List of Reviewers

Our purpose was to compare the effect of a periodized preparation consisting of power endurance training and high-intensity power training on the contractile properties of the quadriceps muscle and functional performances in well trained male sprinters (n = 7). After 4 weeks of high-intensity power training, 60-m sprint running time improved by an average of 1.83% (SD = 0.96; p < .05). This improvement was inversely related to an increase in maximal voluntary contraction torque (r = -.89, p < .05) and poorly correlated with changes in the contractile kinetics of the quadriceps muscle (r range from .36 to -.46). These findings suggest that sprint performance is poorly predicted by muscle intrinsic properties and that a neural adaptation appears to explain most of the observed functional adaptations.     

Developmental trends for object and spatial working memory: a psychophysiological analysis

This study examined developmental trends in object and spatial working memory (WM) using heart rate (HR) to provide an index of covert cognitive processes. Participants in 4 age groups (6-7, 9-10, 11-12, 18-26, n=20 each) performed object and spatial WM tasks, in which each trial was followed by feedback. Spatial WM task performance reached adult levels before object WM task performance. The differential developmental trends for object and spatial WM found in this study are taken to suggest that these WM components are separable. Negative performance feedback elicited HR slowing that was more pronounced for adults than for children. The development of performance monitoring as indexed by covert HR slowing following performance feedback contributes to WM performance.     

The role of education in the development of Black feminist thought, 1860‐1920

Very few English secondary schools now include ‘Comprehensive’ in their titles, and political enthusiasm for comprehensive schools is hard to detect. According to David Skelton of Policy Exchange, politicians, like anthropologists, have often ‘investigated them, read thoroughly about them and even visited them, but they don’t really understand them’. Drawing on a variety of source materials, this article discusses the early comprehensive schools movement, the period of intensive circulars and legislation in the 1960s and 1970s and the subsequent waning of interest in comprehensive schools as a policy topic. At the heart of the discussion is a focus on politics and politicians at both the national and local levels, with close reference to some key personalities of the post-war period. It is argued that the story of comprehensive schooling in England needs more balance and that we should look to the present generation of politicians and historians to provide this.