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Background: The sudden growth in online instruction due to COVID‐19 restrictions has given renewed urgency to questions about remote learning that have remained unresolved. Web‐based assessment software provides instructors an array of options for varying testing parameters, but the pedagogical impacts of some of these variations has yet to be examined. Objectives: The current study examines whether question order affects student performance on online college math assessments. Drawing on the literature of testing and math anxiety, we hypothesized that difficult questions near the beginning of an assessment would have a destructive effect on student confidence, which would in turn have a deleterious effect on their performance. Methods: We employed an observational 'big data' methodology, analysing 23,468 final exams completed by students in 10 different courses over eight semesters at a Math Emporium in a large technical university in the eastern United States. Students were freshmen and sophomores enrolled in non‐engineering math courses. We regressed the final score on the difficulty level of the first and second questions, controlling for several other factors. Results and Conclusions: We found that several factors—day of the week, amount of time before the deadline, number of minutes spent on the exam—have more of an impact on score than question order. This pattern was consistent across sexes. Takeaways: Our findings contradict some previous studies, which have found that difficult early questions degrade student performance, and that this affect is more pronounced in females. This work enriches our understanding of how students respond to online assessment. Lay Description: What is already known about this topic: Previous studies have had mixed results about the effect of question difficulty ordering on student performance.Furthermore, few studies have examined this issue for computer assessments. What this paper adds: We employ a novel methodology with a uniquely large data set.Our findings indicate that difficulty ordering has no effect on student performance. Implications for practice: Math instructors can use the random ordering feature of computer assessment generating tools because question order does not affect performance. [ABSTRACT FROM AUTHOR]

This paper investigates whether free access to scientific literature increases the participation of under‐represented groups in scientific discourse. To this end, we aggregate and match data tracing access to Sci‐Hub, a widely used black open access (OA) repository or shadow library, and publication data from the Web of Science (WoS). We treat the emergence of Sci‐Hub as an exogenous event granting relatively unrestricted access to publications, which are otherwise hidden behind a paywall. We analyze changes in the publication count of researchers from developing countries in a given journal as a proxy for general participation in scientific discourse. Our results indicate that in the exemplary field of mathematics, free access to academic knowledge is likely to improve the representation of authors from developing countries in international journals. Assuming the desirability of greater international diversity in science (e.g., to generate more original work, reproduce empirical findings in different settings, or shift the research focus toward topics that are overlooked by researchers from more developed countries), our findings lend evidence to the claim of the OA movement that scientific knowledge should be free and widely distributed. [ABSTRACT FROM AUTHOR]

Context Although many medical schools seek to improve diversity, they grapple with the challenge of how to weight the scores of different admission methods to achieve a balance between obtaining high predictiveness and ensuring diversity in the selected student pool. Yet, in large‐scale employment settings, substantial progress has been made on this front: Pareto‐optimization has been introduced as an elegant statistical tool to assist decision makers in determining the weights assigned to selection methods in advance (before the selection has taken place) so that a selection system is designed to achieve an optimal balance as reflected by the trade‐off that one outcome (e.g., predictiveness) cannot be improved without harm to the other outcome (e.g., diversity). Aims: This paper reviews the theory and research evidence about Pareto‐optimization and explains how Pareto‐optimization permits medical schools to better balance predictiveness and diversity in medical admission systems. Methods: After reviewing common weighting schemes (unit, regression‐based and ad hoc weighting) and their drawbacks, we introduce the theory and logic of Pareto‐optimization for better balancing predictiveness and diversity. To this end, we also offer an illustrative example. Next, we review the mathematical basis and available research evidence regarding Pareto‐optimization. Finally, we discuss potential criticisms (i.e., complexity and legal concerns). Conclusions: Compared to traditional unit weighting, regression‐based weighting and ad hoc weighting, Pareto‐optimization leads to substantial increases in diversity intake (up to three times more), while keeping the predictiveness of the selection methods at the same level. Moreover, the Pareto‐optimization is robust to sampling variability and variability of the input selection parameters. This paper explains how Pareto‐optimization permits medical schools to better balance predictiveness and diversity in medical admissions. [ABSTRACT FROM AUTHOR]

