A Meta-Analytic Review of Naming-Speed Deficits in Developmental Dyslexia

ABSTRACT

This study presents a meta-analytic review of serial rapid automatized naming (RAN) deficits in individuals with dyslexia relative to typical readers (based on 216 effect sizes comprising 8335 dyslexic readers, 14,083 age-matched controls, and 921 reading-matched controls). A random-effects model analysis indicated a large impairment in speeded RAN in individuals with dyslexia compared with age-matched controls (d = 1.19) but a similar performance when compared with reading-matched controls (d = 0.13). In addition, dyslexic readers presented a deficit in discrete-naming formats (d = 0.74), although the deficit in serial RAN was notably larger; hence, adding seriality is particularly detrimental for these readers. The deficit appears to span all stimulus types (alphanumeric and nonalphanumeric), indicating that processes beyond letter processing are responsible for the delays and are independent of set size. Poor RAN is a long-term and universal symptom of dyslexia, and the transparency of the writing system does not influence its severity.     

The influence of informal learning processes of social network sites on the subjective well-being of women in rural areas / La influencia de procesos de aprendizaje informal en las redes sociales digitales en el bienestar subjetivo de mujeres de zonas rurales

Abstract

This study provides a predictive model of the subjective well-being of rural women who participate in social network sites. Three processes of informal learning in digital social networks (participation, identity consistency and relationships) are used as predictors. An ex post facto correlational study was supported by face-to-face interviews with 478 women from rural areas in the province of Seville, using a questionnaire with different scales. For data analysis we used confirmatory analytical techniques, using Smart PLS 2.0. The results provide an empirical model that contrasts the relationship hypothesis established, with high reliability and validity indicators. The results show that identity consistency has a direct effect on life satisfaction with networks. The informal learning processes (participation and relationships in virtual social networks) influence identity, but do not directly influence satisfaction.     

The relationship between approaches to teaching and approaches to studying: a two-level structural equation model for biology achievement in high school

Since the 1970s, a large body of research has reported on the differences between deep and surface approaches to student learning. More recently, however, this metaphor for students’ approaches to learning has been applied to the practice of teaching. Studies at the university level have identified two approaches to teaching: the information transmission/teacher-focused approach and the conceptual change/student-focused approach. The present study analyzes the relationship between teachers’ approaches to teaching and high school students’ approaches to learning. The data were analyzed by fitting a two-level structural equation model based on the hypothesis that student academic achievement is significantly determined by the way they study and that the way they study is partially determined by the way teachers teach. The participants were high school students (778 twelfth graders) enrolled in biology courses and their teachers (40 total). The same model was proposed at both levels (i.e., within and between levels) and fit the data quite well. As expected, within level, the effects of the ‘approaches to learning’ on ‘biology achievement’ regression were far larger than the corresponding effects at between level. The central findings suggest worthy directions for future research.     

双语幽默

一天,蒂姆的数学老师看了他的作业,发现他全做对了。老师很高兴,同时也十分惊讶。他把蒂姆叫到桌前说：“蒂姆,你这次的作业全都做对了,怎么回事？你爸爸帮你做了吗？”“不,先生,我爸爸昨天很忙,我不得不自己做了所有作业。     

Patterns of accelerometer-derived sedentary time across the lifespan

ABSTRACT

We aimed to describe ST and its patterns on a national level. A hip-worn accelerometer (ActiGraph GT1M) was used to collect data during waking hours from 4575 Portuguese’ participants from 2007–2009 (2683 females) aged 10–102 years old. Data was presented by sex, in 5-years age intervals, and by adolescents (n=2833), adults (n=1122), and older adults (n=620). Lambda-mu-sigma (LMS) smoothed percentile curves were estimated. Girls, women, and older women spent 61, 57, and 64% of wear time in ST, respectively. In males, ST represented 57, 60, and 62% of wear time respectively for boys, men, and older men. Comparing to other age groups, older adults spent a larger amount of ST in bouts ≥30-min (women: 33%, men: 39% of total ST). The number of breaks/ST hour were: 10.6 in girls, 11.7 in women, and 9.6 in older women. In males, the number of breaks/ST hour were: 11.2, 10.5, and 8.5 for boys, men, and older men. In conclusion, ST was not consistently higher at older ages. Instead, we found that the potential critical moments in which ST may be higher are during adolescence and in the transition from adulthood into older adulthood, which represents critical periods for interventions.     

