Tianshanbeilu and the Isotopic Millet Road: reviewing the late Neolithic/Bronze Age radiation of human millet consumption from north China to Europe

The westward expansion of human millet consumption from north China has important implications for understanding early interactions between the East and West. However, few studies have focused on the Xinjiang Uyghur Autonomous Region, the vast geographical area directly linking the ancient cultures of the Eurasian Steppe and the Gansu Corridor of China. In this study, we present the largest isotopic investigation of Bronze Age China (n = 110) on material from the key site of Tianshanbeilu, in eastern Xinjiang. The large range of δ¹³C values (–17.6‰ to –7.2‰; –15.5 ± 1.2‰) provides direct evidence of unique dietary diversity and consumption of significant C₄ resources (millets). The high δ¹⁵N results (10.3‰ to 16.7‰; 14.7 ± 0.8‰) likely reflect sheep/goat and wild game consumption and the arid climate of the Taklamakan Desert. Radiocarbon dates from four individuals indicate Tianshanbeilu was in use between 1940 and 1215 cal bc. The Tianshanbeilu results are then analysed with respect to 52 Bronze Age sites from across Eurasia, to investigate the spread and chronology of significant human millet consumption and human migration. This isotopic survey finds novel evidence that the second millennium bc was a dynamic period, with significant dietary interconnectivity occurring between north China, Central Asia and Siberia. Further, we argue that this ‘Isotopic Millet Road’ extended all the way to the Mediterranean and Central Europe, and conclude that these C₄ dietary signatures of millet consumption reflect early links (migration and/or resource transfer) between the Bronze Age inhabitants of modern-day China and Europe.     

Stimulus control of immunization against chronic learned helplessness

Two experiments investigated the effectiveness of multiple (five) sessions of signaled eseapable-shock pretraining in preventing (immunizing against) the shack-escape impairment produced by an equal number of sessions of signaled inescapable shock. In Experiment 1, rats were exposed to 50 pairings per session of a white-noise stimulus with escapable shock during the immunization phase. Subsequently, they were exposed to 50 pairings per session of a different (houselight) stimulus with inescapable shock. Shock-escape performance in a shuttlebox test with constant illumination revealed no evidence of immunization relative to the performance of rats given five prior sessions of light-signaled inescapable shock only. Experiment 2 was identical in all respects to Experiment 1, except that both the escapable- and the inescapable-shock phases for animals in the immunization treatment group involved the same stimulus (houseüght) as a shock signal. Under these circumstances, the prior escapable-shock training significantly reduced the shuttle-box escape deficit engendered by chronic exposure to signaled inescapable shock; performance in the shuttle-box was not reliably different from that of rats exposed to signaled escapable shock alone. These findings suggest that, under chronic conditions, the development of stimulus control using Pavlovian conditioning procedures may serve to modulate the normally prophylactic influence on later shock-escape acquisition of serial exposure to escapable and inescapable shocks.     

The Science and Politics of Gifted Students With Learning Disabilities: A Social Inequality Perspective

Researchers and advocates who argue for increased recognition of gifted students with learning disabilities (G/LD students) often frame their arguments in terms of the need to increase the diversity and inclusiveness of gifted education. However, the criteria used to identify G/LD students are sufficiently vague and fluid that the G/LD category can serve as a vehicle for the very elitism and social class reproduction that the category's advocates abhor. Empirical research suggests that G/LD students often fail to satisfy traditional criteria for either aspect of their label, while the incentives of the classification are nonetheless evident to knowledgeable parents and school personnel. Implications of these findings for practice are discussed.     

Lay theories of passion in the academic domain

Our aim was to study students’ beliefs about passion and its influence on academic performance and experiences, and determine whether these beliefs depend on harmonious or obsessive passion. In Study 1, participants estimated passion scores for the most successful, average and least successful students in university. In Study 2, participants viewed completed questionnaires that depicted students as having varying levels of passion, and then predicted the students’ performance and experiences in university. Across both studies, students expected that having passion for academics, regardless of predominant passion type, was related to substantially higher levels of performance compared to those who were not passionate. Participants also believed that students with strong levels of harmonious passion experienced more positive academic experiences than those without any harmonious passion. Although students likely overestimate the role that passion plays in determining academic performance, they distinguish between passion types when estimating one’s academic experiences.     

The Role of Family Characteristics for Students’ Academic Outcomes: A Person‐Centered Approach

Using data from 1,571 ninth‐grade students (M_age = 14.62) from 82 academic track schools in Germany and their predominantly Caucasian middle‐class parents, configurations of different family characteristics reported by parents were investigated. Latent profile analyses considering academic involvement, family interest, parents’ self‐concept, child's need for support, and parents’ time and energy identified average, indifferent, motivated and engaged, motivated and disengaged, and involved families. Cross‐sectional and longitudinal associations with students’ motivational (self‐concept, effort, and interest) and achievement outcomes (achievement test and grades) in math were analyzed. Students from families classified as motivated and disengaged showed higher initial levels motivation and achievement. Over 5 months, these students also showed an increase in self‐concept and higher achievement than students from other family types.     

