Validation of a single-stage submaximal treadmill walking test

Abstract

The single-stage treadmill walking test of Ebbeling et al. is commonly used to predict maximal oxygen consumption ([Vdot]O_2max) from a submaximal effort between 50% and 70% of the participant's age-predicted maximum heart rate. The purpose of this study was to determine if this submaximal test correctly predicts [Vdot]O_2max at the low (50% of maximum heart rate) and high (70% of maximum heart rate) ends of the specified heart rate range for males and females aged 18 – 55 years. Each of the 34 participants completed one low-intensity and one high-intensity trial. The two trials resulted in significantly different estimates of [Vdot]O_2max (low-intensity trial: mean 40.5 ml · kg^?1 · min^?1, s = 9.3; high-intensity trial: 47.5 ml · kg^?1 · min^?1, s = 8.8; P < 0.01). A subset of 22 participants concluded their second trial with a [Vdot]O_2max test (mean 47.9 ml · kg^?1 · min^?1, s = 8.9). The low-intensity trial underestimated (mean difference = ?3.5 ml · kg^?1 · min^?1; 95% CI = ?6.4 to ?0.6 ml · kg^?1 · min^?1; P = 0.02) and the high-intensity trial overestimated (mean difference = 3.5 ml · kg^?1 · min^?1; 95% CI = 1.1 to 6.0 ml · kg^?1 · min^?1; P = 0.01) the measured [Vdot]O_2max. The predictive validity of Ebbeling and colleagues' single-stage submaximal treadmill walking test is diminished when performed at the extremes of the specified heart rate range.     

Executive function and language in deaf children

The relationship between language and executive function (EF) and their development in children have been the focus of recent debate and are of theoretical and clinical importance. Exploration of these functions in children with a peripheral hearing loss has the potential to be informative from both perspectives. This study compared the EF and language skills of 8- to 12-year-old children with cochlear implants (n = 22) and nonimplanted deaf children (n = 25) with those of age-matched hearing controls (n = 22). Implanted and nonimplanted deaf children performed below the level of hearing children on tests assessing oral receptive language, as well as on a number of EF tests, but no significant differences emerged between the implanted and nonimplanted deaf groups. Language ability was significantly positively associated with EF in both hearing and deaf children. Possible interpretations of these findings are suggested and the theoretical and clinical implications considered.     

Implications of Research on Effective Learning Environments for Initial Teacher Education

As a result of multi-disciplinary research on learning, a consistent and comprehensive body of knowledge on effective learning environments is currently emerging (OECD 2010). While this evidence is increasingly influencing the academic and policy discourse on the improvement and innovation of schools, its impact on the design principles of effective initial teacher education has been limited so far. In this paper, the seven transversal learning principles published in the 2010 OECD publication The Nature of Learning: Using Research to Inspire Practice serve as a framework for systematic reflections on how learning research on effective learning environments can inform initial teacher education and how the seven transversal learning principles can contribute to greater coherence and alignment in initial teacher education programs. We consider the implications of The Nature of Learning and other research on teacher education, alongside international examples of next practice, concluding that initial teacher education should model effective student learning.     

The relative impact of violation type and lie severity on judgments of message deceitfulness

This paper is part of a larger program of research assessing variables that underlie quantitative deceptiveness ratings. Several recent theoretical approaches, including Information Manipulation Theory (IMT), propose that deceptive messages are best understood as varying along two or more dimensions. At the same time, researchers have increasingly moved from dichotomous deception judgments to continuous deception ratings. This paper questions the validity of scaling degrees of deceptiveness along a single dimension, and argues that gradations in perceived deceptiveness reflect both the type of information manipulated and the severity of the consequences of the deception. This reasoning was tested with alxl experiment (N = 236) in which both the type of information manipulated and the severity of the consequences were systematically varied. As predicted, the results suggest that false messages (i.e., quality violations) are rated as more deceptive than lies of omission (i.e., quantity violations) when lie severity is low, but this difference diminishes as lie severity increases. In other words, false messages were rated as deceptive regardless of severity, but messages omitting information were rated as deceptive as false messages only when the consequences were serious. The implications for measuring deception are discussed.     

Students’ use of evaluative constructivism: comparative degrees of intentional learning

Evaluative constructivism is used to describe how students derived learning intentions and made choices about what they would do during a unit of work in a final-year high school biology class, as they conducted an inquiry into the social and ethical issues associated with cancer. The context of the study, theoretical background and overview of students’ awareness of their learning strengths and needs are related to the level of achievement in the essays they wrote. The case studies illustrate the diversity in the extent of knowledge and use of learning strategies and the implications this has for the level of support teachers can provide to enable students to be more self-directed. The concepts outlined here have very wide application to multiple learning contexts.     

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