Experimental archaeology and historical empathy: key tools for learning about our origins / Arqueología experimental y empatía histórica: herramientas clave para la didáctica de nuestros orígenes

We propose a learning methodology based on the development of historical empathy through experimentation. Experimental archaeology is an active methodology which provides dynamism and an active role and entertainment for students, as well as provoking historical empathy in them. This combination helps the students get a better understanding of the target knowledge. This paper presents a practical illustration of historical empathy through the implementation of experimental archaeology activities.     

High-volume resistance training reduces postprandial lipaemia in postmenopausal women

The aim of this study was to compare the effects of 11 weeks of low-volume resistance training (LVRT) and high-volume resistance training (HVRT) on muscle strength, muscle thickness (MT), and postprandial lipaemia (PPL) in postmenopausal women. Thirty-six healthy and untrained postmenopausal women (age, 58.9 ± 5.8 years; 68.6 ± 10.3 kg; and BMI, 26.9 ± 4.8 kg · m^?2) participated in resistance training 3× per week for 11 weeks (HVRT = 12; LVRT = 13; and control group = 11). Biochemical variables, both pretraining and post-training, were evaluated 16 h after the administration of an oral fat tolerance test (OFTT) and metabolic variable during [energy expenditure (EE)] and after training session [excess postexercise oxygen consumption (EPOC)]. Muscle strength (1 RM) and MT were also calculated, and no significant differences were observed between the groups for PPL (mmol · L^?1 per 5 h) as measured by glucose, high-density lipoprotein, low-density lipoprotein, and total cholesterol. EE total (EE + EPOC; 6.12 ± 1.21 MJ vs. 2.26 ± 0.85 MJ), resting fat oxidation (5.52 ± 1.69 g · h^?1 vs. 4.11 ± 1.12 g · h^?1); MT (vastus medialis, 21.4 ± 1.8 mm vs. 18.4 ± 1.2 mm and vastus lateralis 22.3 ± 1.2 mm vs. 20.8 ± 1.3 mm); triacylglycerol (TAG) 0, 1, 2, 4; and 5 h after OFTT, TAG area under the curve (AUC) (5.79 ± 0.42 vs. 7.78 ± 0.68), and incremental AUC (?46.21 ± 14.42% vs. 7.78 ± 4.68%) were all significantly different post-training for HVRT versus LVRT, respectively (P < 0.05). The results of this investigation suggest that HVRT reduces PPL in postmenopausal women.     

Metamemoria y estrategias mnémicas en escolares

Resumen

Este artículo se propone determinar la relación entre el grado de metamemoria alcanzado en niños de 7 a 14 años, y su rendimiento en dos pruebas de memoria. Estas se diseñaron de forma que midiesen no sólo el recuerdo, sino también el empleo de dos estrategias mnémicas: la repetición y el agrupamiento. Los resultados respecto a la primera indican un mejor rendimiento de los sujetos altos en metamemoria, sólo dentro del grupo de 7 años. En cuanto a la estrategia de agrupamiento, parece que su empleo no está asociado necesariamente a un mejor rendimiento. Así, en los niños mayores, son los bajos en metamemoria los que más la utilizan, sin que su recuerdo sea superior al del grupo de los altos. Entre los niños de 7 años los resultados son parecidos, de manera que los altos en metamemoria recuerdan más, pero no emplean con más frecuencia dicha estrategia.     

Effects of concurrent training on interleukin-6, tumour necrosis factor-alpha and C-reactive protein in middle-aged men

The purpose of this study was to evaluate the effects of moderate- to high-intensity resistance and concurrent training on inflammatory biomarkers and functional capacity in sedentary middle-aged healthy men. Participants were selected on a random basis for resistance training (n = 12), concurrent training (n = 11) and a control group (n = 13). They performed three weekly sessions for 16 weeks (resistance training: 10 exercises with 3 × 8-10 repetition maximum; concurrent training: 6 exercises with 3 × 8-10 repetition maximum, followed by 30 minutes of walking or running at 55-85% [Vdot]O(2peak)). Maximal strength was tested in bench press and leg press. The peak oxygen uptake ([Vdot]O(2peak)) was measured by an incremental exercise test. Tumour necrosis factor-α, interleukin-6 and C-reactive protein were determined. The upper- and lower-body maximal strength increase for both resistance (+42.52%; +20.9%, respectively) and concurrent training (+28.35%; +21.5%, respectively) groups (P = 0.0001).[Vdot]O(2peak) increased in concurrent training when comparing pre- and post-training (P = 0.0001; +15.6%). No differences were found in tumour necrosis factor-α and interleukin-6 for both groups after the exercise. C-reactive protein increased in resistance training (P = 0.004). These findings demonstrated that 16 weeks of moderate- to high-intensity training could improve functional capacity, but did not decrease inflammatory biomarkers in middle-aged men.     

