Fish Oil Supplementation in Pregnancy and Neurodevelopment in Childhood—A Randomized Clinical Trial

A double-blind randomized controlled trial of n-3 long-chain polyunsaturated fatty acid (n-3 LCPUFA) supplementation or matching placebo during third trimester of pregnancy was conducted within the COPSAC₂₀₁₀ mother-child cohort consisting of 736 women and their children. The objective was to determine if maternal n-3 LCPUFA pregnancy supplementation affects offspring neurodevelopment until 6 years. Neurodevelopment was evaluated in 654 children assessing age of motor milestone achievement, language development, cognitive development, general neurodevelopment, and emotional and behavioral problems. Maternal n-3 LCPUFA supplementation during pregnancy improved early language development and reduced the impact of emotional and behavioral problems. The n-3 LCPUFA supplementation was in boys associated with the earlier achievement of gross motor milestones, improved cognitive development, and a reduced impact of emotional and behavioral problems.     

Publishing,patenting, and standardization: Motives and barriers of scientists

In this paper, we analyze the motives and barriers of researchers to engage in standardization in comparison with publishing and patenting. We conduct a survey on 129 researchers at the Federal Institute for Materials Research and Testing, one of Germany’s largest federal research institutes. The resultant dataset enables us to study not only the researchers’ motives and barriers but also the effect of those motives and barriers on the extent to which the respective activities are undertaken. We find that publishing constitutes a baseline activity. By contrast, patenting is driven by commercialization motives, and standardization is mainly fostered by intrinsic motivation. With respect to the barriers, we find that they are mostly inherent to the activity itself or the system in which it is performed. Finally, we discuss several options to develop a more integrative incentive system to exploit the possible synergies between standardization and publishing and patenting.     

Dyslexic,delayed, precocious or just normal? Word reading skills of children with autism spectrum disorders

Word reading skills and reading‐related language and cognitive correlates were examined in Swedish 10–15‐year‐olds with autism spectrum disorders (ASD). The full group with ASD did not differ statistically from an age‐matched comparison group in word reading, but a poor‐readers subgroup was identified who displayed severe difficulties. Normal readers with ASD did not differ from the comparison group in nonverbal ability, phonological processing, rapid naming or receptive vocabulary. The poor subgroup performed, however, below on all measures except nonverbal ability. When poor readers with ASD were matched for reading level with younger controls, no difference was found on any reading‐related skill. No significant correlation was furthermore found between autistic symptomatology and word reading within the ASD group. It is concluded that the pattern of individual differences in word reading among children with ASD conforms well to that seen in children without ASD of normal or delayed reading abilities.     

An international collaborative investigation of beginning seventh grade students' understandings of scientific inquiry: Establishing a baseline

Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about scientific inquiry. However, a valid and reliable assessment has recently been developed and published, Views About Scientific Inquiry (VASI; Lederman et al. [2014], Journal of Research in Science Teaching, 51, 65–83). The purpose of this large-scale international project was to collect the first baseline data on what beginning middle school students have learned about scientific inquiry during their elementary school years. Eighteen countries/regions spanning six continents including 2,634 students participated in the study. The participating countries/regions were: Australia, Brazil, Chile, Egypt, England, Finland, France, Germany, Israel, Mainland China, New Zealand, Nigeria, South Africa, Spain, Sweden, Taiwan, Turkey, and the United States. In many countries, science is not formally taught until middle school, which is the rationale for choosing seventh grade students for this investigation. This baseline data will simultaneously provide information on what, if anything, students learn about inquiry in elementary school, as well as their beginning knowledge as they enter secondary school. It is important to note that collecting data from all of the approximately 200 countries globally was not humanly possible, and it was also not possible to collect data from every region of each country. The results overwhelmingly show that students around the world at the beginning of grade seven have very little understandings about scientific inquiry. Some countries do show reasonable understandings in certain aspects but the overall picture of understandings of scientific inquiry is not what is hoped for after completing 6 years of elementary education in any country.     

