Cardiorespiratory and muscular fitness associations with older adolescent cognitive control

Background:Participation in physical activity supports greater cardiorespiratory fitness(CRF),a correlate of cognitive control.However,the relationship between muscular fitness(MF)and cognitive control is less clear.The present study investigated the differential relationship of CRF and MF with cognitive control in older adolescents.Methods:This cross-sectional study involved students(15
17 years old,n=541,43%female)from 20 secondary schools who completed tests of inhibition(modified flanker task),working memory(n-back task),CRF(Progressive Aerobic Cardiovascular Endurance Run),and MF(standing long jump and push-up test).Multilevel analyses tested the association between CRF or MF and cognitive outcomes while accounting for the influence of the other fitness variable and relevant demographic factors.Results:CRF predicted response accuracy during incongruent flanker trials,the condition requiring greater inhibition.For the working memory task,CRF predicted greater target accuracy and greater d’scores on the 1-back task,requiring lesser amounts of working memory.In the 2-back task,which requires greater amounts of working memory,CRF also predicted greater target and non-target accuracy and d’scores.Comparatively,MF did not predict any cognitive outcomes after adjustment for CRF.Conclusion:CRF was selectively related to better performance during task conditions that require greater amounts of inhibition and working memory.This finding suggests that CRF,but not MF,may benefit cognitive control in older adolescents.This selective influence of CRF on older adolescents’cognition highlights the value of aerobic physical activity.     

Ancillary staff members' mainstreaming recommendations for students with mild exceptionalities

Mainstreaming decisions, including identification of handicapped students for regular class placement and support service recommendations (e.g., reduced class size, inservice training, consultation services), are frequently made by nonclassroom personnel such as school psychologists, occupational/physical therapists, and speech/language pathologists. Factors considered by these professionals in making mainstreaming decisions are poorly understood, however. This study sought to identify mainstreaming modifications judged to be important by ancillary professionals in recommending mainstreaming of students with mild exceptionalities. Data revealed that no significant differences were noted in number of selected modifications as a function of diagnostic category. Ancillary staff members indicated, however, that substantial modifications were needed to facilitate successful mainstreaming. Results are discussed relative to current educational trends.     

Characteristics of children referred to school psychologists: A discriminant analysis

This study compared characteristics of 114 elementary school children of average intelligence who had been referred for psychological services with 120 children of average intelligence who had not been referred. Variables included, sex, relative age, race, socioeconomic status, familial stability, achievement test scores, and intraschool factors. At the primary level, significant differences were found between the groups in terms of sex and relative age. Boys were referred 4 times as frequently as girls, and 16 times as many boys within the relatively youngest group were referred as girls within the oldest group. The total groups were successfully discriminated using math achievement, sex, race, and father of the same name in the household. The variables that best discriminated the primary level groups included sex, relative age, father with the same name in the household, and having attended the same school the previous year. Implications and possible preventative measures are discussed.     

Summative Evaluation

Summative evaluation is defined as the process of determining the value, effectiveness, or efficiency of an object to form a decision–making basis about that object. In this article, we present an overview of one major aspect of summative evaluation–the planning process–and then present essays on five topics that we believe are difficult issues most often faced in the conduct of summative evaluation. These five topics are: (a) client commitment to evaluation; (b) evaluating the training organization; (c) evaluating management training; (d) institutionalizing the evaluation process; and (e) the conduct of cost benefit studies.     

Stability of WISC-R subtest profiles for learning disabled children

Stability of the WISC-R subtest profile for 161 learning disabled (LD) children over a 7-month test-retest interval was examined. A unique subtest profile reported earlier (Smith, Coleman, Dokecki, & Davis, 1977a) was replicated. Performance IQ was significantly greater than Verbal IQ at both testing occasions. A mean test-retest increase was observed for Performance IQ, but not for Verbal IQ.     

Does exercise have a protective effect on cognitive function under hypoxia? A systematic review with meta-analysis

ObjectiveThis study aimed to examine (1) the independent effects of hypoxia on cognitive function and (2) the effects of exercise on cognition while under hypoxia.MethodsDesign: Systematic review with meta-analysis. Data sources: PubMed, Scopus, Web of Science, PsychInfo, and SPORTDiscus were searched. Eligibility criteria for selecting studies: randomized controlled trials and nonrandomized controlled studies that investigated the effects of chronic or acute exercise on cognition under hypoxia were considered (Aim 2), as were studies investigating the effects of hypoxia on cognition (Aim 1).ResultsIn total, 18 studies met our inclusionary criteria for the systematic review, and 12 studies were meta-analyzed. Exposure to hypoxia impaired attentional ability (standardized mean difference (SMD) = –0.4), executive function (SMD = –0.18), and memory function (SMD = –0.26), but not information processing (SMD = 0.27). Aggregated results indicated that performing exercise under a hypoxia setting had a significant effect on cognitive improvement (SMD = 0.3, 95% confidence interval: 0.14 – 0.45, I² = 54%, p < 0.001). Various characteristics (e.g., age, cognitive task type, exercise type, exercise intensity, training type, and hypoxia level) moderated the effects of hypoxia and exercise on cognitive function.ConclusionExercise during exposure to hypoxia improves cognitive function. This association appears to be moderated by individual and exercise/hypoxia-related characteristics.