Initial hydration status, fluid balance, and psychological affect during recreational exercise in adults

There is little information on the impact of hydration status on the psychological response to exercise despite potential implications for adherence to an exercise programme and for overall health and fitness. We investigated initial hydration status, fluid balance, and psychological responses associated with a typical recreational exercise session in healthy adults. Fifty-two participants performed a freely chosen gymnasium-based exercise session at a fitness centre, with ad libitum access to fluids. Urine samples were collected on arrival for analysis of osmolality. Sweat loss was estimated from the change in body mass after correction for fluid intake and urinary losses. Subjective psychological ratings were recorded before and after exercise. Pre-exercise urine osmolality was above 900 mOsmol · kg(-1) (used as a threshold for hypohydration) in 37% of participants. Fluid intake during exercise was 390 ± 298 mL, while estimated sweat loss was 794 ± 391 mL. The percentage change from pre-exercise body mass was -0.62 ± 0.20%. Physically active adults who arrived to take part in exercise hypohydrated reported more negative changes in psychological affect in response to their subsequent freely chosen recreational exercise session than those classified as euhydrated prior to exercise (-0.2 ± 0.7 vs. 0.8 ± 0.7; P < 0.005).     

The influence of hand positions on biomechanical injury risk factors at the wrist joint during the round-off skills in female gymnastics

The aim of this study was to examine the biomechanical injury risk factors at the wrist, including joint kinetics, kinematics and stiffness in the first and second contact limb for parallel and T-shape round-off (RO) techniques. Seven international-level female gymnasts performed 10 trials of the RO to back handspring with parallel and T-shape hand positions. Synchronised kinematic (3D motion analysis system; 247 Hz) and kinetic (two force plates; 1235 Hz) data were collected for each trial. A two-way repeated measure analysis of variance (ANOVA) assessed differences in the kinematic and kinetic parameters between the techniques for each contact limb. The main findings highlighted that in both the RO techniques, the second contact limb wrist joint is exposed to higher mechanical loads than the first contact limb demonstrated by increased axial compression force and loading rate. In the parallel technique, the second contact limb wrist joint is exposed to higher axial compression load. Differences between wrist joint kinetics highlight that the T-shape technique may potentially lead to reducing these bio-physical loads and consequently protect the second contact limb wrist joint from overload and biological failure. Highlighting the biomechanical risk factors facilitates the process of technique selection making more objective and safe.     

SUPPORT NEEDS OF CHILDREN WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES: AGE‐RELATED IMPLICATIONS FOR ASSESSMENT

The Supports Intensity Scale–Children's Version (SIS‐C) was developed to assess the support needs of children and youth aged 5 to 16 years with intellectual and developmental disabilities. Data from the standardization sample of the SIS‐C were analyzed to evaluate the impact of the age cohorts (5–6, 7–8, 9–10, 11–12, 13–14, and 15–16 years) used to stratify the sample on the measurement model, as well as the latent means, standard deviations, and correlations. The findings confirmed measurement invariance across age cohorts, but suggested that at the latent level, younger children, generally, have more intensive support needs and that as students with intellectual disability age, their support needs decrease. In addition, the 15‐ to 16‐year‐old cohort displayed differences in terms of the strength of correlations between support need domains, with stronger correlations than the other age groups. Implications for future research and practice are described.     

Infants' affective responses in the strange situation: effects of prematurity and of quality of attachment

20 full-term and 20 preterm infants and their mothers were videotaped in the Strange Situation, and the security of their attachment relationships was later determined. Each episode was subsequently divided into consecutive 15-sec intervals, during each of which ratings of facial expressions were performed. From these ratings several summary dimensions of affect were derived (e.g., affective peak and range during all episodes, latency and rise time for onset of distress during separation episodes, and recovery time during reunions). Term and preterm infants did not differ from one another in either the security of attachment or their affective expression and regulation. When groups were combined, patterns of affective expression were significantly different for infants classified as insecure-avoidant, insecure-ambivalent, and securely attached, as well as for group B1 + B2 infants compared to group B3 + B4 babies. The findings indicated that attachment-related affect may reflect an affect continuum that underlies certain mother- and stranger-directed behaviors in the Strange Situation, but that not all aspects of reunion behavior can be predicted by prior separation reactions.     

Looking back: On relevance,probabilistic indexing and information retrieval

Forty-eight years ago Maron and Kuhns published their paper, “On Relevance, Probabilistic Indexing and Information Retrieval” (1960). This was the first paper to present a probabilistic approach to information retrieval, and perhaps the first paper on ranked retrieval. Although it is one of the most widely cited papers in the field of information retrieval, many researchers today may not be familiar with its influence. This paper describes the Maron and Kuhns article and the influence that it has had on the field of information retrieval.     

Action,Autobiography and Aesthetics in Young Children’s Self-Initiated Drawings

Lark-Horovitz, Lewis, and Luca [1973] described the emergence of ‘subject matter specialists,’ children who create series of self-initiated or voluntary drawings featuring consistent themes, characters, or settings that seem particularly compelling to them. A decade-long study of the images preschool and kindergarten children create when invited to draw in their own sketchbooks in the context of a weekly art class suggests that the choice of what to draw shapes the process of learning how to draw in decisive ways. The interests young children develop and pursue in drawing and in other forms of symbolic play are influenced by gender and by culture, by personality and circumstance. The choices children make inevitably open certain possibilities and foreclose others, shaping early artistic learning in decisive ways. Many early childhood educators [e.g., Katz, 1993] maintain that young children’s learning should be firmly grounded in first-hand experience. However, children whose drawings are autobiographical in content may be less consistent in choosing topics for drawing and prone to pass the time between significant images by drawing designs and symbols which seem less personally meaningful and engaging. Children who draw upon imaginative themes seem to have an inexhaustible source of inspiration ready at hand when they begin to draw. According to Egan [1988], the fictional or mythic nature of these representations may serve young children’s quest to make sense of their experiences in ways that explorations of the everyday do not.     

Examining Psychometric Properties and Level Classification of the van Hiele Geometry Test Using CTT and CDM Frameworks

The van Hiele theory and van Hiele Geometry Test have been extensively used in mathematics assessments across countries. The purpose of this study is to use classical test theory (CTT) and cognitive diagnostic modeling (CDM) frameworks to examine psychometric properties of the van Hiele Geometry Test and to compare how various classification criteria assign van Hiele levels to students. The findings support the hierarchical property of the van Hiele theory and levels. Using conventional and combined criteria to determine mastery of a level, the percentages of students classified into an overall level were relatively high. Although some items had aberrant difficulties and low item discrimination, varied selection of the criteria across levels improved item discrimination power, especially for those items with low item discrimination index (IDI) estimates. Based on the findings, we identify items on the van Hiele Geometry Test that might be revised and we suggest changes to classification criteria to increase the number of students who can be assigned an overall level of geometry thinking according to the theory. As a result, practitioners and researchers may be better positioned to use the van Hiele Geometry Test for classroom assessment.