Dietetics program directors in the United States support teaching vegetarian and vegan nutrition and half connect vegetarian and vegan diets to environmental impact

Registered Dietitian Nutritionists (RDNs) are clinicians trained in the application of food, nutrition, and dietetics. Vegetarians and vegans have a lower risk of many nutrition-related chronic diseases that are epidemic while vegetarian and vegan diets are associated with reduced environmental impact. Despite this strong diet-disease and diet-environment connection, it is not known if dietetics students are taught the principles of vegetarian and vegan nutrition. The overarching goal of our study was to investigate curricular practices in accredited dietetics training programs in the United States (U.S.) including (1) the prevalence and perceived importance of vegetarian and vegan nutrition instruction and (2) if program directors connect vegetarian and vegan diets to climate change mitigation and resource conservation. Primary data were collected by way of a cross-sectional, Internet-based survey. All Accreditation Council for Education in Nutrition and Dietetics (ACEND) program directors in the U.S. (N = 574) were sent a 37-question survey and invited to participate in the study. Outcome measures included the prevalence of vegetarian and vegan nutrition instruction, quantifying if relationships exist among variables, and the frequency of connecting vegetarian and vegan diets to environmental impact. Descriptive and inferential statistics were utilized. Respondents (n = 205) indicated that over 51% of programs teach vegetarian nutrition while 49% teach vegan nutrition. There were significant differences between program type and the prevalence of vegetarian (p = 0.00005) and vegan (p = 0.00005) nutrition instruction. Over 90% of program directors believe that vegetarian and vegan nutrition should be taught. Over 50% of programs identify the connection between vegetarian and vegan diets in climate change mitigation and resource conservation. Most ACEND program directors believe vegetarian and vegan nutrition should be taught and half connect diet to environmental concern. Nevertheless, there is a discrepancy between beliefs and practice behaviors. These results suggest the need for increased collaboration and the use of novel techniques that better incorporate vegan and vegetarian nutrition throughout dietetics education

MEMORY AND COGNITIVE ABILITIES IN UNIVERSITY PROFESSORS:

Professors from the University of California at Berkeley were administered a 90-min test battery of cognitive performance that included measures of reaction time, paired-associate learning, working memory, and prose recall. Age effects among the professors were observed on tests of reaction time, paired-associate memory, and some aspects of working memory. Age effects were not observed on measures of proactive interference and prose recall, though age-related declines are generally observed in standard groups of elderly individuals. The findings suggest that age-related decrements in certain cognitive functions may be mitigated in intelligent, cognitively active individualsPeer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/72229/1/j.1467-9280.1995.tb00510.x.pd

Evidence for multiple rhythmic skills

Rhythms, or patterns in time, play a vital role in both speech and music. Proficiency in a number of rhythm skills has been linked to language ability, suggesting that certain rhythmic processes in music and language rely on overlapping resources. However, a lack of understanding about how rhythm skills relate to each other has impeded progress in understanding how language relies on rhythm processing. In particular, it is unknown whether all rhythm skills are linked together, forming a single broad rhythmic competence, or whether there are multiple dissociable rhythm skills. We hypothesized that beat tapping and rhythm memory/sequencing form two separate clusters of rhythm skills. This hypothesis was tested with a battery of two beat tapping and two rhythm memory tests. Here we show that tapping to a metronome and the ability to adjust to a changing tempo while tapping to a metronome are related skills. The ability to remember rhythms and to drum along to repeating rhythmic sequences are also related. However, we found no relationship between beat tapping skills and rhythm memory skills. Thus, beat tapping and rhythm memory are dissociable rhythmic aptitudes. This discovery may inform future research disambiguating how distinct rhythm competencies track with specific language functions

Implications of Training in Incremental Theories of Intelligence for Undergraduate Statistics Students

This chapter documents the effects of training in incremental theories of intelligence on students in introductory statistics courses at a liberal arts university in the US. Incremental theories of intelligence examine the beliefs individuals hold of knowledge and how it is attained. An individual with an incremental theory of intelligence believes that intelligence can be developed. The research examined differences by gender in mastery of statistics and attitudes toward statistics for students who received growth mind-set training. A pre-test, post-test design utilised the Students’ Attitudes Toward Statistics© instrument and the Comprehensive Assessment of Outcomes in a first Statistics course. An ANCOVA revealed that females gained more than males on their value of statistics (F(1, 63) 9.40, MSE 3.79, p .003, η2 P 0.134) and decreased less for effort expended to learn statistics (F(1, 63) 4.41, MSE 4.07, p .040, η2 P 0.067). Females also gained mastery of statistical concepts at a greater rate (F(1, 63) 5.30, MSE 0.06, p .025, η2 P 0.080) indicating a possible path to alleviate the under-representation of females in STEM

Neuroelectric Evidence for Cognitive Association Formation: An Event-Related Potential Investigation

Although many types of learning require associations to be formed, little is known about the brain mechanisms engaged in association formation. In the present study, we measured event-related potentials (ERPs) while participants studied pairs of semantically related words, with each word of a pair presented sequentially. To narrow in on the associative component of the signal, the ERP difference between the first and second words of a pair (Word2-Word1) was derived separately for subsequently recalled and subsequently not-recalled pairs. When the resulting difference waveforms were contrasted, a parietal positivity was observed for subsequently recalled pairs around 460 ms after the word presentation onset, followed by a positive slow wave that lasted until around 845 ms. Together these results suggest that associations formed between semantically related words are correlated with a specific neural signature that is reflected in scalp recordings over the parietal region