Competence with fractions predicts gains in mathematics achievement

Competence with fractions predicts later mathematics achievement, but the codevelopmental pattern between fractions knowledge and mathematics achievement is not well understood. We assessed this codevelopment through examination of the cross-lagged relation between a measure of conceptual knowledge of fractions and mathematics achievement in sixth and seventh grades (N = 212). The cross-lagged effects indicated that performance on the sixth grade fractions concepts measure predicted 1-year gains in mathematics achievement (ß = .14, p < .01), controlling for the central executive component of working memory and intelligence, but sixth grade mathematics achievement did not predict gains on the fractions concepts measure (ß = .03, p > .50). In a follow-up assessment, we demonstrated that measures of fluency with computational fractions significantly predicted seventh grade mathematics achievement above and beyond the influence of fluency in computational whole number arithmetic, performance on number fluency and number line tasks, central executive span, and intelligence. Results provide empirical support for the hypothesis that competence with fractions underlies, in part, subsequent gains in mathematics achievement.     

Persistence of memory for ignored lists of digits: areas of developmental constancy and change

Contrary to the common belief that sensory memory remains unchanged across development in childhood, there have been several previous reports suggesting that the persistence of sensory memory, at least for sounds, increases with age in childhood. Because those previous studies all used isolated sounds as stimuli, it is not yet clear how this developmental difference influences the recall of sound series. The present study adapts the procedure of J. S. Saults and N. Cowan (1996), who studied memory for attended and ignored spoken words, to examine here the recall of attended and ignored lists of digit. A developmental increase in the persistence of memory was obtained only for the final item in an ignored list, which is the item for which sensory memory is thought to be the most vivid at short retention intervals.     

Preventive intervention with infants and families: The NBAS model

A model for preventive intervention based on the use of the Neonatal Behavioral Assessment Scale (NBAS) is presented, and the conceptual framework underlying this approach is made explicit. The approach is based on the assumption that the neonatal period presents clinicians with a unique opportunity to influence parent-infant relations positively from the beginning. It is argued that especially under conditions of stress, this infant-centered but family-focused form of intervention can serve to prevent the compounding of problems that may occur when the caregiving environment is unable to adjust to the needs of the young infant. The aim of the NBAS-based approach is to sensitize parents to the communication cues and the unique adaptive capacities of their infants. It is the individualized nature of the NBAS-based approach that places it outside the domain of main-effects treatment modalities and renders it responsive to the particular needs of individual infants and their families. The model of intervention described herein is based on the development of a supportive therapeutic relationship between clinicians and parents and as such may serve as the first stage in a comprehensive follow-up program of support for infants and families. Guidelines for clinicians using the NBAS in clinical settings that follow from these assumptions are provided.     

The effects of the Newborn Behavioral Observations (NBO) system in early intervention: A multisite randomized controlled trial

The purpose of this pilot study was to evaluate the effect of an infant mental health intervention, the Newborn Behavioral Observations system (NBO), versus usual care (UC) on infant neurodevelopment and maternal depressive symptoms in early intervention (EI). This multisite randomized trial enrolled newborns into the NBO (n = 16) or UC group (n = 22) and followed them for 6 months. Outcome measures included the Battelle Developmental Inventory (BDI-2), Bayley Scales of Infants Development (BSID-III), and Center for Epidemiologic Studies Depression Scale (CES-D). The CES-D and BSID-III were collected at 3- and 6-months post EI entry and the BDI-2 was collected at EI entry and 6-months post-EI entry. We estimated group differences [95% CI], adjusting for program characteristics. At 6 months, the NBO group had greater gains in Communication (b = 1.0 [0.2, 1.8]), Self-Care (b = 2.0 [0.1, 3.9]), Perception and Concepts (b = 2.0 [0.4, 3.6]), and Attention and Memory (b = 3.0 [0.4, 6.0]) than the UC group. The NBO group also had greater decline in maternal postnatal depressive symptoms (b = −2.0 [−3.7, −0.3]) than the UC group. Infants receiving the NBO infant mental health intervention had greater gains in cognitive and adaptive functions at 6 months than infants receiving UC. Caregivers receiving NBO care had greater improvements in maternal depressive symptoms than caregivers receiving UC.     