Background: Motivation is an important factor in the learning process and supporting students' motivation in mathematics is a significant challenge for educators. Educational technologies, such as digital games, offer potential for engagement in mathematics learning activities. Objectives: To contrast the general decrement in student motivation in mathematics, a multilevel meta‐analysis was carried out to synthesize the results of studies concerning the impact of digital games on K‐12 student motivation in mathematics. Methods: Standardized measure of effect size (dppc2) for pre‐ post‐control group designs was used, and different sources of dependency among the effects were taken into account. Moreover, through meta‐regressions, we examined whether specific characteristics of the participants, interventions and outcomes were associated with effect size differences throughout the studies. Results and Conclusions: A total of 20 primary studies (43 effect sizes) meeting eligibility criteria was included. Results showed a significant overall effect (dppc2 = 0.27; 95%CI = [0.14; 0.41]) and a great heterogeneity between studies. Moderator analyses showed differences in effect size associated to the duration of intervention and motivational construct in terms of expectancy and value. Implications: Overall, the findings indicate that digital games are effective tools compared to conventional teaching practices. The results are promising and could be useful for the design of digital educational interventions aimed at promoting motivation in mathematics. Lay Description: What is already known about this topic: Motivation in term of expectancy and value is an important factor in the learning process.Digital games influence student motivation to learn in K‐12 education.Concerning mathematics, previous meta‐analyses studied the effects of digital games on math achievement but not on motivation. What this paper adds: This meta‐analysis synthesizes the impact of digital games on motivation in mathematics.The targeted learner audience is K‐12 students.Results show a significant overall effect of digital games on motivation and a great heterogeneity.The effect is greater if motivation is measured in terms of expectancy than of value.The duration of intervention moderates the effect: short interventions have the highest effects. Implications for practice and/or policy: Digital games promote motivation in mathematics for K‐12 students compared to conventional teaching practices.Engaging and innovative educational activities, such as digital games, might contrast the worldwide decline of enrolments in the STEM field. [ABSTRACT FROM AUTHOR]

Background: Mastering fractions seems among the most critical mathematical skills for students to acquire in school as fraction understanding significantly predicts later mathematic achievements, but also broader academic and vocational prospects. As such, identifying longitudinal predictors of fraction understanding (e.g., mastery of numbers and operations) is highly relevant. However, almost all existing studies identifying more basic numerical skills as predictors of fraction understanding rest on data acquired in face‐to‐face testing—mostly in classrooms. Objectives: In this article, we evaluated whether results obtained in these previous studies generalized to data from the curriculum‐based online learning environment Bettermarks for mathematics used in schools in the Netherlands. Methods: We considered data from more than 5000 students who solved over 1 million mathematical problem sets on basic mathematical skills, fractions, but also algebra. Results and Conclusions: In line with previous findings, we found that fraction understanding was predicted significantly by more basic mathematical skills. Our analyses also indicated that algebra achievement was predicted significantly by fraction understanding beyond influences of more basic mathematical skills. Implications: Together, these findings generalized previous results based on face‐to‐face testing to the context of data from online learning environments and thus, indicate that data from such large‐scale online learning environments may well qualify to provide significant insights into the hierarchical development of mathematical skills. Lay Description: What is already known about this topic: Understanding fractions is one of the most difficult mathematical skill for students to learn in school.Longitudinal studies using face‐to‐face testing indicated that fraction understanding as well as achievements in algebra can robustly be predicted by prior mathematics skills. What this paper adds: We evaluated data from more than 5,000 Dutch students who performed over 1 million curriculum‐based mathematical problem sets in an online learning environment.Our analyses showed that fraction understanding as well as achievements in algebra and can be predicted by prior mathematics skills. Implications for practitioners: These results indicated that previous results from face‐to‐face testing generalize to data obtained from large‐scale online learning environments.Thus, these results open up a new avenue for research using online learning environments on the development of mathematical skills. [ABSTRACT FROM AUTHOR]

