Childhood aerobic fitness predicts cognitive performance one year later

Aerobically fit children outperform less fit peers on cognitive control challenges that involve inhibition, cognitive flexibility, and working memory. The aim of this study was to determine whether, compared with less fit children, more fit 9- and 10-year-old pre-adolescents exhibit superior performance on a modified compatible and incompatible flanker task of cognitive control at the initial time of fitness testing and approximately one year later. We found that more fit children demonstrated increased flanker accuracy at both test sessions, coupled with a superior ability to flexibly allocate strategies during task conditions that required different amounts of cognitive control, relative to less fit children. More fit children also gained a speed benefit at follow-up testing. Structural MRI data were also collected to investigate the relationship between basal ganglia volume and task performance. Bilateral putamen volumes of the dorsal striatum and globus pallidus volumes predicted flanker performance at initial and follow-up testing one year later. The present findings suggest that childhood aerobic fitness and basal ganglia volumes relate to cognitive control at the time of fitness testing and may play a role in cognitive performance in the future. We hope that this research will encourage public health and educational changes that will promote a physically active lifestyle in children.     

Children's Understanding of Parental Differential Treatment

This study examined whether established associations between perceptions of parental differential treatment and sibling relationship quality are moderated by children's perceptions and attributions about parental behavior. Sixty-one children, aged 11–13 years, and their siblings were interviewed separately about parental differential treatment. Children did not perceive PDT in two-thirds of the instances they reported about, and 75% of the children who acknowledged that differential treatment was occurring in their homes did not find this to be " unfair." Children justified differential parental behaviors by identifying ways that they and their sibling differ from one another, that is, in terms of differences in their age, personal attributes, needs, relationship with parents, or strategic behaviors. Children who perceived their parents' differential behavior to be justified generally experienced more positive appraisals about their sibling relationship. Results reinforce the importance of examining how children construct their experiences in their families.     

The seductive nature of WISC-R short forms: An analysis with gifted referrals

The use of a short form of the WISC (California Abbreviated WISC for the Intellectually Gifted) (CAW-IG) developed for screening gifted referrals was investigated with the WISC-R. Two methods were used to estimate IQ. and the results indicated that the short form could be effective in the prediction of Full Scale IQ. This was true even when the prediction was based on data from the original WISC. Discussion centered on the implications of these results for the use of shortened IQ tests. A number of problems were examined, and practitioners are cautioned against indiscriminate use of such procedures.     

Communication and role development for zoo volunteers: responding to role-sending,role-making,and role-remaking

High turnover among volunteers means organizations spend significant resources recruiting and retaining them. Research on employees indicates the importance of role development in increasing employee identification and satisfaction while reducing turnover, but limited research has addressed these issues for volunteers. This study explored zoo volunteers’ role development in two phases. In phase one, interviews explored how volunteers learned and understood their roles. Results indicated volunteers learned their roles through communication with supervisors and peers and were generally satisfied with them despite limited opportunity to be innovative. In addition, some volunteers became concerned when their roles were changed with limited input from them. In phase two, questionnaires explored relationships between volunteers’ communication experiences and outcomes. Results indicated volunteers responded negatively to role-remaking, but communication with management, education staff, day captains, and family was associated with positive outcomes. By contrast, communication with peer volunteers had a negative impact on some outcomes.     

Peer teaching among physical therapy students during human gross anatomy: Perceptions of peer teachers and students

Despite nearly 200 accredited entry‐level physical therapist education programs in the United States that culminate in a doctoral degree, only a paucity of reports have been published regarding the efficacy of peer teaching in gross anatomy. No one has described the usefulness of peer teaching from the viewpoint of the peer teacher. An organized peer teaching method provided by four second‐year doctors of physical therapy (DPT) students in a semester course in gross anatomy had a positive impact on the academic performance in gross anatomy of first‐year DPT students. The unique feature of the weekly peer teaching sessions was a packet assembled by the second‐year peer teachers, which contained diagrams, fill‐in‐the blank questions, and helpful mnemonic devices. This study surveyed perceptions of first‐year DPT students in response to a peer teaching method, using a structured 10‐item questionnaire and a five‐point Likert scale. Second‐year DPT peer teachers provided written reflections about the benefits and challenges of serving as a peer teacher. Results revealed that 13 planned peer‐teaching experiences provided by four second‐year DPT students were valuable and promoted a firm understanding of anatomical relationships important for the clinical competence of physical therapist students. Moreover, peer teachers acknowledged acquiring clinically desirable teaching, academic, organizational, and time management skills from the experience. As a result, physical therapist educators may wish to consider this model of peer teaching to augment their teaching strategies for a class in gross human anatomy. Anat Sci Ed 1:199–206, 2008. © 2008 American Association of Anatomists.     

