The Development of Academic Achievement and Cognitive Abilities: A Bidirectional Perspective.

Developing academic skills and cognitive abilities is critical for children's development. In this article, we review evidence from recent research on the bidirectional relations between academic achievement and cognitive abilities. Our findings suggest that (a) reading/mathematics and cognitive abilities (i.e., working memory, reasoning, and executive function) predict each other in development, (b) direct academic instruction positively affects the development of reasoning, and (c) such bidirectional relations between cognitive abilities and academic achievement seem weaker among children with disadvantages (e.g., those with special needs or low socioeconomic status). Together, these findings are in line with the theory of mutualism and the transactional model. They suggest that sustained and high-quality schooling and education directly foster children's academic and cognitive development, and may indirectly affect academic and cognitive development by triggering cognitive-academic bidirectionality

Assembly and use of new task rules in fronto-parietal cortex

Severe capacity limits, closely associated with fluid intelligence, arise in learning and use of new task rules. We used fMRI to investigate these limits in a series of multirule tasks involving different stimuli, rules, and response keys. Data were analyzed both during presentation of instructions and during later task execution. Between tasks, we manipulated the number of rules specified in task instructions, and within tasks, we manipulated the number of rules operative in each trial block. Replicating previous results, rule failures were strongly predicted by fluid intelligence and increased with the number of operative rules. In fMRI data, analyses of the instruction period showed that the bilateral inferior frontal sulcus, intraparietal sulcus, and presupplementary motor area were phasically active with presentation of each new rule. In a broader range of frontal and parietal regions, baseline activity gradually increased as successive rules were instructed. During task performance, we observed contrasting fronto-parietal patterns of sustained (block-related) and transient (trial-related) activity. Block, but not trial, activity showed effects of task complexity. We suggest that, as a new task is learned, a fronto-parietal representation of relevant rules and facts is assembled for future control of behavior. Capacity limits in learning and executing new rules, and their association with fluid intelligence, may be mediated by this load-sensitive fronto-parietal network

The Properties of Large Amplitude Whistler Mode Waves in the Magnetosphere: Propagation and Relationship with Geomagnetic Activity

Wepresent resultsof a studyof the characteristicsof very large amplitude whistler mode waves inside the terrestrial magnetosphere at radial distances of less than 15 RE using waveform capture data from the Wind spacecraft. We observed 247 whistler mode waves with at least one electric field component (105/247 had !80 mV/m peak!to!peak amplitudes) and 66 whistler mode waves with at least one search coil magnetic field component (38/66 had !0.8 nT peak!to!peak amplitudes). Wave vectors determined from events with three magnetic field components indicate that 30/46 propagate within 20 of the ambient magnetic field, though some are more oblique (up to "50 ). No relationship was observed between wave normal angle and GSM latitude. 162/247 of the large amplitude whistler mode waves were observed during magnetically active periods (AE > 200 nT). 217 out of 247 total whistler mode waves examined were observed inside the radiation belts. We present a waveform capture with the largest whistler wave magnetic field amplitude (^8 nT peak!to!peak) ever reported in the radiation belts. The estimated Poynting flux magnitude associated with this wave is ^300 mW/m2, roughly four orders of magnitude above estimates from previous satellite measurements. Such large Poynting flux values are consistent with rapid energization of electrons

Maternal emotions during the first three postnatal months: Gaining an hermeneutic understanding.

BACKGROUND: Maternal emotions in the first three postnatal months are rarely explored yet in the German context despite it is known that they play an important role in the complexity of maternal health and well-being. AIM: Gaining understanding of maternal emotions and how the developmental process of the infant circadian rhythm influences them during the first three months of the postnatal period. METHODS: A Gadamerian-based research method was used to explore the experiences of 15 mothers in Germany. FINDINGS: 'Being needed' and 'being in need' emerged as the first two themes and were further explored hermeneutically. This resulted in the findings of 'emotional balance and conflicting emotions' as underlying maternal emotions during the first three months following birth. DISCUSSION: Understanding maternal emotions during the first three months of the postnatal period has the potential of opening new pathways for improving maternal health and well-being. CONCLUSION: A spectrum of maternal emotions, maternal uncertainties and maternal needs exists in the first three months of the postnatal period

Observations of a high‐latitude stable electron auroral emission at ∼16 MLT during a large substorm

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/94792/1/jgra21045.pd

Going Beyond Mathematics Anxiety in Primary and Middle School Students: The Role of Ego‐Resiliency in Mathematics

Previous research examined the influence of math anxiety (MA) on performance in mathematics, but few studies compared the contribution of MA to other forms of anxiety, such as test and general anxiety (GA). Unlike MA, ego‐resiliency promotes the management of challenges, and has been positively associated with mathematics performance. In this study, we investigated the specific influence of MA, test‐ and GA, and ego‐resiliency on mathematics performance after controlling for intelligence. Children from grades 5 to 8 (N =  274) were assessed with self‐report tools measuring MA, test and GA, and ego‐resiliency, and completed intelligence and mathematical tasks. The results of structural equation models showed that MA had a main negative effect on mathematics performance, over and above the effect of test‐ and GA. Ego‐resiliency had a positive effect on mathematics performance, and was negatively associated with GA. Our findings are discussed in terms of the implications for intervention programs to reduce anxiety and sustain ego‐resiliency