A negative relationship between mathematics anxiety (MA) and mathematics performance is well documented. One suggested explanation for this relationship is that MA interferes with the cognitive processes needed when solving mathematics problems. A demand for using more cognitive effort (e.g., when performing harder mathematics problems), can be traced as an increase in pupil dilation during the performance. However, we lack knowledge of how MA affects this relationship between the problem difficulty and cognitive effort. This study investigated, for the first time, if MA moderates the effect of arithmetic (i.e., multiplication) problem difficulty on cognitive effort. Thirty‐four university students from Norway completed multiplication tasks, including three difficulty levels of problems, while their cognitive effort was also measured by means of pupil dilation using an eye tracker. Further, the participants reported their MA using a questionnaire, and arithmetic competence, general intelligence, and working memory were measured with paper‐pencil tasks. A linear mixed model analysis showed that the difficulty level of the multiplication problems affected the cognitive effort so that the pupil dilated more with harder multiplication problems. However, we did not find a moderating effect of MA on cognitive effort, when controlling for arithmetic competence, general intelligence, and working memory. This suggests that MA does not contribute to cognitive effort when solving multiplication problems. [ABSTRACT FROM AUTHOR]

Background: Children with persistent speech disorder (PSD) are at higher risk of difficulties with literacy, with some evidence suggesting an association with poorer educational attainment. However, studies to date have either used small clinical samples, which exclude children who have not been referred to clinical services, or relied on parent–teacher report of children's speech development. There is a need for an inclusive study to investigate the impact of PSD on educational outcomes using a population‐based sample and robust measures of speech development. Aim: Using a large prospective UK population‐based study—the Avon Longitudinal Study of Parents and Children (ALSPAC)—this study investigated: (1) how children identified with PSD at age 8 years perform on educational attainment tests at ages 10–11 and 13–14 years in comparison with children without PSD; and (2) whether children identified with PSD at age 8 years are more likely to receive a label of special educational needs (SEN) in secondary school. Methods & Procedures: We examined the data for 263 children with PSD and 6399 controls who had speech assessed at age 8 years in a research clinic. Educational attainment was measured using data from English school standard attainment tests. Data on SEN categorization were obtained between 11 and 13 years of age. Children with PSD and controls were compared using regression analyses adjusted for biological sex, maternal age, verbal, performance and full‐scale IQ. Outcomes & Results: Children with PSD at age 8 years were more likely to achieve lower attainment scores at ages 10–11 years in English and mathematics and across all three subjects of English, mathematics and science at ages 13–14 years after controlling for biological sex and maternal education; score below target levels for English at both time points after controlling for verbal IQ, and at ages 13–14 years after controlling for performance IQ; and receive a label of SEN (typically for the category of cognition and learning needs or communication and interaction needs) in secondary school. Conclusions & Implications: PSD identified at age 8 years is associated with poor educational attainment at ages 10–11 and 13–14 years in the core subjects of English, mathematics and science. Children with PSD at age 8 years are more likely to be identified with SEN at ages 11–13 years, particularly cognition and learning needs, and communication and interaction needs. We need to be aware of the potential for the long‐term impact of PSD on educational attainment in providing appropriate and effective support throughout school. What this paper addsWhat is already known on the subjectSpeech‐sound disorder is associated with reading and spelling difficulties, with some evidence to suggest that PSD is associated with a higher risk of literacy difficulties. Limited evidence also suggests that speech‐sound disorder may be associated with poorer educational attainment. However, studies to date have used small clinical samples or parent–teacher report of speech development and there is a need to determine whether the association is observed in larger and more inclusive population‐based samples.What this paper adds to existing knowledgeThis prospective, longitudinal study of a large community‐based sample of English children has shown that PSD is associated with poorer educational attainment at the end of primary school and at ages 13–14 years. Children with PSD are also more likely to be identified as having SEN in secondary school, especially communication and interaction needs but also including cognition and learning needs.What are the potential or actual clinical implications of this work?Understanding the long‐term implications of PSD on educational attainment highlights the importance of ongoing monitoring and support to enable children to reach their potential throughout primary and secondary school. The identification of children with a history of PSD during transition to secondary school will enable effective support to be put in place. The intervention for children with PSD should involve close collaboration between speech and language therapists and education professionals. [ABSTRACT FROM AUTHOR]