Influence of leg preference on bilateral muscle activation during cycling

The purpose of this study was to investigate asymmetry of muscle activation in participants with different levels of experience and performance with cycling. Two separate experiments were conducted, one with nine cyclists and one with nine non-cyclists. The experiments involved incremental maximal and sub-maximal constant load cycling tests. Bilateral surface electromyography (EMG) and gross and net muscle efficiency were assessed. Analyses of variance in mixed linear models and t-tests were conducted. The cyclists in Experiment 1 presented higher gross efficiency (P < 0.05), whereas net efficiency did not differ between the two experiments (21.3 ± 1.4% and 19.8 ± 1.0% for cyclists and non-cyclists, respectively). The electrical muscle activity increased significantly with exercise intensity regardless of leg preference in both experiments. The coefficient of variation of EMG indicated main effects of leg in both experiments. The non-preferred leg of non-cyclists (Experiment 2) presented statistically higher variability of muscle activity in the gastrocnemius medialis and vastus lateralis. Our findings suggest similar electrical muscle activity between legs in both cyclists and non-cyclists regardless of exercise intensity. However, EMG variability was asymmetric and appears to be strongly influenced by exercise intensity for cyclists and non-cyclists, especially during sub-maximal intensity. Neural factors per se do not seem to fully explain previous reports of pedalling asymmetries.     

Las teorías implícitas en el conocimiento social

Resumen

Las teorías del hombre de la calle se analizan utilizando una doble perspectiva, la de la psicología social europea y la del procesamiento de información. La primera se centra en el origen social del conocimiento y analiza el carácter explícito o implícito de las teorías. Por su parte, la perspectiva cognitiva puede aportar conocimientos sobre las propiedades estructurales y funcionales de las teorías implícitas, asimilándolas a esquemas.     

El concepto de infancia en nuestra sociedad: una investigación sobre teorías implícitas de los padres

Resumen

Las teorías implícitas que mantienen los padres respecto a sus hijos recibieron un análisis empírico sistemático. Se seleccionaron varias teorías cuyo origen histórico es bien conocido: homúnculo, innatista, ambientalista, voluntarista, constructivista, médica y roussoniana. A partir de diversos estudios normativos se establecieron: a) el dominio de proposiciones de cada teoría; b) su tipicidady polaridad, y c) el grado de estabilidad de tales índices. De modo convergente, se utilizó una técnica cronométrica que halló una relación sistemática entre latencia de verificación, consistencia de juicios de verdad y tipicidad de las proposiciones. Por último, se comprobó la presencia y consistencia de las teorías implícitas en el sistema conceptual de los padres, observándose acusadas preferencias por las teorías constructivista, ambientalista y voluntarista.     

Resolution of parent–child conflicts in the adolescence

The aims of the study were: (1) to examine whether adolescents’ attachment and the perceived quality of the communication with their parents relate to effective resolution of parent–child conflicts and (2) to determine whether the pattern of associations changes with adolescents’ gender and age. The sample consisted of 295 adolescents who filled the questionnaires. Structural Equations Models showed that secure attachment predicted a positive communicative climate, which in turn, predicted a more frequent use of negotiation. Secure attachment was related to the use of withdrawal strategies. Anxious attachment was related to high levels of criticism and disputes with parents, which, in turn, predicted the use of all conflict resolution styles. Avoidant attachment was not related to any of the conflict resolution styles. No differences were found in the pattern of associations by gender and age. The relevance of the findings for the social relational perspective to conflict resolution is discussed.     

Persisters and nonpersisters: Identifying the characteristics of who stays and who leaves from adult literacy interventions

Adult literacy programs are characterized by high attrition rates. Rigorous exploration of student persistence in adult reading classes is lacking. This study was an attempt to understand the profiles of adults who completed reading classes compared to a group of adults who made it to the midpoint and a group of adults who did not make it to the midpoint. Students were offered 100 h of instruction. Of the 395 students who attended the first day of class, only 198 completed the program. Results indicated that English language status, age, some reading related skills, class assignment, avoidance of reading, previous adult education experience, and Women, Infants, and Children (WIC) benefit receipt variables significantly predicted persistence. The significance of some of these predictors varied based on analyzing midpoint completion or full completion. To further explore the characteristics of the sample, the most representative participants were selected from the group that did not make it to midpoint and from the group that completed the program. Results indicated that the most representative members of these two groups differed in English language status, gender, age, some reading related skills, and information access.     

Argumentation in Science Teacher Education: The simulated jury as a resource for teaching and learning

In this article, we focus on the contributions that a simulated jury-based activity might have for pre-service teachers, especially for their active participation and learning in teacher education. We observed a teacher educator using a series of simulated juries as teaching resources to help pre-service teachers develop their pedagogical knowledge and their argumentation abilities in a physics teacher methods course. For the purposes of this article, we have selected one simulated jury-based activity, comprising two opposed groups of pre-service teachers that presented aspects that hinder the teachers' development of professional knowledge (against group) and aspects that allow this development (favor group). After the groups’ presentations, a group of judges was formed to evaluate the discussion. We applied a multi-level method for discourse analysis and the results showed that (1) the simulated jury afforded the pre-service teachers to position themselves as active knowledge producers; (2) the teacher acted as ‘animator' of the pre-service teachers' actions, showing responsiveness to the emergence of circumstantial teaching and learning opportunities and (3) the simulated jury culminated in the judges’ identification of the pattern ‘concrete/obstacles–ideological/possibilities' in the groups’ responses, which was elaborated by the teacher for the whole class. Implications from this study include using simulated juries for teaching and learning and for the development of the pre-service teachers’ argumentative abilities. The potential of simulated juries to improve teaching and learning needs to be further explored in order to inform the uses and reflections of this resource in science education.