The effect of acute caffeine ingestion on upper body anaerobic exercise and cognitive performance

Abstract

The current study examined the effect of acute caffeine ingestion on mean and peak power production during upper body Wingate test (WANT) performance, rating of perceived exertion, readiness to invest effort and cognitive performance. Using a double-blind design, 12 males undertook upper body WANTs, following ingestion of caffeine (5?mg*kg^?1) or placebo. Pre-substance ingestion, 60?mins post substance ingestion and post exercise participants completed measures of readiness to invest physical and mental effort and cognitive performance. Peak power was significantly higher (P?=?.026), fatigue index greater (P?=?.02) and rating of perceived exertion lower (P?=?.025) in the presence of caffeine. Readiness to invest physical effort was also higher (P?=?.016) in the caffeine condition irrespective of time point (pre, 60?mins post ingestion and post exercise). Response accuracy for incongruent trials on the Flanker task was superior in the presence of caffeine (P?=?.006). There was a significant substance?×?time interaction for response speed in both congruent and incongruent conditions (both P?=?.001) whereby response speeds were faster at 60?mins post ingestion and post exercise in the caffeine condition, compared to placebo. This is the first study to examine the effects of caffeine ingestion on this modality of exercise and suggests that caffeine ingestion significantly enhances peak power, readiness to invest physical effort, and cognitive performance during WANT performance.     

Librarians,Faculty, and the Writing Center Partnering to Build an Interdisciplinary Course: A Case Study at the University of Houston,USA

This article covers how an interdisciplinary course was developed using the expertise and resources of a history professor, the history and psychology subject librarians, and the university's writing center. The course, supported by a grant, was aimed at helping students improve their research, information literacy, and writing skills across disciplines. The article discusses the involvement of the partners from the initial planning stages to its conclusion, focusing especially on how the librarians created a library session, course-specific guide, annotated bibliography assignment and grading rubric, and how these were used as opportunities to interact with the students throughout the course. Also covered are research and writing challenges, especially for English-language learner students, and how they were addressed by all the partners. It also discusses how the librarians used this experience to seek out opportunities to create similar collaborations with other instructors, and to strengthen ties with support services on campus.     

Planning the Future in an Uncertain Present: Postsecondary Possibilities for Accompanied Youth of Color Experiencing Homelessness

The Urban Review - Research suggests diverse experiences with homelessness can affect students’ PK-12 school success and, relatedly, postsecondary opportunities. Exploring postsecondary...     

Tackling early school leaving: Principals’ insights into Portuguese upper secondary schools

This article addresses Early School Leaving (ESL) as a phenomenon that is identified in the EU and European countries such as Portugal as being the result of school disaffection that can be associated with social and educational problems. The relevance of this problem at the European level is highlighted by the large number of European guidelines on the matter and by the inclusion of ESL as one of the main questions to be addressed by the Horizon 2020. Based on interviews, this article questions possible relationships between how principals perceive both ESL and the measures to deal with it and the culture of the school as an identity of differentia specifica (ethos). It should be emphasised that the approaches of these principals to ESL and the school‐based practices addressing it are quite diverse and relate to the ethos of the schools; students’ trajectories and the complex relationship between education and the labour market. The principals manifest their investment and implication in the provision of adequate measures for their specific contexts and see teachers and external partners as key actors.     

Bias and Bias Correction Method for Nonproportional Abilities Requirement (NPAR) Tests

Test items must often be broad in scope to be ecologically valid. It is therefore almost inevitable that secondary dimensions are introduced into a test during test development. A cognitive test may require one or more abilities besides the primary ability to correctly respond to an item, in which case a unidimensional test score overestimates the primary ability and creates interpretability problems. In this article, we demonstrate the nonproportional abilities requirement, a phenomenon with which secondary abilities are more required for difficult items. A novel and practical method for correcting bias in the primary ability is proposed and illustrated using a real data set from an international assessment. Simulation data are also used to evaluate the performance of the method.     

