Connecting inside out: Development of the social brain in infants and toddlers with a focus on myelination as a marker of brain maturation

Early childhood is a sensitive period for learning and social skill development. The maturation of cerebral regions underlying social processing lays the foundation for later social-emotional competence. This study explored myelin changes in social brain regions and their association with changes in parent-rated social-emotional development in a cohort of 129 children (64 females, 0–36 months, 77 White). Results reveal a steep increase in myelination throughout the social brain in the first 3 years of life that is significantly associated with social-emotional development scores. These findings add knowledge to the emerging picture of social brain development by describing neural underpinnings of human social behavior. They can contribute to identifying age-/stage-appropriate early life factors in this developmental domain.     

Does modality matter? A latent profile and transition analysis of sedentary behaviours among school-aged youth: The UP&DOWN study

ABSTRACT

The aims of this study were to identify profiles of sedentary behaviour (SB) patterns, based on leisure-time self-reported SB modalities (screen, educative, social, and relaxing) and to evaluate changes in these profiles over 2 years among Spanish youth aged 8–18 years. Latent profile analysis (LPA), a data-driven analytic approach, was used to identify groups of boys and girls (n = 1553; 48% girls; mean±SD age: 12.56 ± 2.49 y) with distinct SB profiles using the SB modalities (time/d) as input variables. Latent transition analysis, an extension of LPA that uses longitudinal data, was used to analyse 2-year changes in these profiles. At baseline, four and three SB profiles were found among boys (labelled: screen, educative, social, and relaxing) and girls (labelled: screen/social, educative, and relaxing), respectively. Overall, more girls (range: 48%-67%) had the same profile over time, than boys (40%-52%). Participants with a screen or relaxing SB profile at baseline were more likely to have an educative profile after 2 years. Youth with a social and an educative SB profile at baseline were more likely to transition to profiles characterized by higher screen and social SB, respectively. Using a novel and person-centered approach, this study identified gender-specific SB profiles that were moderately stable over time.     

Digital Module 16: Longitudinal Data Analysis

In this digital ITEMS module, Dr. Jeffrey Harring and Ms. Tessa Johnson introduce the linear mixed effects (LME) model as a flexible general framework for simultaneously modeling continuous repeated measures data with a scientifically defensible function that adequately summarizes both individual change as well as the average response. The module begins with a nontechnical overview of longitudinal data analyses drawing distinctions with cross-sectional analyses in terms of research questions to be addressed. Nuances of longitudinal designs, timing of measurements, and the real possibility of missing data are then discussed. The three interconnected components of the LME model—(1) a model for individual and mean response profiles, (2) a model to characterize the covariation among the time-specific residuals, and (3) a set of models that summarize the extent that individual coefficients vary—are discussed in the context of the set of activities comprising an analysis. Finally, they demonstrate how to estimate the linear mixed effects model within an open-source environment (R). The digital module contains sample R code, diagnostic quiz questions, hands-on activities in R, curated resources, and a glossary.     

冰上教学对学生心理健康影响探析

针对学生在冰上课中的一些心理问题，阐述冰上教学对学生心理健康的影响。提出合理运用冰上教学的独特形式和内容，施加适宜的心理负荷和教法手段，可以更有效地提高学生心理健康水平和冰上课教学效果，并就调节心理负荷、改进冰上教学提出对策性建议。     

陕西省汉中市20～69岁普通居民体育生活现状的分析

根据汉中市 2 0 0 0年国民体质监测问卷调查结果 ,从市民的生活习惯和参与体育活动情况等 2个层面 ,综合调查分析了我市 2 0～ 6 9岁年龄段各类人群的体育生活现状和基本规律 ,并针对存在的问题提出 3点具有指导性的建议。     

诗经双音词(含多音词)分析

诗经用词以单音词为主,也运用部分双音合成词,它们有专用名词、语气词、联(连)绵词、一般双音词和一些特殊形式的双音词等。     

提高电大数学教学水平之我见

从主观和客观多个方面分析了如何提高电大数学课教学水平。各级领导高度重视是提高数学课教学水平的关键,提高思想认识,加强师资队伍建设、努力提高教师的业务水平。教师要认真研究数学课程教学大纲。要配备好教材,重视教学环节。要培养学生真正掌握高等数学的各种知识与技巧,要开展多种形式的数学教研活动,还要定期对教学情况进行总结研究,只有这样,才能提高数学的教学水平。