A shorter set reduces the loss of cardiac autonomic and baroreflex control after resistance exercise

Set configuration may affect the recovery pattern of cardiac vagal autonomic and reflex modulation after a resistance exercise, since it is closely associated with intensity and volume and determines the metabolic involvement of the session. We tested the hypothesis that longer set configurations have a higher impact on cardiac autonomic control and baroreflex sensitivity compared with shorter set configurations. We studied the effects of three set configurations with the same components of work on the cardiac autonomic control and baroreflex sensitivity. Seventeen subjects performed one control session and three experimental sessions of a leg-press exercise with the same volume (40 repetitions), resting time (720?s) and intensity (10RM load): (a) 5 sets of 8 repetitions with 3?min of rest between sets (8S), (b) 10 sets of 4 repetitions with 80?s of rest between sets (4S) and (c) 40 sets of 1 repetition with 18.5?s of rest between each repetition (1S). Longer set configurations (8S and 4S) induced greater reductions of the vagal cardiac autonomic control and baroreflex sensitivity (p?≤?.001) compared with a shorter set configuration (1S). Also, 1S had non-significant reductions versus the control session (p?>?.05). These findings suggest that a shorter set configuration can reduce the impact of resistance exercise on the post-exercise cardiac vagal autonomic control and baroreflex sensitivity.     

Psychosocial Aspects of the Development of Gifted Underachievers: Review and Implications

Gifted underachievers are children who display a discrepancy between expected high achievement and actual performance. Focussing on gifted children with a long‐standing pattern of underachievement not explicable in terms of learning disability, this paper adopts a developmental perspective to the problem of gifted underachievement. Literature is reviewed on the affective development of gifted underachievers and the environmental factors which may foster or diminish success in school. It is argued that cognitive and affective variables do not operate independently and should not be considered in isolation from the environmental context of development. Further, gifted underachievers are not a homogeneous group, and some influences on achievement are situation‐specific and highly variable. Finally, implications for intervention are discussed in light of the need to view children's development not as a dichotomy of cognitive and affective change but holistically, as a complex interaction of child and environment.     

Metacognitive regulation contributes to digital text comprehension in E-learning

Metacognition and Learning - This study examined the contribution of self-reported metacognitive regulation of reading to expository digital text comprehension in an e-learning environment,...     

Early Educators’ Collective Workplace Stress as a Predictor of Professional Development’s Impacts on Children’s Development

Although professional development is widely used to improve the impacts of early childhood education, little is known about the conditions under which such interventions promote child outcomes. This study applies newly developed methods for quantifying intervention impact heterogeneity to understand whether educators’ collective workplace stress moderates professional development’s impacts on children’s language and literacy skills, executive functioning, and learning behaviors. Within a sample of 406 children from the National Center for Research on Early Childhood Education Professional Development Study (M_age = 4.17; 50% female; 50% Black, 32% Latinx, 11% White), professional development positively impacted child outcomes in centers where educators collectively reported high workplace stress but negatively impacted child outcomes in centers where educators collectively reported low workplace stress.     

Estudio del proceso de clasificación: ¿Concepción digital o analógica?

Resumen

El autor después de exponer los dos modelos (analógico y digital) que los psicólogos han empleado hasta hoy para describir el proceso de clasificación, propone desde un punto de vista genético una crítica de dicha alternativa.

Para explicar el fenómeno de la clasificación, los psicólogos han propuesto dos modelos: el digital (según el cual pertenecer a una clase es cuestión de todo o nada) y el analógico (que explica la formación de las clases en torno a un prototipo). Sin embargo, la Psicología Genética argumenta que para los niños los prototipos serán diferentes a edades diferentes; para un mismo sujeto el prototipo podría variar según el contexto y los objetivos de la clasificación. Para el enfoque genético ambas concepciones no deben ser consideradas como excluyentes o incompatibles. A partir de los seis años de edad, ambas pueden ser adecuadas para describir las relaciones de semejanza entre objetos, ya que los niños o bien optan por una u otra manera o escogen ambas.     