First-grade predictors of mathematical learning disability: A latent class trajectory analysis

Kindergarten to third grade mathematics achievement scores from a prospective study of mathematical development (n = 306) were subjected to latent growth trajectory analyses. The four corresponding classes included children with mathematical learning disability (MLD, 6% of sample), and low (LA, 50%), typically (TA, 39%) and high (HA, 5%) achieving children. The groups were administered a battery of intelligence (IQ), working memory, and mathematical-cognition measures in first grade. The children with MLD had general deficits in working memory and IQ and potentially more specific deficits on measures of number sense. The LA children did not have working memory or IQ deficits but showed moderate deficits on these number sense measures and for addition fact retrieval. The distinguishing features of the HA children were a strong visuospatial working memory, a strong number sense, and frequent use of memory-based processes to solve addition problems. Implications for the early identification of children at risk for poor mathematics achievement are considered.     

THERE ARE TWO WORD-LENGTH EFFECTS IN VERBAL SHORT-TERM MEMORY:

Abstract— In the word-length effect (WLE), lists of shorter words are better recalled than lists of longer words This effect a fundamental to decay-based theories of verbal short-term memory, such as the phonological loop theory (Baddeley, 1986) The WLE has been attributed to the time taken to articulate words, not their structure, a critical point in the debate between decay and interference theories However, this article, we show that the traditional WLE comprises two opposed effects an advantage for words spoken more quickly (short words in terms of duration) and an advantage for words with more elements (long words in terms of complexity) We also report two interactions a disadvantage for a midlist change in duration and an advantage for a midlist change in complexity These results contradict simple decay- based theories and establish the importance of interference in short- term memory We discuss whether decay is also required     

The role of absolute and relative amounts of time in forgetting within immediate memory: The case of tone-pitch comparisons

Many investigators of auditory sensory memory have assumed that memory loss during a retention interval of some seconds results from a process (such as decay) that depends on the absolute amount of time that has elapsed since presentation of the sound. An alternative possibility, brought to light by studies on immediate verbal memory, is that it is the relative, rather than the absolute, amount of time that matters. We examine these factors in a tone-comparison study by varying not only the retention interval between two tones to be compared, but also the interpair interval. Relative time played a role, but absolute time also appeared to be important. Several concepts of “decay” are considered in relation to the results.     

A Triage Tool to Assess Unmet Health Needs for Children Entering Foster Care

Children in foster care have high levels of health care needs, many of which are unmet at foster care entry. Health care coordination (HCC) is essential to ensure unmet needs are addressed rapidly. Data is lacking about how best to triage children at foster care entry so limited HCC resources can be allocated most effectively. Therefore, we aimed to: (1) utilize a Triage Tool (TT) at foster care entry to stratify children based on unmet health care needs and (2) determine if the TT is an accurate predictor of health care utilization as indicated by cost during a child’s first few weeks in care. A TT was developed and utilized during the initial foster care health exam (IFCHE) to stratify children based on unmet needs. Medicaid records were reviewed to determine health care utilization and cost during the first 60 days post-IFCHE. Most children (61.6%) had the lowest level of unmet needs (Level 3), 29.5% had a moderate level of unmet needs (Level 2), and 9.9% had the highest level of unmet needs (Level 1). Medicaid claims review revealed that triage level did not correlate to health care utilization or costs during the first 60 days post-IFCHE. Youth placed in a group home incurred significantly higher costs than those placed in foster homes. These results suggest that the TT is useful clinically but does not predict health care utilization and costs during the first weeks in care. Group home placement incurs more cost than foster home placement, independent of triage level assigned.