This study focused on an examination of how type, quality and children's awareness of design features in digital math games, along with an awareness of the mathematics goals of the game, were related to learning outcomes. We conducted a parallel conversion mixed methods study with 45 students in Grades 3 and 4 (ages 9–10). Students participated in clinical interviews using three digital math games. The results suggest a moderated mediation relationship in which the quality of the design features moderated the mediating impact of children's awareness of the game's design features, specifically when the child was aware of the mathematics content learning goal (MCLG) of the game. These findings show how important it is that design features are of high quality in a digital math game, and how this is intertwined with children's awareness of the features and the MCLG. When these variables intertwined in just the right way, the interactions between the children and the digital math game afforded mathematical learning growth. Lay Description: What is currently known about the subject matter: Some game features, and the types of representations designed into the games, may have a greater impact than others.Some design features provide general learning support, and some provide specific mathematics support.There is a relationship between the subject (i.e., a child), the artefact (i.e., a digital math game) and the object (i.e., the mathematics).Understanding that relationship is complex because there are no clear‐cut variables that can be isolated; rather, these variables need to be considered together. What our paper adds to this subject matter: Seven classifications of design feature types were coded in digital math games.Children's awareness of the mathematics content learning goal (MCLG) matters in conjunction with their awareness of the design features.High‐quality features, that are directly related to the MCLG, matter.The complex variable interactions help explain children's learning outcomes. Implications of study findings for practitioners: Even if a child had an awareness of the MCLG and high feature awareness, if the movements (either physically or mentally) associated with those features were of low‐quality with respect to the MCLG, this did not afford growth.Understanding these relationships can help practitioners select high‐quality digital math games for children's use in both classroom settings and at home.Understanding these relationships can also help game designers create more high‐quality digital math games. [ABSTRACT FROM AUTHOR]

Task solving processes and changes in these processes have long been expected to provide valuable information about children's performance in school. This article used electronic tangibles (concrete materials that can be physically manipulated) and a dynamic testing format (pretest, training, and posttest) to investigate children's task solving processes and changes in these processes as a result of training. We also evaluated the value of process information for the prediction of school results. Participants were N = 253 children with a mean age of 7.8 years. Half of them received a graduated prompts training; the other half received repeated practice only. Three process measures were used: grouping behaviour, verbalized strategies, and completion time. Different measures showed different effects of training, with verbalized strategies showing the largest difference on the posttest between trained and untrained children. Although process measures were related to performance on our dynamic task and to math and reading performance in school, the amount of help provided during training provided the most predictive value to school results. We concluded that children's task solving processes provide valuable information, but the interpretation requires more research. Lay Description: What is already known about this topic: Dynamic testing provides information on a child's ability to learn.Solving process information provides indications for intervention.Computerized testing can be of great help in recording process information. What this paper adds: Process‐oriented dynamic testing provides explanatory information beyond traditional tests.The use of a tangible user interface (TUI) console uncovers valuable information on solving processes.Process measures are related to series completion performance, math, and reading.Need for instruction is the best predictor of math and reading ability.Implications for practice and/or policy: A framework for interpreting process information is necessary in dynamic testing.Process‐oriented dynamic testing may be more suitable to inform education.TUIs provide a more natural testing environment. [ABSTRACT FROM AUTHOR]

