Fetal heart rate and variability: stability and prediction to developmental outcomes in early childhood

Stability in cardiac indicators before birth and their utility in predicting variation in postnatal development were examined. Fetal heart rate and variability were measured longitudinally from 20 through 38 weeks gestation (n = 137) and again at age 2 (n = 79). Significant within-individual stability during the prenatal period and into childhood was demonstrated. Fetal heart rate variability at or after 28 weeks gestation and steeper developmental trajectories were significantly associated with mental and psychomotor development at 2 years (n = 82) and language ability at 2.5 years (n = 61). These data suggest that the foundations of individual differences in autonomic control originate during gestation and the developmental momentum of the fetal period continues after birth.     

Confirmatory factor analyses comparing parental involvement frameworks with secondary students

Given the lack of research on measurement models used to operationalize parental involvement with secondary students, the goal of this research is to examine the measurement properties of the three‐domain conceptualization of parental involvement including school‐based involvement, home‐based involvement, and academic socialization, compared to a more nuanced six domain conceptualization school‐based (1) school/parent communication, (2) attending school activities, home‐based (3) home activities, (4) homework help, academic socialization, (5) parent–child communication about education, and (6) parental aspirations for child's education. When comparing the fit among the models, the six‐factor model had best fit indices and indicated varied correlations among the subdomains. The six‐factor model allowed for more nuanced variations among the subdomains that may be helpful when assessing parental involvement with high school students.     

Metacoverage and Mediatization in US Presidential Elections

This article develops a theoretical model consisting of three mechanisms that link metacoverage, a type of election campaign news, to mediatization, a meta-process in which media organizations influence politics. The mechanisms hinge on the point that metacoverage—consisting of both topics and frames—constitutes a rich set of process-oriented cues that influence how campaign organizations adjust to the media logic in the course of performing functions associated with the office-seeking political campaign logic. A case study of 2012 US presidential election news was conducted to illustrate how metacoverage influences campaign strategies.     

A model for exercise behavior change regulation in patients with heart disease

Despite the known benefits of habitual exercise in patients with heart disease, less than half of these patients exercise regularly and many of those who initiate programs fail to maintain physical activity routines over the long term. The aim of this research was to examine processes related to short- and long-term regulation of exercise to gain a clearer understanding of why people might fail to maintain intended behavioral changes. We modeled intention formation and plan formulation to investigate the distinct roles of self-efficacy and motivation (self-determination) in different phases of behavior change. Our results showed self-efficacy to be more relevant to exercise intentions and motivation to exercise planning. This research provides evidence supporting the proposition that the psychological processes related to short- and long-term regulation of behavior change differ and suggests that people might fail to continue regulating intended behavior owing to a lack of self-determined motivation.     

The Stanislavsky system for actors

The British Cicero, or, A Selection of the Most Admired Speeches in the English Language .... to which is prefixed, An Introduction to the Study and Practice of Eloquence. By Thomas Browne, LL. D. Three volumes. London, Printed for Longman, Hurst, Rees, and Orme, 1808.

Aelius Aristide, et La Sophistique Dans La Province D'Asie Au He Siècle De Notre Ere. Boulanger, André, Paris, 1923; pp. xiv, 504.

Rhetores Latini Minores. Carolus Halm, Leipsig, 1863; pp. xvi, 658.     

Comparison of Students' Knowledge Structure Coherence and Understanding of Force in the Philippines,Turkey, China,Mexico, and the United States

This study investigates the ongoing debate in the conceptual change literature between unitary and elemental perspectives on students' knowledge structure coherence. More specifically, the current study explores two potential explanations for the conflicting results reported by Ioannides and Vosniadou (2002 Ioannides, C. and Vosniadou, S. 2002. The changing meanings of force. Cognitive Science Quarterly, 2(1): 5–62.  [Google Scholar])and diSessa, Gillespie, and Esterly (2004 diSessa, A. A, Gillespie, N. and Esterly, J. 2004. Coherence versus fragmentation in the development of the concept of force. Cognitive Science, 28: 843–900. [Crossref], [Web of Science ®] , [Google Scholar]) in terms of differences in coding schemes and differences in student populations. The current study addresses these questions by applying the coding schemes from both studies to interviews with 201 students drawn from the United States, the Philippines, Turkey, China, and Mexico. The analyses focus first on the coding schemes, suggesting that differences in coding schemes seem unlikely to account for the differences in the original studies. The analyses then focus on potential differences between student populations, suggesting that some differences exist in terms of consistency and meanings that might result from language, culture, or educational systems, but that these differences are too small to account for the radical differences in the findings of the original studies. Two additional explanations are then proposed and explored involving the instruments and the epistemological stances invoked for the students. Overall, the results align more closely with the findings of diSessa, Gillespie, and Esterly (2004 diSessa, A. A, Gillespie, N. and Esterly, J. 2004. Coherence versus fragmentation in the development of the concept of force. Cognitive Science, 28: 843–900. [Crossref], [Web of Science ®] , [Google Scholar]). [Supplemental materials are available for this article. Go to the publisher's online edition of Journal of the Learning Sciences for the following free supplement: Coding Schemes and Rules.]