The Uses of the Term Hypothesis and the Inquiry Emphasis Conflation in Science Teacher Education

This paper examines the use and role of the term ‘hypothesis’ in science teacher education as described by teacher students. Data were collected through focus group interviews conducted at seven occasions with 32 students from six well‐known Swedish universities. The theoretical framework is a sociocultural and pragmatist perspective on language and learning, introducing the notion of pivot terms to operationalise language use as a habit and mediated action. We describe three different customs of using the term ‘hypothesis’ within four cultural institutions that can be said to constitute science teacher education in Sweden. Students were found to habitually use the term hypothesis as meaning a guess about an outcome. This is contrasted to the function of this term in scientific research as a tentative explanation. We also found differences in how this term was used between the pure science courses given by the science departments of universities and science education courses taken only by teacher students. Findings also included further support for school students hypothesis fear reported in an earlier study. It is discussed how these findings can obstruct learning and teaching about the nature of scientific inquiry. Constructivist theories of learning are suggested as a possible origin of these problems. The findings are also related to curricular reform and development.     

The money trail: a new historiography for networks, patronage, and scientific careers

Money is everywhere in science. Yet historians have only rarely placed the money trail at the center of their analyses. The essays in this Focus section demonstrate that following the money offers a historiographical path for investigating a number of key issues across disciplinary boundaries in the nineteenth and twentieth centuries. Drawing on cases and materials relating to a number of scientific fields, including electrical engineering, aeronautics, agriculture, and paleontology, the essays examine the continuous role of money in industrial and military patronage, personal connections and networks, and spatial and geographical dimensions of science, as well as in relation to state funding and ownership. Together, the contributions demonstrate how following the money offers a way of overcoming hyperprofessionalism in the history of science.     

Cultural similarity and adjustment of expatriate academics

The findings of a number of recent empirical studies of business expatriates, using different samples and methodologies, seem to support the counter-intuitive proposition that cultural similarity may be as difficult to adjust to as cultural dissimilarity. However, it is not obvious that these results also are applicable to other groups of expatriates. To explore this eventuality, an electronic survey was directed towards expatriate academics in 34 universities in five European countries. For the purpose of this study, they were sorted into two groups, expatriate academics from EU countries and non-EU countries. Results showed that although the perceived cultural similarity between host and home country for the two groups of investigated respondents was different, there was neither any difference in their adjustment nor in the time it took for them to become proficient. Implications of these findings are discussed.     

Linking complex problem solving and general mental ability to career advancement: Does a transversal skill reveal incremental predictive validity?

Transversal skills, such as complex problem solving (CPS) are viewed as central twenty-first-century skills. Recent empirical findings have already supported the importance of CPS for early academic advancement. We wanted to determine whether CPS could also contribute to the understanding of career advancement later in life. Towards this end, we conducted a study (n = 245) at a large German automobile company in which we predicted career advancement and related criteria with CPS in addition to general mental ability (GMA). A computer-based assessment served as a measure of CPS. The dependent variables were the participants’ job level in accordance with the international standard classification for occupations (ISCO-08) and the number of professional training days as a proxy for lifelong learning efforts. The data were analysed using a structural equation modelling approach. CPS and GMA showed correlations (from .18 to .26, p < .01) with indicators of career advancement. All regression models showed good fit and indicated that CPS explained incremental variance in one of two indicators (β was .14 for trainings, p < .05). Our findings suggest an increment of CPS for predicting career advancement beyond GMA. Hence, CPS could complement GMA in methodologies for the study of professional development.     

The supply of information on chemical reactions in the IDC system

The possibilities and limitations of chemical reaction names as the basis for retrieving literature dealing with reaction types are briefly reviewed, as well as the capability of a mere substructure search in a file of reactants and products. It is demonstrated that reaction indexing ideally should be based on the identification of the reaction sites of the molecules involved, as well as on the representation of various kinds of relations between these reactive centers. The GREMAS reaction indexing of IDC is discussed as an example. Before a chemist can request information on reaction types that appear promising for a certain target molecule, he must be aware of their existence. The task of computer-assisted synthesis design is to submit suggestions of conceivable synthetic pathways to a target structure and so to alert the chemist to syntheses of which he had not yet been aware. The “reverse retrieval” technique is demonstrated to constitute a fundamental principle for this kind of information supply. If sufficiently developed and assisted by an effective system for the documentation and classification of reaction types, it can provide suggestions for syntheses at a considerable efficiency without requiring completion by additional principles. The IDC system of (Sub-) Structure search seems to be able to serve this purpose too, due to its flexibility, economics, and precision. The reverse retrieval offers solutions to a number of problems hitherto unresolved in information science.