How computers in schools impact on children's learning has been studied through research that explores student achievement at one point in time or by comparing different classroom contexts with differing results. The introduction of an optional netbook purchasing scheme for children in a low socio‐economic community provided an opportunity to compare the academic improvement for those who joined the scheme with those who did not with both groups learning within the same context with the same teachers. Using nationally calibrated assessment tools that test reading, writing, and mathematical skill progression, the student achievement data from six schools across a 2‐year period were analysed using chi‐square testing, regression analysis, propensity score matching, and cumulative logit modelling. The results identified few significant differences between the students in most aspects of achievement and no significant difference in academic improvement between the two groups. Lay Description: What is currently known about the subject matter: Whole class use of netbooks can improve achievement in reading, writing and mathematics.Children in low socio‐economic contexts have limited access to the Internet or netbooks for learning. What this paper adds to this: The use of netbooks alone has an insignificant effect on achievement in standardized assessments.Academic progress of children in the same context is similar whether using netbooks or not. Implication of study findings for practitioners: Introduction of netbook schemes should enable all students to have dedicated access. [ABSTRACT FROM AUTHOR]

Using data from the Early Childhood Longitudinal Study Kindergarten Class of 2010-2011 ( n = 11,000), this study examined the developmental outcomes of 5-year-old children in multigrade classrooms (combined prekindergarten and kindergarten classrooms serving 3-, 4-, and 5-year-olds) compared with those of 5-year-olds attending kindergarten-only classrooms serving primarily 5-year-olds. Results from regression and propensity score analyses revealed that 5-year-old children who attended multigrade classrooms with prekindergarteners made smaller gains in math and literacy skills and demonstrated less optimal executive function at the end of the school year than children who attended kindergarten-only classrooms. Classroom-level factors largely explained the differences in children's academic achievement but did not consistently explain differences in their executive functioning. No consistent differences emerged for children's social-behavioral development. Highlights This paper examines the implications of multigrade kindergarten classrooms for 5-year-olds' school success and the mechanisms through which these classrooms affect children., Five-year-olds who attended multigrade classrooms demonstrate smaller gains in academics and exhibit less optimal executive function, which was partially explained by classroom-level factors., When possible, the implementation of multigrade kindergarten classrooms may need to be re-evaluated. [ABSTRACT FROM AUTHOR]

Background: Left atrial (LA) volume is related to LA reservoir strain (LASR), but the relationship is not fully resolved. We sought to model the relationship between LA end‐diastolic and end‐systolic volumes (LAEDV and LAESV) and LASR based on a geometrical approach to exploit the relationship between LASR and volume. Methods: Modeling the LA as a hemisphere with radius r, LASR was recognized to vary linearly with r and LA volume with r3. Expanding this cubic relation as a Taylor series resulted in a simple linear equation: LAESV/LAEDV = 1 + 3 × LASR. To validate this, 52 transthoracic echocardiograms were analyzed from 18 patients who underwent transcatheter edge‐to‐edge repair (TEER) with MitraClip with serial assessment pre‐procedure, 1 month post‐clip, and 12 months post‐TEER. Linear regression was performed to compare the geometric equation to a statistical model created by a line of best fit to relate LAESV/LAEDV to LASR. Results: The statistical and geometric model both resulted in a strong correlation (r =.8, p <.001, respectively). The slope of the line in the statistical model was 3.3, which was statistically indistinguishable from the expected slope of 3 based on the geometric model (Figure 2A). Using the geometric model to compare the measured versus calculated LAESV/LAEDV also resulted in a strong correlation (r =.8, p <.001)(Figure 2B). Conclusion: We describe the relationship between LA volume and strain mathematically by considering the geometry of the LA. This model enhances our understanding of the interaction between atrial strain and volume. Further research is necessary to validate this using 3D atrial volumes in a broader cohort of subjects. [ABSTRACT FROM AUTHOR]

Previous research on sex differences in mathematical achievement shows mixed findings, which have been argued to depend on types of math tests used and the type of solution strategies (i.e., verbal versus visual‐spatial) these tests evoke. The current study evaluated sex differences in (a) performance (development) on two types of math tests in primary schools and (b) the predictive value of verbal and visual‐spatial working memory on math achievement. Children (N = 3175) from grades 2 through five participated. Visual‐spatial and verbal working memory were assessed using online computerized tasks. Math performance was assessed five times during two school years using a speeded arithmetic test (math fluency) and a word problem test (math problem solving). Results from Multilevel Multigroup Latent Growth Modeling, showed that sex differences in level and growth of math performance were mixed and very small. Sex differences in the predictive value of verbal and visual‐spatial working memory for math performance suggested that boys seemed to rely more on verbal strategies than girls. Explanations focus on cognitive and emotional factors and how these may interact to possibly amplify sex differences as children grow older. [ABSTRACT FROM AUTHOR]

