse findings showed that children's teaching skills increased over the course of middle childhood. By the age of 4 years, children took responsibility for initiating teaching situations with their toddler siblings. By the age of 8 years, children were highly skilled in using talk combined with manual demonstrations, verbal feedback, explanations, and guiding the body of younger learners. Children's developing competence in teaching helped their younger siblings increase their participation in culturally important tasks.     

Mechanical determinants of acceleration and maximal sprinting speed in highly trained young soccer players

Abstract

The aim of the present study was to examine, in highly trained young soccer players, the mechanical horizontal determinants of acceleration (Acc) and maximal sprinting speed (MSS). Eighty-six players (14.1 ± 2.4 year) performed a 40-m sprint to assess Acc and MSS. Speed was measured with a 100-Hz radar, and theoretical maximal velocity (V₀), horizontal force (F₀) and horizontal power (P_max) were calculated. Within each age group, players were classified as high Acc/fast MSS (>2% faster than group mean), medium (between ?2% and +2%), and low/slow (>2% slower). Acc and MSS were very largely correlated (?0.79; 90% confidence limit [?0.85; ?0.71]). The determinants (multiple regression r² = 0.84 [0.78; 0.89]) of Acc were V₀ (partial r: 0.80 [0.72; 0.86]) and F₀ (0.57 [0.44; 0.68]); those of MSS (r² = 0.96 [0.94; 0.97]) were V₀ (0.96 [0.94; 0.97]) and P_max (0.73 [0.63; ?0.80]). High/Med have likely greater F₀ (Cohen’s d: +0.8 [0.0; 1.5]), V₀ (+0.6 [?0.1; 1.3]) and P_max (+0.9 [0.2; 1.7]) than Low/Med. High/Fast have an almost certainly faster V₀ (+2.1 [1.5; 2.7]) and a likely greater P_max (+0.6 [?0.1; 1.3]) than High/Med, with no clear differences in F₀ (?0.0 [?0.7; 0.6]). Speed may be a generic quality, but the mechanical horizontal determinants of Acc and MSS differ. While maximal speed training may improve both Acc and MSS, improving horizontal force production capability may be efficient to enhance sprinting performance over short distances.     

Factors that Increase the Probability of a Successful Academic Library Job Search

Finding a position in an academic library can be challenging for recent Library and Information Science (LIS) graduates. While LIS students are often encouraged to seek out experience, network, and improve upon their technology skills in hopes of better improving their odds in the job market, little research exists to support this anecdotal advice. This study quantifies the academic and work experiences of recent LIS graduates in order to provide a better understanding of what factors most significantly influence the outcome of their academic library job searches. The survey results demonstrate that the job outlook is most positive for candidates who applied early, obtained academic library experience (preferably employment), participated in professional conferences, and gained familiarity with committee work.     

When and how to push: providing the most current information about second-stage labor to women during childbirth education

Childbirth educators can have a significant impact on safe care for mothers and babies during the second stage of labor. In this guest editorial, educators are encouraged to make sure they are knowledgeable about the latest evidence for best second-stage-care practices so they can adequately prepare women to advocate for themselves during this time.