Validation of Accelerometer-Based Energy Expenditure Prediction Models in Structured and Simulated Free-Living Settings

This study compared accuracy of energy expenditure (EE) prediction models from accelerometer data collected in structured and simulated free-living settings. Twenty-four adults (mean age 45.8 years, 50% female) performed two sessions of 11 to 21 activities, wearing four ActiGraph GT9X Link activity monitors (right hip, ankle, both wrists) and a metabolic analyzer (EE criterion). Visit 1 (V1) involved structured, 5-min activities dictated by researchers; Visit 2 (V2) allowed participants activity choice and duration (simulated free-living). EE prediction models were developed incorporating data from one setting (V1/V2; V2/V2) or both settings (V1V2/V2). The V1V2/V2 method had the lowest root mean square error (RMSE) for EE prediction (1.04–1.23 vs. 1.10–1.34 METs for V1/V2, V2/V2), and the ankle-worn accelerometer had the lowest RMSE of all accelerometers (1.04–1.18 vs. 1.17–1.34 METs for other placements). The ankle-worn accelerometer and associated EE prediction models developed using data from both structured and simulated free-living settings should be considered for optimal EE prediction accuracy.     

The development of a method for identifying penalty kick strategies in association football

Penalty takers in association football adopt either a keeper-independent or a keeper-dependent strategy, with the benefits of the keeper-independent strategy presumed to be greater. Yet, despite its relevance for research and practitioners, thus far no method for identifying penalty kick strategies has been available. To develop a validated and reliable method, Experiment 1 assessed characteristics that observers should use to distinguish the two strategies. We asked participants to rate 12 characteristics of pre-recorded clips of kicks of penalty takers that used either a keeper-independent or keeper-dependent strategy. A logistic regression model identified three variables (attention to the goalkeeper, run-up fluency and kicking technique) that in combination predicted kick strategy in 92% of the penalties. We used the model in Experiment 2 to analyse prevalence and efficacy of both the strategies for penalty kicks in penalty shoot-outs during FIFA World Cups (1986–2010) and UEFA Football Championships (1984–2012). The keeper-independent strategy was used much more frequently (i.e., 78–86%) than the keeper-dependent strategy, but successes did not differ. Penalty takers should use both the strategies to be less predictable. Goalkeepers can use the developed model to improve their chances to succeed by adjusting their behaviour to penalty takers’ preferred penalty kick strategy.     

Validation of the Early Childhood Teacher Experiences Scale in Head Start

To address gaps in the availability of validated measures that assess early childhood teachers' workplace experiences, the current study examined the validity of the Early Childhood Teacher Experiences Scale (ECTES) for use in a diverse Head Start program. Mean differences in the ECTES dimensions of self-efficacy, job stress, and school support were examined across teachers' demographic characteristics and observed teacher–child interaction quality. Multilevel models examined associations between ECTES dimension scores and children's social-emotional and academic skills (N = 161 preschool teachers and N = 3,152 children). Findings support the reliability and validity of the three-factor structure of the ECTES in the diverse Head Start teacher sample. Higher teacher-reported self-efficacy and school support were associated with higher observed classroom emotional support, instructional support, and classroom organization. Higher teacher-reported self-efficacy was associated with fewer years of teaching experience. With respect to child outcomes, higher teacher self-efficacy and school support were associated with lower behavior problems and higher social-emotional skills but were not associated with academic skills. Implications of the findings, limitations, and future directions are discussed.     

Teacher and student enactments of a transdisciplinary art-science-computing unit

Instructional Science - Transdisciplinary learning environments have potential to bring together the arts, sciences, and computing within schools. We investigate the student and teacher enactment...     

The perception problem: a comparison of teachers’ self-perceptions and students’ perceptions of instructional quality

Teachers’ self-perceptions and their students’ perceptions of the three basic dimensions of instructional quality were compared based on a sample of 171 classes and their teachers in German secondary education. Low to moderate correlations (r = .35 to .50) were found between the two perspectives. Differences in perceptions vary across teachers based on favorable and less favorable students’ assessments. Results from latent profile analyses based on perception combinations of teachers and their classes hint at four differential profiles, reflecting to a large extent patterns of under- and overestimation of people’s own competence identified in previous research. Significant differences in gender among individuals assigned to the four profiles could be found. Implications of identifying the divergence between teachers’ and students’ perceptions of instructional quality for reflective practice are discussed.