Exercise does not necessarily influence the phase of the circadian rhythm in temperature in healthy humans

Seventeen healthy adults exercised for 30 min (70% VO2max), at different times of the day and night throughout a 24 h period. The effect on the phase of core temperature rhythm was assessed by comparing the rhythms on the day immediately before and immediately after the day of exercise with the participants living normally on these 2 days. Assessments were made upon data that had been corrected for the thermogenic effects of sleep and activity. When exercise was performed in the period between 4 h before and 1 h after the temperature minimum, there was a phase delay of 1.03 +/- 0.78 h (mean +/- s; n = 6); when performed between 3 and 8 h after the temperature minimum, there was a phase advance of 1.07 +/- 1.23 h (n = 9). Both means were significantly different from zero (Student's one-sample t-tests: P < 0.05). Performed at other times, exercise had no significant effect on the phase of the temperature rhythm. The phase changes were not significantly different from those previously observed by us in sedentary individuals exposed to domestic lighting. We conclude that the amount of physical activity has very little effect on the body clock.     

Orthographic and semantic processing in young readers

This investigation examined orthographic and semantic processing during reading acquisition. Children in first to fourth grade were presented with a target word and two response alternatives, and were asked to identify the semantic match. Words were presented in four conditions: an exact match and unrelated foil (STONE–STONE–EARS), an exact match and an orthographic neighbour foil (STONE–STONE–STOVE), a ­synonym match and an unrelated foil (STONE–ROCK–EARS) and a synonym match and an orthographic neighbour foil (STONE–ROCK–STOVE). Accuracy and reaction time results suggest that orthographic and semantic processing follow a two‐step ­acquisition pattern. First, the orthographic component of reading develops quickly; however, forming strong conceptual links from orthographic to semantic representations follows a protracted trajectory, which matures between the third and fourth grades. These results are consistent with research that suggests younger children rely on more concrete, perceptual systems and then transition to more flexible, abstract cognition.     

Social coping and self-concept among young gifted students in Ireland and the United States: a cross-cultural study

Social coping and self-concept were explored among Irish (n = 115) and American (n = 134) grades 3–8 students. Denying one’s giftedness or the impact it has on peer relationships were associated with poor self-concept in both samples. Among Irish students, denying giftedness was associated with more positive self-concept when paired with a high activity level. Engaging in many activities in the US sample and helping one’s peers in the Irish sample were positive predictors of academic self-concept. Findings suggest young gifted students may benefit from learning more about their exceptional abilities and their impact on peers. They should also be encouraged to engage in extracurricular activities and find ways to use their exceptional abilities to support their peers.     

Quantification of the physiological loading of one week of "pre-season" and one week of "in-season" training in professional soccer players

The aim of this study was to quantify the physiological loads of programmed "pre-season" and "in-season" training in professional soccer players. Data for players during each period were included for analysis (pre-season, n = 12; in-season, n = 10). We monitored physiological loading of training by measuring heart rate and rating of perceived exertion (RPE). Training loads were calculated by multiplying RPE score by the duration of training sessions. Each session was sub-categorized as physical, technical/tactical, physical and technical/tactical training. Average physiological loads in pre-season (heart rate 124 ± 7 beats · min(-1); training load 4343 ± 329 Borg scale · min) were higher compared with in-season (heart rate 112 ± 7 beats · min(-1); training load 1703 ± 173 Borg scale · min) (P < 0.05) and there was a greater proportion of time spent in 80-100% maximum heart rate zones (18 ± 2 vs. 5 ± 2%; P < 0.05). Such differences appear attributable to the higher intensities in technical/tactical sessions during pre-season (pre-season: heart rate 137 ± 8 beats · min(-1); training load 321 ± 23 Borg scale · min; in-season: heart rate 114 ± 9 beats · min(-1); training load 174 ± 27 Borg scale · min; P < 0.05). These findings demonstrate that pre-season training is more intense than in-season training. Such data indicate that these adjustments in load are a direct attempt to deliver training to promote specific training adaptations.     

Control processing vs. information processing in models of reading

The purpose of this paper is to highlight some important ways in which standard information-processing models of language, and specifically of reading, are deficient. It is proposed that the standard models do not provide an adequate framework for dealing with a number of central issues in reading. Their deficiencies are considered under four headings, (1) theoretical rigour, (2) the interaction of different levels of information during reading, (3) the parallel nature of much of human information processing, and (4) reading comprehension. The source of the problems is considered to be the view of information as an inert encoding and of information processing as a series of these encodings. A distinction is made between models which emphasize a flow of information and models which emphasize a flow of control. Production systems are proposed as examples of the latter type of model. Their use is seen as a qualitatively different approach to language processing which provides a solution to many of the problems inherent in the standard models.     

Is expertise a necessary precondition for creativity?: A case of four novice learning group facilitators

Many North American theorists conceptualize expertise as preceding creativity. The rationale is, that in order to be truly creative, one must master a field so remarkable contributions can be made. Therefore, in order to be truly creative one must be an expert in a structured and codified domain. This inquiry attempted to examine the relationship between expert thinking skills and creativity in an ill-defined domain, embedded in the community of practice of group facilitation whose goal was to support learning. Using an instrumental case study approach to explore a unique system embedded in a naturalistic context, the case was comprised of a team of four female novice group facilitators, functioning as teaching assistants for learning task groups of university students. Various sources were drawn upon in order to map this group as a coherent knowing system. Debriefing sessions and interviews were transcribed and coded using a category string method in order to retain a holistic sensibility to the analysis. The codes revealed that the system displayed characteristics of shared expertise and social creativity. The overall pattern of creative response closely followed those of expertise. The codes for expertise generally preceded those instances of creativity, suggesting that creativity does need to rely on expert thinking skills. However, this inquiry suggests expanding the notion of expertise, in that it need not be situated in a single person, but can emerge from a system of shared expertise.