Disparities in Mathematics performance have been shown across race and gender for decades, although little research has reported the race by gender nexus in terms of disparity. In turn, research done to ameliorate these disparities have assumed that these differences are primarily among student populations who need remedial learning improvement. In this research, we test these assumptions by using multinomial regression analyses and adjusted mean comparisons with bias‐corrected effect sizes from a data set of ~20,000 2nd grade students in Chicago. Further, we contribute to previous elementary Mathematics research by illuminating the powerful impacts that spatial reasoning integrations into Mathematics curriculum and pedagogy can have for all students' learning. Our findings provide empirical support that even after accounting for the effects of school composition, racial disparities exist in the beginning and persist throughout the year, among 2nd grade students. However, upon disaggregating students by race, gender, and median split, such disparities are greatest among students that are above the median. Our results encourage quantitative research analyses that explore ways to reduce Mathematics disparities to sharpen their approaches to be more sensitive to the achievement levels of students among such equity inquiries. [ABSTRACT FROM AUTHOR]

To examine the longitudinal relationships between objectively measured total volume and specific intensities of physical activity (PA) with academic performance in a large sample of youth aged 6‐18 years. A longitudinal study of 1046 youth (10.04 ± 3.10 years) from Spain was followed over 2 years. PA (volume and intensity) was measured by accelerometry. Academic performance was assessed through grades reported on the transcript at the end of the academic year (Mathematics, Language, an average of these two core subjects, and grade point average [GPA]). Longitudinal relationships between PA and four indicators of academic performance were examined using covariance and regression analyses, adjusted for a variety of confounders. Youth Quartile 2 for PA volume at baseline obtained better scores than those who participated in Quartiles 1 or 4 volumes of PA in GPA 2 years later (p = 0.006). There were generally no longitudinal associations between specific PA intensities and any of the academic performance indicators (all p > 0.170). However, a change in light PA over 2 years was inversely associated with three academic indicators in youth (βrange, ‐.103 to ‐ 090; all P < 040). Findings suggest that participants in Quartile 2 volume of PA had a better GPA in comparison with Quartiles 1 and 4 volumes of PA during youth, but there was no association with changes in PA volume over time. PA intensity was generally unrelated to academic performance during youth. However, there was an inverted u‐shape relationship between light PA changes and GPA. [ABSTRACT FROM AUTHOR]

In this study, we investigated the validity of a stealth assessment of physics understanding in an educational game, as well as the effectiveness of different game‐level delivery methods and various in‐game supports on learning. Using a game called Physics Playground, we randomly assigned 263 ninth‐ to eleventh‐grade students into four groups: adaptive, linear, free choice and no‐treatment control. Each condition had access to the same in‐game learning supports during gameplay. Results showed that: (a) the stealth assessment estimates of physics understanding were valid—significantly correlating with the external physics test scores; (b) there was no significant effect of game‐level delivery method on students' learning; and (c) physics animations were the most effective (among eight supports tested) in predicting both learning outcome and in‐game performance (e.g. number of game levels solved). We included student enjoyment, gender and ethnicity in our analyses as moderators to further investigate the research questions. [ABSTRACT FROM AUTHOR]