Un programa para la enseñanza de la comprensión de ideas principales de textos expositivos

Resumen

Este artículo presenta una investigación llevada a cabo con niños de 5.° curso de EG B (11 años) los cuales fueron instruidos en la captación de ideas prinápales de textos expositivos con estructura enumerativa y comparativa, y en la formation de la macroestructura textual. Un grupo de niños de un colegio fueron entrenados con una metodología de instrucción directa mientras otro grupo equivalente de un centro distinto sirvió como grupo de control. Se tomaron tres tipos de medidas dependientes tras la lectura de diversos textos con un diseño pretest- postest incluyendo cada uno de ellos varias pruebas. El primer tipo de medidas se refería a la captación de ideas prinápales mientras el segundo y el tercero medían la conáencia de estructura textual y el recuerdo respectivamente. Los resultados mostraron una ejecución significativamente mejor del grupo experimental en el postest con respecto al grupo control en la mayor parte de las medidas dependientes. Tras un período de seguimiento de varios meses se aplicaron de nuevo algunas pruebas manteniéndose las mejoras del grupo experimental.     

Low-Income Central American Immigrant Mothers' Goals and Their Children's Classroom Competencies in Preschool

Research Findings: Unlike other Latino groups, there is little information about the early socialization of children from Central American (CA) immigrant families. This study examined CA immigrant mothers' short-term goals and the implications of these goals for children's behavior in preschool. A total of 47 low-income mothers described their goals for their children's behavior at home/with family and at school. Nearly all mothers described relatedness-oriented goals for their children at home and at school. Mothers emphasized autonomy-oriented goals predominantly for the school context. Mothers' emphases on certain goals in the home, but not goals for school, predicted teacher reports of children's social cooperation and approaches to learning in the classroom. Practice or Policy: Educators should be aware that relatedness-oriented goals are highly salient for CA immigrant parents. Immigrant parents might benefit from more information regarding the general goals of preschool. Educators should encourage mothers to set multiple early goals for their children, including learning-related goals for home. Educators and CA immigrant parents may support home–school continuity for children through mutual understanding of goals and values.     

Improving Science and Literacy Learning for English Language Learners: Evidence from a Pre-service Teacher Preparation Intervention

This paper present findings from a pre-service teacher development project that prepared novice teachers to promote English language and literacy development with inquiry-based science through a modified elementary science methods course and professional development for cooperating teachers. To study the project’s impact on student learning, we administered a pre and post assessment to students (N = 191) of nine first year elementary teachers (grades 3 through 6) who experienced the intervention and who taught a common science unit. Preliminary results indicate that (1) student learning improved across all categories (science concepts, writing, and vocabulary)—although the effect varied by category, and (2) English Language Learner (ELL) learning gains were on par with non-ELLs, with differences across proficiency levels for vocabulary gain scores. These results warrant further analyses to understand the extent to which the intervention improved teacher practice and student learning. This study confirms the findings of previous research that the integration of science language and literacy practices can improve ELL achievement in science concepts, writing and vocabulary. In addition, the study indicates that it is possible to begin to link the practices taught in pre-service teacher preparation to novice teacher practice and student learning outcomes.     

What Is the Impact of Computer Literacy on the Academic Performance of D-learning Students？

Due to the globalization and the spread of the Internet, distance learning （D-learning） has gained extraordinary impulse in recent years by classes broadcasted by Websites and assignments fulfilled by students in their own computers. D-learning facilitates the access to education to those people who are working or have low buying power due to its reduced cost and time convenience. Although D-learning has existed in the world for over 150 years, only in the last decades, it has become the focus of academic studies and researches in a systematic way. In this context, the objective of this research is to evaluate the impact of computer literacy on the academic performance of the D-learning students of Faculdade lnterativa COC--EAD （COC--D-learning Interactive College）, P61o Lafaiete （Lafaiete Branch）, Ribeirao Preto. The research consisted of a questionnaire with 21 qualitative dichotomous questions, concerning the level of knowledge and mastery of information techdologies, besides the gender and academic performance （weighted average and marks of the last module）. The data were tabulated, being considered two main variables： （a） academic performance, represented by the marks of the last module; and （b） computer literacy, represented by the sum of the questions concerning this matter. The data were analyzed statistically, and the correlation between the two variables considered was analyzed by Pearson＇s Correlation Test. The interviews of the 54 interviewees （24 males （44.45%） and 30 females （55.55%）） taking the business administration course were analyzed. The correlation coefficient r = 0.303 indicates that there is a meaningful correlation between the students＇ academic performance （marks） and their computer literacy, that is, the greater the computer literacy, the better the marks obtained by these students in the D-learning course. D-learning has computing as its main tool, theretbre, the students with less computer literacy find barriers in D-learning, which o ref