The Development of Empathic Concern in Siblings: A Reciprocal Influence Model

This study utilized actor–partner interdependence modeling to examine the bidirectional effects of younger (M_age = 18 months) and older siblings (M_age = 48 months) on later empathy development in a large (n = 452 families), diverse (42% immigrant) Canadian sample. Controlling for parenting, demographic characteristics, sibling relationship quality, and within-child stability in empathic concern, both younger and older siblings’ observed empathic concern uniquely predicted relative increases in the other's empathy over a period of 18 months. The strength of the partner effects did not differ by birth order. Sex composition moderated the younger sibling partner effect, whereas age gap moderated the older sibling partner effect. This study highlights the important role that siblings play in enhancing the development of care and concern for others.     

Understanding divergent domestication traits from the whole-genome sequencing of swamp- and river-buffalo populations

Domesticated buffaloes have been integral to rice-paddy agro-ecosystems for millennia, yet relatively little is known about the buffalo genomics. Here, we sequenced and assembled reference genomes for both swamp and river buffaloes and we re-sequenced 230 individuals (132 swamp buffaloes and 98 river buffaloes) sampled from across Asia and Europe. Beyond the many actionable insights that our study revealed about the domestication, basic physiology and breeding of buffalo, we made the striking discovery that the divergent domestication traits between swamp and river buffaloes can be explained with recent selections of genes on social behavior, digestion metabolism, strengths and milk production.     

Conflict style and cultural understanding among teachers in the western United States: Exploring relationships

Competent teachers are competent communicators who are able to build and sustain interpersonal relationships across culture and across conflict. The following study was designed to validate and extend prior research [Mahon, J. A. (2003). Intercultural sensitivity development of practicing teachers. Dissertation Abstracts International, 64(7), 2353A (UMI No. 3097199); Mahon, J. A. (2006). Under the invisibility cloak? Teacher understanding of cultural difference. Intercultural Education, 17(4), 391–407] that showed a majority of teachers had ethnocentric levels of intercultural sensitivity (ICS) as measured by the Intercultural Development Inventory (IDI) [Intercultural Communication Institute (ICI). (1999a). The intercultural development inventory. Portland, Oregon: Intercultural Communication Institute]. Qualitative data also suggested teachers with less sophisticated understandings of culture avoided intercultural conflict situations. The following research drew upon a sample of 88 teachers in the United States to examine possible relationships between ICS as measured by the IDI, and conflict style as measured by the Thomas–Kilmann Conflict Inventory (TKI) [Consulting Psychologies Press (CPP). (2002). Thomas–Kilmann Conflict Inventory. Palo Alto, CA: Consulting Psychologies Press]. Results indicated the majority of teachers have ethnocentric understandings of culture, and preferred the Compromising conflict style, followed very closely by Avoiding and Accommodating. Further analyses revealed that degree of cooperativeness predicted levels of the dependent variable of ICS. Certain demographic variables shown to be important in prior ICS research were found to predict levels of the dependent variables.     

From Spirit-Murdering to Spirit-Healing: Addressing Anti-Black Aggressions and the Inhumane Discipline of Black Children

School is a hyperviolent space for Black students and in particular for Black girls. Black girls continue to be adultified, criminalized, and spirit-murdered by educators who enact racially discriminatory school disciplinary policies. Using literature from racial microaggressions and antiblackness, we introduce a model that we refer to as “antiblack aggressions” to examine the disciplinary experiences of two Black girls who were at the center of a violent assault by a White male School Resource Officer at Spring Valley High School. We provide an analysis of South Carolina's Disturbing Schools Law, and we discuss how an antiblack aggressions model can challenge traditional notions of peace, law, and justice for Black girls in school.     

Acute fatigue negatively affects risk factors for injury in trained but not well-trained habitually shod runners when running barefoot

Introduction: Many factors may contribute to running-related injury. These include fatigue and footwear, the combination of which has rarely been studied, in particular with reference to barefoot running, recently advocated as a method to reduce injury risk. Methods: Twenty-two runners (12 well-trained and 10 trained) participated in a 10?km fatiguing trial. Knee and ankle joint kinematics and kinetics and electromyography were assessed during overground running in the barefoot and shod condition. This was performed pre- and post-fatigue using a motion capture system and force platforms. Results: Initial loading rate increased in the trained runners when barefoot but not shod. Shod knee stiffness increased in both groups after fatigue, whereas barefoot knee stiffness decreased only in the trained group. A reduction in barefoot bicep femoris pre-activation was found in both groups. During stance, a reduction in vastus lateralis and biceps femoris and an increase in tibialis anterior activity were found over time in both groups and conditions. Trained runners decreased gluteus medius and increased lateral gastrocnemius median frequency for both conditions after fatigue. Conclusion: When fatigued, gait adjustments in habitually shod runners may increase injury risk when running barefoot. Training status may be a risk factor for injury, as less-trained runners experience muscular fatigue changes that may compromise ground reaction force attenuation. Caution is recommended when transitioning to pure barefoot running.     

Do the physical and environment PETTLEP elements predict sport imagery ability?

The present study aimed to examine whether physical and environment elements of PETTLEP imagery relate to the ability to image five types of sport imagery (i.e. skill, strategy, goal, affect and mastery). Two hundred and ninety participants (152 males, 148 females; M_age?=?20.24 years, SD?=?4.36) from various sports completed the Sport Imagery Ability Questionnaire (SIAQ), and a set of items designed specifically for the study to assess how frequently participants incorporate physical (e.g. ‘I make small movements or gestures during the imagery’) and environment (e.g. ‘I image in the real training/competition environment’) elements of PETTLEP imagery. Structural equation modelling tested a hypothesised model in which imagery priming (i.e. the best fitting physical and environment elements) significantly and positively predicted imagery ability of the different imagery types (skill, β?=?0.38; strategy, β?=?0.23; goal, β?=?0.21; affect, β?=?0.25; mastery, β?=?0.22). The model was a good fit to the data: χ² (174)?=?263.87, p?<?.001, CFI?=?.96, TLI?=?.95, SRMR?=?.09, RMSEA?=?0.05 (90% CI?=?0.03–0.05). Findings displayed that priming imagery with physical and environment elements is associated with better skill, strategy, goal, affect and mastery imagery ability. The findings extend models of imagery use by indicating that how athletes images may influence their imagery ability.     

Sport-specific factors predicting player retention in junior cricket

Understanding factors that motivate young athletes to continue participation in sport can help key stakeholders cultivate an environment that fosters long-term participation. This investigation sought to determine the performance and participation factors that influenced continued participation in junior cricket. Administration-level data were collected each annual season across a seven-year period by a community-level junior cricket association in Australia and analysed to identify the performance and participation-based predictors of player retention. All players were males aged <16 years. Players were categorised according to whether they remained in (or departed from) the association at the end of each playing season. A multivariate logistic regression model with a stepwise variable selection was employed to identify significant independent predictors of player retention. The number of innings batted and overs bowled were significant participation-related contributors to junior cricket player retention. Performance factors such as the number of wickets taken and the number of runs scored also significantly influenced player retention. Finally, team age group, the number of previous seasons played and age were also significant factors in player retention. This demonstrates that sufficient opportunity for children to participate in the game and expression of skills competence are key factors for retention in cricket.