Athletes retiring from their sports career, an understudied population, are susceptible to become overweight/obese because of decreased energy expenditure not followed by a reduction in energy intake. Therefore, their energy requirements, through resting metabolic rate (RMR), should be accurately addressed for weight management purposes. This study aimed to determine the validity of predictive equations (PEq) for RMR estimation using indirect calorimetry as the reference method in a sample of overweight/obese former athletes. The study uses cross-sectional data collected during baseline measurements of a lifestyle intervention (NCT03031951). The RMR of 56 overweight/obese (31.5 (4.0 kg/m2)) individuals (78.6% male, 37.5% obese, 95.8 (14.8 kg), 174.2 (8.7 cm)) was measured by indirect calorimetry and predicted using seven PEq: Harris-Benedict, Cunningham, Schofield, FAO/WHO/UNU, Owen, Mifflin-St. Jeor, and Katch-McArdle. Dual-energy X-ray absorptiometry was used to assess body composition. The PEq overestimated the RMR measured by the indirect calorimetry, 70–300 kcal/day (4.3–14.9%). The linear regression between the reference and each of the PEq did not differ from the identity line with estimated values explaining around 50% of the variability of the measured values. The agreement between the methods was weak for all the PEq showing wide limits of agreement. The Harris–Benedict equation was the only one in which the difference between the methods was not related to the magnitude of the measured RMR. Given the weak performance of the various RMR models in overweight/obese former athletes, an effective weight management intervention based on estimated resting energy requirements may be compromised. [ABSTRACT FROM AUTHOR]

Objectives: Children's additional health and developmental needs are often first identified by teachers when they begin school. This study estimates the Grade 3 literacy and numeracy outcomes of children with teacher‐identified additional needs emerging in the first year of school, including the added burden conferred by socioeconomic disadvantage. Methods: Population linked data (n = 42,619) were analysed from the Australian Early Development Census, which include teacher reports on children's health and development at school entry, and the National Assessment Program–Literacy and Numeracy, a direct assessment of reading and numeracy skills at Grade 3. Linear regression analyses were used to estimate associations between emerging needs and learning outcomes, adjusted for sociodemographic characteristics. The combined effect of emerging needs and low maternal education (an indicator of socioeconomic disadvantage) on academic outcomes was examined by estimating the relative excess risk due to interaction (RERI). Results: Emerging health and developmental needs at school entry were associated with lower reading (b = −26.86, 95% CI = −29.19, −24.52) and numeracy (b = −24.39, 95% CI = −26.43, −22.35) outcomes at Grade 3. The combined effect of emerging needs and socioeconomic disadvantage was greater than expected when their individual effects are summed (RERI = 0.38, 95% CI 0.22, 0.55 for reading and RERI = 0.27, 95% CI 0.10, 0.43 for numeracy). Conclusion: In the current study, emerging health and developmental needs identified by teachers at the outset of schooling were associated with poorer literacy and numeracy skills at Grade 3, and family socioeconomic disadvantage appeared to further amplify this effect. Meeting the needs of these children will require timely and coordinated supports across the health and education systems, particularly for those children who are also disadvantaged. [ABSTRACT FROM AUTHOR]

The aim of the study was threefold: (a) to test a before‐school physical activity intervention (Active‐Start) on academic performance, selective attention, and concentration capacity; (b) to test the effect of the Active‐Start intervention on anthropometry, body composition, and physical fitness parameters; and (c) whether the physical fitness components are moderators of the effect of the Active‐Start program on academic performance, selective attention, and concentration capacity in Chilean children. The Active‐Start intervention was a RCT which comprised 170 children (8‐10 years old) from three public schools with low socioeconomic status from the city of Santiago (Chile). The exercise intervention was delivered daily, before starting the first school‐class (8:00‐8:30 am) for 8 weeks. Changes in academic performance, selective attention and concentration capacity, anthropometric, body composition, and physical fitness parameters were measured. The analyses used were mixed regression models for repeated measures over time. No statistically significant changes in attention and concentration capacity were found. However, significant changes were seen in language (0.63; 95% CI 0.49‐0.77) and mathematics (0.49; 95% CI 0.32‐0.66) performance (P < .001). Also, improvements were seen in fat mass, fat‐free mass, muscular, and cardiorespiratory fitness (all P < .05). The Johnson‐Neyman technique revealed a significant relationship between the effect of intervention and attention and concentration when change in cardiorespiratory fitness was above, but not below, 3.05 and 0.70 mL/kg/min, respectively. Implementing before‐school physical activity programs such as the Active‐Start to enhance the cardiorespiratory fitness may benefit attention capacity and academic success among schoolchildren. [ABSTRACT FROM AUTHOR]

