Some factors associated with reading ability: a longitudinal study

The paper reports a longitudinal study of factors associated with reading ability in a large sample (N=748) of children. Reading was assessed when the children were aged seven and later at age nine. The associated measures included measures of background, experiences and earlier cognitive development. It was found that the correlation between reading at age seven and reading at age nine was 0.87. However, reading at seven and nine were both associated with the background measures and to a lesser extent with experiential measures. Reading at seven was associated with earlier cognitive development. The implications of the results are discussed.     

Retirement as a Learning Process

This article draws upon a major qualitative empirical research investigation in Great Britain to explore the relationships between retirement and learning. Though retirement is frequently viewed as an event leading to a life stage, our data show that it can perhaps be best understood as a lengthy process. This process begins well before actual retirement in most cases, and it continues well after any symbolic retirement event. Through this process of change, it is common for persons to be retired by one definition but not by another. The article shows that if we adopt recent understandings of learning as a process of becoming—incorporating informal as well as formal learning—then retirement is a process and learning is an inevitable, integral part of that process. We conclude by suggesting some implications that follow from understanding retirement in this way.     

Writers develop skills through collaboration: an action research approach

Collaborative approaches designed to increase writing productivity (amount written) as well as writing quality were implemented over a period of six months with a small group of 12 six‐year‐olds in a Primary School in Newcastle, NSW, Australia. The study demonstrated the positive nature of peer interactions with an increase in quality and productivity of writing products. The classroom teacher employed action research approaches where observations informed action, which in turn was reflected upon. Some central themes emerged from this study. It was found that collaboration often meant that students shared strengths and expertise, provided encouragement and assistance, as well as provided opportunities for peer tutoring.     

A qualitative comparison of perceived stress and coping in adolescents with and without autistic spectrum disorders as they approach leaving school

During the research reported in this article, differences in perceived stress and coping between adolescents with and without autistic spectrum disorders (ASD) were examined by a series of interviews. Emphasis was placed on examining the issue with regard to the prospective transition at the point of leaving secondary education. Ten pupils with autism and seven without any identified disorder were interviewed. The participants with ASD indicated worry about specific objects and social relations; demonstrated a lack of external expression of their stress; and indicated a reliance on self, rather than others, for help. Those with ASD also indicated more concerns regarding items not affecting their education and were self-admittedly poor at dealing with both current and future stress. Participants without a disorder were far more concerned with their education and outlined different methods of stress management. James Browning, an Educational Psychologist in training, Dr Lisa A. Osborne, a Research Fellow in the Learning and Adaptive Behaviour Group, in the Department of Psychology at Swansea University, and Professor Phil Reed, the Director of the Learning and Adaptive Behaviour Group, in the Department of Psychology at Swansea University, suggest that these differences should be addressed and argue that the further incorporation of techniques to improve coping with stress may ease the transition from school for students with ASD.     

Living with imperfect comparisons: The challenges and limitations of comparative paralympic sport policy research

In this article, the authors explores the challenges and limitations of conducting cross-comparative management/policy research in the Paralympic sporting domain. The comparative sport policy debate in able-bodied sport has emerged, in part, due to the increasing complexity, uncertainty, and competitive nature of high performance sport environments and a desire to understand why some countries are more successful than others at international sporting competition. The same issues and questions have also emerged within the Paralympic context. As a precursor to establishing a research agenda in this area, however, it was deemed important to begin to address the epistemological, methodological, and practical issues in comparative sport research. The analysis draws upon the broader sociological literature and examples from the Paralympic sporting context to identify and discuss the challenges and limitations of the comparative approach as well as recommendations for mitigating against them.     

Ischemic preconditioning enhances critical power during a 3 minute all-out cycling test

This study tested the hypothesis that ischemic preconditioning (IPC) would increase critical power (CP) during a 3 minute all-out cycling test. Twelve males completed two 3 minute all-out cycling tests, in a crossover design, separated by 7 days. These tests were preceded by IPC (4 x 5 minute intervals at 220 mmHg bilateral leg occlusion) or SHAM treatment (4 x 5 minute intervals at 20 mmHg bilateral leg occlusion). CP was calculated as the mean power output during the final 30 s of the 3 minute test with W′ taken as the total work done above CP. Muscle oxygenation was measured throughout the exercise period. There was a 15.3 ± 0.3% decrease in muscle oxygenation (TSI; [Tissue saturation index]) during the IPC stimulus, relative to SHAM. CP was significantly increased (241 ± 65 W vs. 234 ± 67 W), whereas W′ (18.4 ± 3.8 vs 17.9 ± 3.7 kJ) and total work done (TWD) were not different (61.1 ± 12.7 vs 60.8 ± 12.7 kJ), between the IPC and SHAM trials. IPC enhanced CP during a 3 minute all-out cycling test without impacting W′ or TWD. The improved CP after IPC might contribute towards the effect of IPC on endurance performance.     

Feel American,Watch American,Eat American? Remote Acculturation,TV, and Nutrition Among Adolescent–Mother Dyads in Jamaica

Globalization prompts remote acculturation toward U.S. culture in Jamaica; this study used a bioecological systems approach to examine its proximal impact on nutrition through U.S. cable TV consumption, and maternal influences in the home. Overall, 330 randomly selected adolescent–mother dyads from schools in Kingston, Jamaica (M_{adolescent_age} = 13.8 years, SD_{adolescent_age} = 1.8) completed questionnaires reporting American identity and behavioral preferences, daily time spent watching U.S.‐produced TV programs, and frequency of eating unhealthy foods. Actor–partner interdependence models revealed that girls’ American identity/behavior directly predicted their unhealthy eating, whereas girls’ mothers and boys’ American identity/behavior indirectly predicted unhealthy eating as mediated by their U.S. TV hours. Additionally, mothers’ American identity/behavior predicted daughters’ unhealthy eating as mediated by mothers’ U.S. TV hours. Remote acculturation theory may facilitate more targeted research and prevention/intervention.