Year-one children thinking about and writing ‘large’ quantities / Niños de primer grado pensando en y anotando cantidades ‘grandes’

Abstract

We studied how year-one children in primary school think about and with numbers when they use verbal expressions and numerical notations to suggest ‘very large’ quantities in different contexts of meaning (tokens, an elderly person’s age, stars). We individually interviewed 63 children from schools in Río Negro, Argentina. The analysis identified the different ways children approached the tension that exists between stability and innovation. Context seems to influence the answers given by many of the children who were interviewed. The results showed five cognitive trajectories: in the first two, children did not demonstrate any innovation in their notations. Children in the remaining trajectories (84% of respondents) conducted a kind of numerical ‘take off’ in at least one of the tasks. Knowledge of the number series does not guarantee an easy approach to writing ‘large’ quantities but it does seem to favour a strategy of greater cognitive flexibility.     

Relationships between match activities and peak power output and Creatine Kinase responses to professional reserve team soccer match-play

The specific movement demands of soccer that are linked to post-match recovery and readiness to train are unclear. Therefore, we examined the relationship between Global Positioning System (GPS) variables and the change (Δ; from baseline) in Creatine Kinase (CK) concentrations and peak power output (PPO; during the countermovement jump) at 24 h and 48 h post-match. Fifteen English Premier League reserve team players were examined over 1–4 matches. Measurements of CK and PPO were taken before (24 h prior to match-play) and after (+24 h and +48 h) each game during which movement demands were quantified using 10 Hz GPS data. High intensity distance covered (r = 0.386, p = 0.029; r = −0.349; p = 0.050), high intensity distance covered⋅min⁻¹ (r = 0.365, p = 0.040; r = −0.364, p = 0.040), high speed running distance (r = 0.363, p = 0.041; r = −0.360, p = 0.043) and the number of sprints⋅min⁻¹ (r = 0.410, p = 0.020; r = −0.368, p = 0.038) were significantly related to ΔCK and ΔPPO at +24 h post-match, respectively. No relationships were observed between any match variables and ΔCK and ΔPPO after +48 h of recovery. These findings highlight that high intensity match activities are related to ΔCK and ΔPPO in the 24 h, but not 48 h, following soccer match-play. Such information is likely of interest to those responsible for the design of soccer player’s training schedules in the days following a match.     

Asymmetric transfer effects between cognitive and affective task disturbances

Task-irrelevant features of a stimulus can disturb performance on a given task, and this can occur for cognitive reasons such as irrelevant stimulus position, and affective reasons such as high stimulus valence. The human brain adapts to such disturbances in order to ensure successful task performance. Adaptations can occur in a transient manner in response to recent events, and they can also be sustained to account for overall probabilities of disturbances. Here, we study the mutual interplay between affective and cognitive task disturbances under conditions of sustained conflict adaptation. More precisely, we examined the trajectory of finger movements in a speeded classification task and investigated whether adaptation to a high probability of spatial disturbances transfers to the impact of affective disturbances (Experiment 1) and whether adaptation to a high probability of affective disturbances transfers to the impact of spatial disturbances (Experiment 2). Our observations point towards an asymmetric transfer from adaptation to affective onto the processing of cognitive disturbances, but not the other way around.     

Manipulation of exercise to rest ratio within set duration on physical and technical outcomes during small-sided games in elite youth soccer players

Training practices for elite soccer players should take into account specific technical, tactical and physical components. As a consequence of these demands small-sided games (SSGs) have become a popular conditioning tool that replicate the demands encountered during match play. The aim of this investigation was to examine how the manipulation of exercise to rest ratio, within the same overall duration, affected both physical and technical outcomes during SSGs in elite youth soccer. Twelve elite youth soccer players participated in three variations of eight minute 6v6 SSGs. The three variations included eight minutes continuous, 2 × 4 min and 4 × 2 min. Players perceived the continuous 8 min block as the hardest (4.5 ± 1.5 AU), followed by the 2 × 4 min (3.9 ± 1.4 AU) and the 4 × 2 min (3.3 ± 1.4 AU), although no difference in mean HR or physical measures via GPS analysis between SSGs was evident. From the technical perspective, only goals scored reached significance, with post hoc analysis identifying the number of goals scored were significantly higher during the 4 × 2 min and 2 × 4 min SSGs compared to 8 min continuous block. These results show that subjective ratings of exertion differed between conditions, but only minor technical manipulations were observed by adjusting work to rest ratios, with no significant effect on physical performance.     

青少年早期冲动性的发展轨迹:界定亚群组及其影响因素

以发展的整体互动论和生态系统理论为基础,考察青少年早期冲动性的发展轨迹及其影响因素。采用Barratt冲动性量表、家庭环境量表、青少年感知校园氛围问卷对天津市某中学210名初中生进行了为期1年的3次追踪调查,使用潜变量增长模型、潜类别增长模型、多元Logistic回归进行数据分析。结果发现:(1)青少年早期冲动性的发展呈线性增长趋势,并可分为三个亚群组:恒低组(16.67%)、恒高组(41.43%)和居中升高组(41.91%);(2)家庭环境亲密度和教师支持对亚群组有显著预测作用。本研究揭示了在青少年早期冲动性的动态变化性、个体差异性及其相关影响因素。     

Career trajectories of older women: implications for career guidance

As work and employment transitions become more frequent and difficult, the demand for formal career guidance increases. Women are likely to experience structural labour market disadvantage and may benefit from formal support that is sympathetic to their particular needs. Yet the traditional psychological paradigms that dominate career guidance practice have assumed homogeneity. To contribute both to broader debates about careers services for adults and the development of more relevant theoretical frameworks for career practice for women, results are presented from an international, comparative qualitative investigation of the career trajectories of older women (aged 45 to 65) in Australia, England and South Africa. These results confirm a need for career guidance that is nuanced and differentiated for women.     

Developmental trajectory of intersubjectivity in the second and third year of life: Study of fixed-population and random-individual effects

Colwyn Trevarthen claimed that babies have an intrinsic motivation to communicate and engage with others that he called intersubjectivity. Around the ninth month of life, this motivation changes and passes from person-to-person dyadic (primary intersubjectivity) to triangulate a person–person–object relationship (secondary intersubjectivity). Despite the scientific consensus on this developmental leap, few empirical studies explore the trajectory of this more complex form of intersubjectivity between the second and third year of life. One hundred and fifteen free play sessions from 27 mother–child dyads (13 girls and 14 boys) between 9 and 37 months were filmed and were categorized based on the Level of Intersubjective Attunement Scale. The data were analysed using a linear mixed-effects model. Results show both a population trajectory of the levels of intersubjective attunement and random individual differences. We discuss these results in relation to the binomial typical developmental route and interindividual variability.     

初中生积极适应的发展轨迹:基于潜变量增长模型的分析

采用问卷法对290名初中生在初中三年间积极适应的发展状况进行四次追踪测试,利用潜变量增长模型检验个体积极适应的变化趋势,同时考察了随时间稳定变量(学校转换)和随时间变化变量(压力知觉)对积极适应的影响。结果发现:1、从初一到初三,个体积极适应的自我肯定和行事效率维度呈曲线上升趋势,且上升速度逐年下降;亲社会倾向呈线性上升趋势;积极应对呈线性下降趋势;2、学校转变对初中生积极适应发展的影响较小;3、压力知觉可显著抑制当时初中生的积极适应。