Prior knowledge moderates instructional effects on conceptual understanding of statistics

This study investigated the effects of different teaching and learning methods for statistics for 2 levels of prior knowledge on cognitive load, propositional knowledge, and conceptual understanding. Teaching methods were whether or not to provide students with propositional information, and learning strategies were self-explaining the learning material and explaining in pairs. The results indicate that prior knowledge facilitates propositional knowledge development and leads to differential effects of teaching and learning methods on conceptual understanding: Only low prior knowledge students profit from additional information in the learning task and/or explaining in pairs. An implication of these findings is that low prior knowledge students should be guided into the subject matter by means of working in pairs on learning tasks that comprise additional information. Once students have developed more knowledge of the subject matter, they should be stimulated to work individually on learning tasks that do not comprise additional information.     

The development of discourse presentation in The Times, 1833–1988

Newspaper preferences for particular formats of speech presentation differ and they change in the course of time. In this contribution we focus on The Times and trace such developments in the formative years of the modern Anglo-American newspapers, from 1833 to 1988. We extracted data from The Times Digital Archive in six samples of roughly 5000 words at intervals of 31 years and analysed the texts manually for instances of reported speech. Our analysis shows that the focus has shifted from the presentation of speech events as coherent wholes in earlier newspapers towards a more selective use of individual statements that summarise an event or characterise it from different angles. And it also shows that the frequency of indirect forms of discourse presentation decreases over the years in favour of direct forms. This gives further support to the claim that in terms of discourse presentation broadsheets slowly develop into the direction spearheaded by tabloids.     

White children's empathy-related responding and prosocial behavior toward White and Black children

Relations among White (non-Latinx) children's empathy-related responding, prosocial behaviors, and racial attitudes toward White and Black peers were examined. In 2017, 190 (54% boys) White 5- to 9-year-old children (M = 7.09 years, SD = 0.94) watched a series of videos that depicted social rejection of either a White or Black child. Empathy-related responses, prosocial behaviors, and racial attitudes were measured using multiple methods. Results showed that younger children showed less facial concern toward Black than White peers and greater increases with age in concern and prosocial behaviors (sharing a desirable prize) for Black, compared to White, targets. Children's facial anger increased with age for White but not Black targets. The findings can extend our understanding children's anti-racism development.     

The effect of distributed practice on students’ conceptual understanding of statistics

In this study the effect of the reduced distribution of study activities on students’ conceptual understanding of statistics is investigated in a quasi-experiment. Conceptual understanding depends on coherent and error free knowledge structures. Students need time to construct such knowledge structures. A curriculum reform at our university resulted in statistics courses which were considerably shortened in time, thereby limiting students’ possibility to distribute study activities. Independent samples of students from before and after the reform were compared. To gauge conceptual understanding of statistics, students answered open ended questions in which they were asked to explain and relate important statistical concepts. It was shown that the reduction of distributed practice had a negative effect on students’ understanding. The finding that condensed courses make it more difficult for students to reach proper understanding of the subject matter is of interest for anyone who is engaged in reforming curricula or designing courses.     

What are the characteristics of nature preschools in Norway,and how do they organize their daily activities?

This study provides basic information about how Norwegian nature preschools differ from other Norwegian preschools and how they organize their daily activities. Fifty-six nature preschools and 52 other preschools were included in the study. A total of 106 headmasters and 98 pedagogical leaders filled out questionnaires about the characteristics of their preschool and the characteristics of their preschool’s outdoor activities. Two women and four men from nature preschools were interviewed about organizing a nature preschool. Most nature preschools are private and have less children and staff than other preschools. Nature preschools have more reference areas in nature and visit these areas more frequently than other preschools. Nature preschools spend a large amount of time in nature and have routines and rules that allow the children a significant amount of trust.     

Abusive head trauma in young children: characteristics and medical charges in a hospitalized population

OBJECTIVE: To describe the presenting characteristics, hospital course, and hospital charges associated with hospital admissions for head trauma in young children at a regional pediatric trauma center, and to examine whether these factors differ among abused and non-abused subjects. METHOD: Comparative case series study involving a retrospective medical record review of children less than 3 years of age admitted to Children's Hospital of Pittsburgh from January 1, 1995 to December 31, 1999. Subjects (n=377) were identified on the basis of ICD-9-CM codes for head injury. Subjects were classified as abused or non-abused based on standard criteria using information about the type of injuries, the history provided by the caretaker, and physical and radiographic findings. RESULTS: Eighty nine (23.6%) subjects were classified as abused and 288 (76.4%) were classified as non-abused. Abused subjects were more likely then non-abused subjects to be <1 year of age (vs. >1 year of age) (OR: 9.8; 95% CI: 5.0, 19.2), covered by Medicaid (vs. commercial insurance) (OR: 2.8; 95% CI: 1.7, 4.8), and admitted to the ICU (OR: 3.5; 95% CI: 2.1, 5.8; p<.001). The caretakers of abused subjects were more likely to give a history of no trauma or minor trauma compared to the caretakers of non-abused subjects (97% vs. 54%, p<.001). Length of stay was significantly greater for abused subjects versus non-abused subjects (mean: 9.25 days vs. 3.03 days, p<.001). Hospital charges (1999 dollars) were significantly higher for abused (mean+/-SD: 40,082 dollars +/- 58,004 dollars) versus non-abused (mean +/- SD: 15,671 dollars +/- 41,777 dollars) subjects. CONCLUSIONS: These results highlight the differences in the demographics, presenting characteristics and economic impact of abusive head injuries compared to non-abusive head injuries.     

REVISING TINTO'S INTERACTIONALIST THEORY OF STUDENT DEPARTURE THROUGH THEORY ELABORATION: Examining the Role of Organizational Attributes in the Persistence Process

The purpose of this study is to estimate the effects of organizational attributes on social integration in particular, and more generally on the student withdrawal process. Theory elaboration (the application of new concepts borrowed from other theoretical perspectives to explain the focal phenomenon) is used to help with the revision of Tinto's interactionalist theory of individual student departure. The existence of empirical evidence supporting the importance of organizational attributes in the persistence process makes the addition of organizational characteristics a logical choice as a possible source of social integration in an elaboration of Tinto's theory. The results from this study provide strong support for elaborating the revised version of Tinto's theory through the inclusion of concepts from organizational theory. The findings from this study also indicate that future research should use theory elaboration to look for other potential sources of social integration.     

Exercise makes you feel good, but does feeling good make you exercise?: an examination of obese dieters

Whereas exercise-induced mood enhancement has been well documented, the relationship between mood and exercise participation is less well understood. Mood states influence evaluative judgments that could plausibly influence a decision to exercise. Further, most exercise-mood research is limited to normal weight adults in response to a single exercise session. The current investigation examines the influence of (a) morning mood on exercise, (b) exercise intensity/duration on mood enhancement, and (c) daily change in mood on exercise days compared with nonexercise days in obese behavioral weight loss program (BWLP) participants. Participants (N = 36) recorded morning, evening, and pre-and postexercise mood, as well as the type, duration, and intensity of exercise. Within-person analyses indicated that (a) morning mood was associated with an increased likelihood of exercising, (b) mood ratings were higher following exercise of greater intensity and duration, and (c) daily mood enhancement was associated with greater exercise initiation and greater exercise intensity. Measuring mood before and after exercise may yield important clinical information that can be used to promote physical activity in obese adults.