Imposing a pause between the eccentric and concentric phases increases the reliability of isoinertial strength assessments

Abstract

This study analysed the effect of imposing a pause between the eccentric and concentric phases on the biological within-subject variation of velocity- and power–load isoinertial assessments. Seventeen resistance-trained athletes undertook a progressive loading test in the bench press (BP) and squat (SQ) exercises. Two trials at each load up to the one-repetition maximum (1RM) were performed using 2 techniques executed in random order: with (stop) and without (standard) a 2-s pause between the eccentric and concentric phases of each repetition. The stop technique resulted in a significantly lower coefficient of variation for the whole load–velocity relationship compared to the standard one, in both BP (2.9% vs. 4.1%; P = 0.02) and SQ (2.9% vs. 3.9%; P = 0.01). Test–retest intraclass correlation coefficients (ICCs) were r = 0.61–0.98 for the standard and r = 0.76–0.98 for the stop technique. Bland–Altman analysis showed that the error associated with the standard technique was 37.9% (BP) and 57.5% higher (SQ) than that associated with the stop technique. The biological within-subject variation is significantly reduced when a pause is imposed between the eccentric and concentric phases. Other relevant variables associated to the load–velocity and load–power relationships such as the contribution of the propulsive phase and the load that maximises power output remained basically unchanged.     

Does whole body vibration training affect knee kinematics and neuromuscular control in healthy people?

Abstract

This study aimed to investigate the effect of whole body vibration (WBV) training on the knee kinematics and neuromuscular control after single-legged drop landings. Surface electromyographic (EMG) activity of the rectus femoris and hamstring muscles and knee and ankle accelerometry signals were acquired from 42 healthy volunteers. Participants performed three pre-test landings and after a recovery period of three minutes, they completed one set of six bouts of WBV each of one minute duration (30 Hz – 4 mm), followed by a single-leg drop landing. After the WBV intervention no significant changes were observed in the kinematic outcomes measured, although the time to stabilise the lower-limb was significantly lower after the vibration training (F(8,41) = 6.55; P < 0.01). EMG analysis showed no significant differences in the amplitude of rectus femoris or hamstring muscles after WBV training, however, significant differences in EMG frequency of the rectus femoris were found before (F(8,41) = 7.595; P < 0.01) and after toe-down (F(8,41) = 4.440; P < 0.001). Finally, no significant changes were observed in knee or ankle acceleration after WBV. Results suggest that WBV can help to acutely enhance knee neuromuscular control, which may have clinical significance and help in the design of rehabilitation programmes.     

The need for ‘representative task design’ in evaluating efficacy of skills tests in sport: A comment on Russell,Benton and Kingsley (2010)

Abstract

Russell, Benton and Kingsley (2010 Russell, M., Benton, D. and Kingsley, M. 2010. Reliability and construct validity of soccer skills tests that measure passing, shooting, and dribbling. Journal of Sports Sciences, 28(13): 1399–1408. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) recently suggested a new association football test comprising three different tasks for the evaluation of players' passing, dribbling and shooting skills. Their stated intention was to enhance ‘ecological validity’ of current association football skills tests allowing generalisation of results from the new protocols to performance constraints that were ‘representative’ of experiences during competitive game situations. However, in this comment we raise some concerns with their use of the term ‘ecological validity’ to allude to aspects of ‘representative task design’. We propose that in their paper the authors confused understanding of environmental properties, performance achievement and generalisability of the test and its outcomes. Here, we argue that the tests designed by Russell and colleagues did not include critical sources of environmental information, such as the active role of opponents, which players typically use to organise their actions during performance. Static tasks which are not representative of the competitive performance environment may lead to different emerging patterns of movement organisation and performance outcomes, failing to effectively evaluate skills performance in sport.