Recognizing the face of Johnny, Suzy, and me: insensitivity to the spacing among features at 4 years of age

Four-year-olds were tested for their ability to use differences in the spacing among features to recognize familiar faces. They were given a storybook depicting multiple views of 2 children. They returned to the laboratory 2 weeks later and used a "magic wand" to play a computer game that tested their ability to recognize the familiarized faces and their own face based on the spacing of features. Children performed at chance levels. Follow-up studies confirmed that they had attended to internal facial features and validated the stimuli. The results contrast with studies showing some sensitivity to the spacing of features in infants and preschool children; multiple mechanisms of face processing may make use of spatial relations and develop at different rates.     

Teaching practices in Grade 5 mathematics classrooms with high-achieving English learner students

Teachers need more clarity about effective teaching practices as they strive to help their low-achieving students understand mathematics. Our study describes the instructional practices used by two teachers who, by value-added metrics, would be considered “highly effective teachers” in classrooms with a majority of students who were English learners. We used quantitative data to select two fifth-grade classrooms where students, on average, made large gains on a mathematics achievement test, and then examined teaching practices and contextual factors present in each classroom. Participants included two teachers from a mid-Atlantic district and their students who were 67% English learners and 68% economically disadvantaged. We found that the use of multiple representations of mathematics concepts, attention to vocabulary building, individual and group checks for understanding and error analysis were prevalent practices in both high gains classrooms. Also, class sizes ranged from 12–19 students. Discussion focuses on whether observed practices are aligned with recommended teaching practices for English learner students.     

Does a 4-week training period with hand paddles affect front-crawl swimming performance?

ABSTRACT

This study investigated the effects of a 4-week training with hand paddles (HPD) on front-crawl swimming performance (SP), clean swimming speed (SPEED), stroke rate (SR), stroke length (SL) and tethered force (TF). Twenty swimmers (10 men and 10 women) were paired according to performance and gender, and were randomly assigned to control (CON, 22.4 ± 2.3 years) or HPD (21.8 ± 1.9 years) groups. During 4 weeks both groups performed the same training, except for a sprint training set (3 times/week, 10 × 10 strokes all-out, 1-min rest) completed with (HPD = 320 cm²) and without (CON) paddles. Afterwards, both groups performed the same training over a 2-week taper period. SP, SPEED, SR, SL and TF were assessed before (PRE) and after the 4-week period (POST), after the first (T1) and second taper weeks (T2). Swimmers rated their perceived exertion for the sprint training set (RPE_TS) and the training session for determining internal training load (ITL). SP, SPEED, SR, SL and TF did not change from PRE to POST, T1 and T2. ITL and RPE_TS were not different between groups. Training 4 weeks with HPD does not affect swimming performance, so the use of HPD remains unsupported in such period.