Neurophysiological correlates of interference control and response inhibition processes in children and adolescents engaging in open- and closed-skill sports

Background:Accumulating evidence suggests that sports participation promotes the development of inhibitory control,but the influences of the sports category and inhibition type still remain unclear.The categorization of sports based on the open-skill(externally paced)and closed-skill(self-paced)continuum allows for the integration of the environment as a factor contributing to sports-related benefits for inhibitory control.Methods:Cross-sectional data from different studies were combined(n=184)to examine the association between open-and closed-skill sports and cognitive control processes related to interference control and response inhibition.Participants(aged 9-14 years)filled in 7-day physical activity recall protocols and completed a Stroop Color-Word or a Go/NoGo task.The N200,N450,and P300 components of event-related potentials elicited by these tasks were recorded using electroencephalography.Results:Partial correlations supported the belief that time spent in open-skill sports was related to higher performance on inhibition trials.Additionally,path analyses revealed an association between this sports type and a greater negativity in the N200 and N450 amplitudes in both the full sample and group-level analyses.In contrast,no relation was found between sports type and P300 amplitude.Conclusion:The findings suggest that only the engagement in open-skill sports is associated with more effective conflict monitoring and higher performance on tasks demanding inhibitory control.     

Using Smartphones as Experimental Tools—a Follow-up: Cognitive Effects by Video Analysis and Reduction of Cognitive Load by Multiple Representations

Journal of Science Education and Technology - Mobile devices (smartphones or tablets) as experimental tools (METs) offer inspiring possibilities for science education, but until now, there has been...     

Context characteristics and their effects on students’ situational interest in chemistry

ABSTRACT

Many studies in science education acknowledge the positive effects of context-based learning on students’ interest and attitudes. However, little is known about the design criteria of contextual situations generating these effects and how facets of students’ situational interest are affected while learning in a contextualised setting. This paper ties in with this initial situation and reports results of two projects analysing the influence of context characteristics on students’ situational interest, referring to contexts as task parameters in the first project and as learning activities in the second. In the first project, everyday related and unique contexts are compared, and the effects of different contextual topics on student learning are investigated. Particularly, regarding the feeling- and value-related valence of situational interest, the results of different studies will be compared and interpreted. The second project investigated structures of interest related to activities along an adapted version of the ‘RIASEC’-model for different content areas and age groups. The chosen contents were embedded in personal as well as societal and professional context settings. Finally, we summarise the relevance of the different models, results and instruments to better understand different notions of interest and outline implications for further studies about teaching that improves student learning.     

The effectiveness of a high-intensity games intervention on improving indices of health in young children

This study assessed the effectiveness of a 6-week, high-intensity, games-based intervention on physiological and anthropometric indices of health, in normal weight (n = 26; 32.5 ± 8.9 kg) and obese (n = 29; 49.3 ± 8.9 kg) children (n = 32 boys, 23 girls), aged 8–10 years. Children were randomised into an exercise or control group. The exercise group participated in a twice-weekly, 40 min active games intervention, alongside their usual school physical education classes. The control group did not take part in the intervention. Before and after the intervention, participants completed both a maximal and submaximal graded exercise test. The submaximal exercise test comprised of a 6 min, moderate- and 6 min heavy-intensity bout, interspersed with a 5 min recovery. The exercise group demonstrated improvements in maximal oxygen uptake (51.4 ± 8.5 vs 54.3 ± 9.6 ml · kg^?1 · min^?1) and peak running speed (11.3 ± 1.6 vs 11.9 ± 1.6 km · h^?1), and a reduction in the oxygen cost of submaximal exercise between assessments (P < .05). A decrease in waist circumference and increase in muscle mass were observed between assessments for the obese participants randomised to the intervention (both P < .05). This study demonstrates that a short-term, high-intensity games intervention may elicit positive changes in physiological and anthropometric indices of health in normal weight and obese children.     

Examining integrated leadership systems in high schools: connecting principal and teacher leadership to organizational processes and student outcomes

Research on school leadership suggests that both principal and teacher leadership are important for school improvement. However, few studies have studied the interaction of principal and teacher leadership as separate but linked systems in how they relate to student outcomes. In this study, we examine how leadership pathways are related in the context of high schools and compare findings to research in elementary schools. Using survey and administrative data from high schools in a large urban context, the paper explores direct and indirect pathways from leadership to student achievement growth. The results indicate that there are 2 pathways through which principal leadership is related to student learning in high schools. One pathway is mediated by teacher leadership, whereas the second pathway does not include teacher leadership. We find that similar to elementary schools, the learning climate is the only organizational factor that links principal and teacher leadership with student achievement.     

Training Interventions to Foster Skill and Will of Argumentative Thinking

Argumentative thinking requires not only the skill to apply argumentative strategies such as supporting theories with evidence but also the will to apply these strategies by considering argumentative thinking to be both reasonable and worthwhile. Focusing on direct instruction for the initial acquisition of both skill and will, we developed a new short-term computer-based training intervention. We tested its effects on learning processes and learning outcomes in an experimental study with 147 German high school students. Our intervention fostered facets of both skill (i.e. a declarative knowledge about argumentation) and will (i.e., epistemic orientation, intellectual values, and epistemic knowledge). We gained additional insights into learning mechanisms, such as the mediating effects of the learners' self-explanation activities and the advantage of addressing will before skill.     

Führen verschiedene Inspektionskonzepte zu unterschiedlicher Akzeptanz und Verwendung der Ergebnisse durch Schulleitungen und Lehrkräfte?

In the past decade, variant inspection procedures have been implemented in the German federal states, setting different priorities in terms of objectives. For example, while Bremen focused only on school improvement, Berlin and Brandenburg focused equally on school improvement and control. Considering the differences in the inspection procedures, we investigate whether the variant designs lead to differing attitudes among school principals and teachers (N = 1589) towards the inspection procedure as well as to different school improvement activities. The results show more positive attitudes towards the inspection in Bremen. In all three federal states, cooperation and participation of students and parents increased after inspection. In Berlin and Brandenburg, schools’ self-evaluations increased. In the same two federal states, school documents and curricula were updated before the inspection, while in Bremen this occurred after the inspection. Teachers’ attitudes towards the inspection are slightly more critical in comparison with school principals.     

How to improve argumentation comprehension in university students: experimental test of a training approach

Instructional Science - The ability to comprehend informal arguments is essential for scientific literacy but students often lack structural knowledge about these arguments, especially when the...     

Academic Libraries and Autism Spectrum Disorder: What Do We Know?

This paper examines the rising rates of autism spectrum disorder (ASD) in children in the United States (1 in 59), and explores the role academic libraries can play in helping college students with ASD. A literature review of how different types of libraries (school, public, academic) support students with ASD indicates research in this area in general is lacking. Findings point to lack of adequate training and awareness for librarians and staff, resources, services and spaces are universal challenges. Several initiatives that academic libraries and librarians may consider in helping students with ASD are identified and described.