Is There a Downside to Anticipating the Upside? Children's and Adults’ Reasoning About How Prior Expectations Shape Future Emotions

Four- to 10-year-olds and adults (N = 205) responded to vignettes involving three individuals with different expectations (high, low, and no) for a future event. Participants judged characters’ pre-outcome emotions, as well as predicted and explained their feelings following three events (positive, attenuated, and negative). Although adults rated high-expectation characters more negatively than low-expectation characters after all outcomes, children shared this intuition starting at 6–7 years for negative outcomes, 8–10 years for attenuated, and never for positive. Comparison to baseline (no expectation) indicated that understanding the costs of high expectations emerges first and remains more robust across age than recognition that low expectations carry benefits. Explanation analyses further clarified this developing awareness about the relation between thoughts and emotions over time.     

“I Do Lots of Things”: Children with cerebral palsy’s competence for everyday activities

This study explored how children with cerebral palsy describe competent performance in everyday activities and sought to better understand the processes by which the children developed competence. Five children with cerebral palsy aged six to 17 years participated in a three-step procedure that included two observations, one semi-structured interview with narrative elaboration, and one cognitive interview. Three factors influenced the competence of children in this study: the environment—people, places, and objects; the quality of the activity—fun and importance; and the child’s personal characteristics—strengths and impairments. The process of building competence was characterised by practice and problem-solving. The outcome of this process was being competent or “doing lots of things”. Children played an active role by problem-solving impairment-related challenges or environmental barriers. “Doing” was not related to the child’s skills or level of independence, but to engagement in activities considered fun and important to the child.     

Representations of sibling relationships in young children’s literature

Children’s conceptions of what sibling relationships can be like may be influenced, in part, by the literature they read. This study examined the degree to which positive and negative dimensions of sibling relationships were portrayed in a sample of children’s books (n = 261). We also investigated how mothers and fathers were depicted when responding to sibling conflict. Results indicated that although children’s books often represent warmth and involvement between siblings, they rarely described children engaging in conflict management or relational maintenance activities. Parents were predominantly portrayed as responding to children’s conflict using controlling methods rather than techniques that might foster negotiation and problem solving. Characters who were middle children are under-represented in children’s literature. Results are discussed in terms of how educators can select, use, and adapt books in their efforts to help strengthen children’s sibling relationships.     

Comparison of the PPVT-R and WISC-R: A validation study with second-grade students

The present investigation compared the PPVT-R/WISC-R scores of a “normal” or “nonexceptional population,” as well as whether prior administration of either of these instruments affected scores on the other. Forty public school second-grade students served as subjects and were randomly assigned to one of four groups, with the order of test administrations determined by group assignment: WISC-R/PPVT-R (Form L): WISC-R/PPVT-R (Form M); PPVT-R (Form L)/WISC-R; PPVT-R (Form M)/WISC-R. The results indecate that, as with exceptional populations, normal school children tend to score lower on the PPVT-R than on the WISC-R. Scores from these two tests are moderately correlated, and prior adminstration of one of the instruments does not appear to alter scores on the other. Implications for practice are discussed.     

Social and Emotional Learning in the Kindergarten Classroom: Evaluation of the Strong Start Curriculum

There has been increasing interest in the promotion of social and emotional learning in schools, and research has shown positive outcomes. However, relatively few studies have been conducted in kindergarten classrooms or considered the feasibility of kindergarten implementation. This study examined the effects of Strong Start on the social and emotional competence of 67 kindergarten students, using a time-series design. Four kindergarten teachers taught the ten Strong Start lessons in their classrooms. Results indicated gains in students’ prosocial behaviors and decreases in internalizing behaviors, as rated by teachers and parents. Implementation integrity and teachers’ ratings of social validity were high, suggesting the program’s feasibility and potential effectiveness in natural classroom settings. Limitations and implications are discussed.