Perception of expiratory flow by asthmatics and non-asthmatics during rest and exercise

Perception of respiratory function may be an important factor in self-management of asthma. Previous research has suggested that asthmatics may not accurately perceive pulmonary functioning. The perception of normal and asthmatic individuals was assessed using a magnitude production procedure in a series of three studies, proceeding from normal individuals during rest, then submaximal exercise, to a comparison of normal and asthmatic adolescents during rest and submaximal exercise. At rest there were no differences between males and females, adults and adolescents, or asthmatics and non-asthmatics. However, there were significant differences in perception between rest and exercise for all groups. These findings suggest that a breakdown in perception does not occur during submaximal exercise in patients with asthma.     

An investigation of the impact of young children's self‐knowledge of trustworthiness on school adjustment: A test of the realistic self‐knowledge and positive illusion models

The study aimed to examine the relationship between self‐knowledge of trustworthiness and young children's school adjustment. One hundred and seventy‐three (84 male and 89 female) children from school years 1 and 2 in the United Kingdom (mean age 6 years 2 months) were tested twice over 1‐year. Children's trustworthiness was assessed using: (a) self‐report at Time 1 and Time 2; (b) peers' reports at Time 1 and Time 2; and (c) teacher‐reports at Time 2. School adjustment was assessed by child‐rated school‐liking and the Short‐Form Teacher Rating Scale of School Adjustment (Short‐Form TRSSA). Longitudinal quadratic relationships were found between school adjustment and children's self‐knowledge, using peer‐reported trustworthiness as a reference: more accurate self‐knowledge of trustworthiness predicted increases in school adjustment. Comparable concurrent quadratic relationships were found between teacher‐rated school adjustment and children's self‐knowledge, using teacher‐reported trustworthiness as a reference, at Time 2. The findings support the conclusion that young children's psychosocial adjustment is best accounted for by the realistic self‐knowledge model ( Colvin & Block, 1994 ).