Can social and emotional learning improve children’s academic progress? Findings from a randomised controlled trial of the Promoting Alternative Thinking Strategies (PATHS) curriculum

Despite the significant evidence base demonstrating the positive impact of the Promoting Alternative Thinking Strategies (PATHS) curriculum on children’s social-emotional and mental health outcomes, there has been very little research on its efficacy in improving academic attainment. More generally, the relationship between implementation variability and PATHS intervention outcomes has been underexplored. A cluster-randomised controlled trial with two arms: intervention (PATHS – 23 schools) and control (usual practice – 22 schools) was implemented to assess the impact of PATHS on English and Mathematics for children in years 5 (aged 9–10 years, n = 1705 pupils) and 6 (aged 10–11 years, n = 1631 pupils) in English primary schools. Two-level hierarchical linear models (school, child) were used to assess both primary ‘intention-to-treat’ effects and secondary ‘subgroup’ effects (for children eligible for free school meals). Additionally, the moderating role of implementation variability was assessed in 31 year 5 (n = 712 pupils) and 32 year 6 (n = 732 pupils) classes across the 23 intervention schools, with fidelity, dosage, quality/responsiveness and reach data generated via classroom-level structured lesson observations. Intention-to-treat and subgroup analyses revealed no significant positive effect of PATHS on children’s academic attainment. Cluster analyses of observational data revealed four distinct implementation profiles, differentiated primarily by dosage levels. However, these profiles were not significantly associated with differential academic outcomes. In light of our findings and their likely generalisability, it is not possible to recommend PATHS as an effective intervention for improving the academic attainment of children in English primary schools.

Trial registration: ISRCTN85087674

     

Exploring the impact of professional development and professional practice on school leaders’ self-efficacy: a quasi-experimental study

Self-efficacy is extensively discussed within social cognitive theory. This study aimed to explore the impact of professional development and practice on school leaders’ self-efficacy in Cyprus. A quasi-experimental design involving 2 groups of novice secondary deputy head teachers was employed. All participants practised leadership at the time, but the experimental group also attended a leadership training programme. The School Leaders’ Self-Efficacy Scale addressing 8 dimensions was distributed to both groups at the beginning and the end of the school year. A within-group analysis indicated positive effects on self-efficacy regarding evaluating classroom practices for the experimental group. However, for the control group, effects were negative on self-efficacy with regards to evaluating classroom practices, monitoring learning, and leadership of continuing professional development. Between-group analyses revealed positive gains for the experimental group across the 3 aforementioned self-efficacy dimensions. Arising implications are discussed in the context of professional development programmes for school leaders in Cyprus.     

Assessing the value of structured protocols for forensic interviews of alleged child abuse victims

OBJECTIVE: To evaluate the effectiveness of a structured interview protocol (NICHD Investigative Interview Protocol) operationalizing universally recommended guidelines for forensic interviews. METHOD: The NICHD Investigative Protocol was designed to maximize the amount of information obtained using recall memory probes, which are likely to elicit more accurate information than recognition memory probes. Forensic investigators were trained to use the NICHD protocol while conducting feedback-monitored simulation interviews. The utility of the protocol was then evaluated by comparing 55 protocol interviews with 50 prior interviews by the same investigators, matched with respect to characteristics likely to affect the richness of the children's accounts. The comparison was based on an analysis of the investigators' utterance types, distribution, and timing, as well as quantitative and qualitative characteristics of the information produced. RESULTS: As predicted, protocol interviews contained more open-ended prompts overall as well as before the first option-posing utterance than non-protocol interviews did. More details were obtained using open-ended invitations and fewer were obtained using focused questions in protocol interviews than in non-protocol interviews, although the total number of details elicited did not differ significantly. In both conditions, older children provided more details than younger children did. CONCLUSION: The findings confirmed that implementation of professionally recommended practices affected the behavior of interviewers in both the pre-substantive and substantive phases of their interviews and enhanced the quality (i.e., likely accuracy) of information elicited from alleged victims.     

Representational guidance and student engagement: examining designs for collaboration in online synchronous environments

In this paper we report the results of a study which investigated the affordances of multi-user virtual environments (MUVEs) for collaborative learning from a design perspective. Utilizing a mixed methods approach, we conducted a comparative study of the effect of varying representational and interactional design features on a collaborative design activity in three online synchronous environments. We compared environments featuring multiple modes of interaction (MUVEs), shared representations (text chat and 2D still images) and text-only features. Sixty-one students enrolled in an undergraduate course on Child Development participated in the study. Participants were asked to design a theoretically-based, developmentally appropriate, preschool classroom setting. Students were randomly assigned to one of three online learning environments that provided varying levels of representation and interaction. Significant differences in collaborative problem solving interactions were found. Participants in the shared representations + text condition evidenced stronger learning outcomes as regards substantive discussion and integration of child development concepts; while participants in the MUVE condition reported the most enjoyment with the experience. These findings are explained by the concepts of representational guidance, representational bias, educational affordances and interface design metaphors. Suggestions for the design of MUVEs for collaborative learning are provided.