Naming speed in dyslexia and dyscalculia

In four carefully selected samples of 8- to 10-year old children with dyslexia (but age adequate arithmetic skills), dyscalculia (but age adequate reading skills), dyslexia/dyscalculia and controls a domain-general deficit in rapid automatized naming (RAN) was found for both dyslexia groups. Dyscalculic children exhibited a domain-specific deficit in rapid naming of quantities. This finding is in line with recent assumptions that dyscalculia is associated with a neurobiological deficit in the processing of numerosities. In the dyslexia/dyscalculia group, RAN deficits were additive, that is, the dyslexia/dyscalculia group exhibited the sum of the deficits found in the dyslexia only and dyscalculia only groups. This finding suggests that the cognitive bases of dyslexia and dyscalculia are independent from each other. Within the naming speed paradigm no differential impact of special demands on the executive functions inhibition and shifting was found for any of the four groups.     

Principal leadership practices in exploiting situated possibilities to build teacher capacity for change

This paper attempts to identify leadership practices of school principals as they engaged in exploring and exploiting possibilities in and around the school contexts to build teacher capacity for change. Based on interview data of school principals, this paper shows that principals from different schools engaged in qualitatively different practices when they led their schools in building teacher capacity for school improvement. Three approaches to teacher development are identified, namely deficit approach, interactive-growth approach and participatory-growth approach, each delineating a unique set of teacher capacity building practices, teacher learning activities and contextual conditions in which they occur. Implications for developing efficacious principal leadership in teacher capacity building are discussed.     

Temporal processing,attention, and learning disorders

In a large sample (N = 439) of literacy impaired and unimpaired elementary school children the predictions of the temporal processing theory of dyslexia were tested while controlling for (sub)clininal attentional deficits. Visual and Auditory Temporal Order Judgement were administered as well as three subtests of a standardized attention test. The correlation between visual and auditory TOJ was only moderate, challenging the assumption of a general, cross-modal temporal processing deficit. Regression analyses revealed attention as a significant predictor of children's TOJ performance. Once attentional differences were accounted for, temporal processing made a significant but small contribution (3% of variance explained) to reading (but not spelling), but also to arithmetic achievement, indicating that the prediction is not specific to literacy skills. Phonology and Rapid Automatized Naming explained considerable variance even when introduced after TOJ, contradicting the assumption that the verbal deficits in dyslexia result from temporal processing problems. Multiple case studies of 40 children with serious deficits in temporal processing revealed no consistent group pattern. Problems in temporal processing do not necessarily lead to literacy impairment but might be a marker of minor deviances in brain development.     

Food restriction alters salivary cortisol and α-amylase responses to a simulated weightlifting competition without significant performance modification

The aim of this investigation was to evaluate the effect of a 6-day food restriction period on the physiological responses and performance of 11 high-level weightlifters. After a period of weight maintenance (T₂), they were assigned into two groups depending on whether they lost (Diet group, n = 6) or maintained their body weight (Control group, n = 5) during the course of those 6 days. An evaluation of performance and the measurement of salivary cortisol concentrations and salivary α-amylase (sAA) activity were performed during a simulated weightlifting competition which took place at T₂, after a 6-day period of food restriction (T₃). Dietary data were collected using a 6-day diet record. We noted a 41.8% decrease in mean energy intake during the dietary restriction period, leading to a 4.34% weight loss for the Diet group. Dietary restriction did not modify absolute performance levels, whilst a significant improvement was noted for the Control group. Furthermore, we noted a response of decreased salivary cortisol and increased sAA activity to the simulated competition stress at T₃ for the Diet group. These results may indicate that dietary reduction led to a dissociation of the hypothalamo-pituitary-adrenal axis and the sympatho-adreno-medullary system, which could impair training adaptations and absolute performance development.     

Exploring employee perception of the work environment along generational lines

The research reported in this article investigated the influence of generational similarities and differences on employee perception of the work environment and associated environmental variables. The values, beliefs, and historical and social experiences that generation‐defined employees bring to the workplace likely affect their interaction with work, thus influencing organizational and individual performance. By including a variable to gather generational cohort‐specific data, design of interventions may become easier in a multigenerational workplace.