Mother–Child Interaction: Links Between Mother and Child Frontal Electroencephalograph Asymmetry and Negative Behavior

It is well accepted that parent–child interactions are bidirectional by nature, yet not much is known about the psychophysiological activity underlying these interactions. This study examined, during a parent–child interaction, how a child's negativity statistically predicted maternal frontal electroencephalograph (EEG) asymmetry and how a mother's negativity statistically predicted child frontal EEG asymmetry. Thirty‐four mother–child dyads participated in the study. Maternal and child behaviors and physiology were measured during a puzzle task. Results indicated that mothers whose children exhibited more challenging behaviors during the dyadic interaction displayed more right (relative to left) asymmetry, as did children whose mothers were high in negativity during the interaction. These findings suggest that mothers and children react to each other's signals not only behaviorally but also physiologically.     

The Role of the College Teacher

Abstract

This qualitative case study evaluates the impact of international study experiences on college students. Three international study tours originating from a Mid-west state university are the focus of the study. Despite differing leadership styles, teaching and tour formats, academic orientations, and destinations, the outcome reveals that such tours have a powerful effect on participants. The study highlights intentional and incidental learning that occurs at both conscious and unconscious levels. The results emphasize the powerful opportunity that international study experiences present to educators who wish to transcend traditional teaching pedagogies.     

‘Our garden is colour blind,inclusive and warm’: reflections on green school grounds and social inclusion

In the interest of enhancing children's environments, communities around the world are ‘greening’ school grounds, replacing asphalt and manicured grass with a diversity of design elements such as trees, shrubs, gardens, water features, artwork and gathering areas. Despite a growing body of research from a number of disciplines exploring the potential of these spaces, very little is known about the ways they can promote social inclusion with respect to gender, class, race and ability. This paper explores the relationship between school ground greening and social inclusion in a Canadian public school board where approximately 20% of more than 500 schools have begun the greening process. A mixed methods approach was used: (1) 149 questionnaires were completed by administrators, teachers and parents associated with 45 school ground greening initiatives; and (2) 21 follow‐up interviews were conducted with administrators, teachers and parents at five schools across a range of socio‐economic statuses. The study revealed that green school grounds are more inclusive of people who may feel isolated on the basis of gender, class, race and ability, suggesting that these spaces promote, in a very broad sense, social inclusion.     

Dyslexia and education in the 21st century

This paper both reviews the other papers in this special issue and puts them in the context of the current agenda of research in dyslexia education. The pluralistic nature of the field is explored with reference to this special issue. The paper suggests a way forward for the field in terms of a developing research agenda for dyslexia education as we progress further into the 21st century.     

Anthropometry of Young Women

Abstract

Based upon a multidimensional model for characterizing physical activity, the development of two forms (college men, college women) of an attitude inventory is described. Items held to be representative of the six dimensions of the model were evaluated on the basis of factor and item analyses using data generated by the use of preliminary forms. Hoyt reliabilities ranged from .72 to .89 for the six scales. Scales were able to differentiate between appropriate high and low preference groups for a particular type of activity in all cases except physical activity perceived as “catharsis.” The stability of the instrument is shown by comparing measures of central tendency, variability, and reliability of the basic sample with those drawn from a second, but similar population. Normative data, instructions, and a list of items, are provided.     

Spike jump biomechanics in male versus female elite volleyball players

ABSTRACT

There are well-known biological differences between women and men, especially in technical-coordinative variations that contribute to sex differences in performance of complex movements like the most important offensive action in volleyball, the spike jump. The aim of this study was to investigate sex-dependent performance and biomechanical characteristics in the volleyball spike jump. Thirty female and male sub-elite volleyball players were analysed while striking a stationary ball with maximal spike jump height. Twelve MX13 Vicon cameras with a cluster marker set, two AMTI force plates, surface EMG, and a Full-Body 3D model in Visual3D were used. Main findings include sex differences (P< .05) in jump height (pη² = .73), approach [speed (pη² = .61), step length], transition strategy [plant angle, neuromuscular activation (pη² = .91), horizontal force maxima and impulses], acceleration distances [centre of mass displacement (pη² = .21), minimal knee and hip angles], use of torso and arms [incline, angular velocity (pη² = .23)]. Correlations support that the results cannot be explained fully by strength and power differences between sexes but represent the product of technical-coordinative variations. Their relevance is acknowledged for both sexes and numerous performance determinants displayed sex differences. The integration of such attributes into sex-specific training seems promising but its effect requires further investigation.     

Fine motor skills and executive function both contribute to kindergarten achievement

This study examined the contribution of executive function (EF) and multiple aspects of fine motor skills to achievement on 6 standardized assessments in a sample of middle-socioeconomic status kindergarteners. Three- and 4-year-olds' (n=213) fine and gross motor skills were assessed in a home visit before kindergarten, EF was measured at fall of kindergarten, and Woodcock-Johnson III Tests of Academic Achievement were administered at fall and spring. Correlations indicated that EF and fine motor skills appeared distinct. Further, controlling for background variables, higher levels of both EF and fine motor skills, specifically design copy, predicted higher achievement on multiple subtests at kindergarten entry, as well as improvement from fall to spring. Implications for research on school readiness are discussed.     

What Factors Determine the Uptake of A-level Physics?

There has been much concern recently in the UK about the decline in the number of students studying physics beyond age 16. To investigate why this might be we used data from a national database of student qualifications and a multilevel modelling technique to investigate which factors had the greatest impact on the uptake of physics at Advanced Level (A-level) in a particular year. Each factor of interest was entered into a separate model, while accounting for prior attainment and gender (both well-known predictors of A-level uptake). We found that factors associated with greater probability of uptake included better attainment in physics (or combined science) and maths qualifications at age 16 in comparison to other subjects, and (for girls only) attending an independent or grammar school. While it is difficult to address these factors directly, the results imply that more needs to be done to improve relative performance at General Certificate of Secondary Education, perhaps by increasing the supply of specialist physics teachers at this level and to overcome the perception (especially among girls) that physics is a particularly difficult subject.