Background: Sluggish cognitive tempo (SCT) is distinct from attention‐deficit/hyperactivity disorder inattention (ADHD‐IN) and concurrently associated with a range of impairment domains. However, few longitudinal studies have examined SCT as a longitudinal predictor of adjustment. Studies to date have all used a relatively short longitudinal time span (6 months to 2 years) and only rating scale measures of adjustment. Using a prospective, multi‐method design, this study examined whether SCT and ADHD‐IN were differentially associated with functioning over a 10‐year period between preschool and the end of ninth grade. Methods: Latent state‐trait modeling determined the trait variance (i.e. consistency across occasions) of SCT and ADHD‐IN across four measurement points (preschool and the end of kindergarten, first grade, and second grade) in a large population‐based longitudinal sample (N = 976). Regression analyses were used to examine trait SCT and ADHD‐IN factors in early childhood as predictors of functioning at the end of ninth grade (i.e. parent ratings of psychopathology and social/academic functioning, reading and mathematics academic achievement scores, processing speed and working memory). Results: Both SCT and ADHD‐IN contained more trait variance (Ms = 65% and 61%, respectively) than occasion‐specific variance (Ms = 35% and 39%) in early childhood, with trait variance increasing as children progressed from preschool through early elementary school. In regression analyses: (a) SCT significantly predicted greater withdrawal and anxiety/depression whereas ADHD‐IN did not uniquely predict these internalizing domains; (b) ADHD‐IN uniquely predicted more externalizing behaviors whereas SCT uniquely predicted fewer externalizing behaviors; (c) SCT uniquely predicted shyness whereas both SCT and ADHD‐IN uniquely predicted global social difficulties; and (d) ADHD‐IN uniquely predicted poorer math achievement and slower processing speed whereas SCT more consistently predicted poorer reading achievement. Conclusions: Findings of this study – from the longest prospective sample to date – provide the clearest evidence yet that SCT and ADHD‐IN often differ when it comes to the functional outcomes they predict. [ABSTRACT FROM AUTHOR]

Objective: This study examined early predictors of and changes in school‐age academic achievement and class placement in children referred for autism spectrum disorder (ASD) at age 2. Method: Of 111 ASD referrals, 74 were diagnosed with ASD at age 18. Regression analyses were performed to identify age 3 predictors of achievement in arithmetic, passage comprehension, word reading, and spelling at ages 9 and 18. Linear Mixed Models were used to examine predictors of academic growth between ages 9 and 18. Results: Academic skills varied widely at 9 and 18, but were mostly commensurate with or higher than expected given cognitive levels. However, 22% (age 9) and 32% (age 18) of children with average/above average IQ showed below/low average achievement in at least one academic domain. Children who remained in general education/inclusion classrooms had higher achievement than those who moved to special education classrooms. Stronger cognitive skills at age 3 and 9 predicted better academic achievement and faster academic growth from age 9 to 18. Parent participation in intervention by age 3 predicted better achievement at age 9 and 18. Conclusions: Many children with ASD achieve basic academic skills commensurate with or higher than their cognitive ability. However, more rigorous screening for learning difficulties may be important for those with average cognitive skills because a significant minority show relative academic delays. Interventions targeting cognitive skills and parent participation in early treatment may have cascading effects on long‐term academic development. [ABSTRACT FROM AUTHOR]

Abstract: As more attention is placed on designing digital educational games to align with schools' academic aims (e.g., Common Core), questions arise regarding how professional development (PD) may support teachers' using games for instruction and how such integration might impact students' achievement. This study seeks to (a) understand how teachers use PD resources (e.g., technology personnel and game‐use workshops) for integration; (b) determine how teachers integrate games into their instruction; and (c) examine how those teaching practices are associated with student achievement. This mixed method study used survey and interview responses from elementary school teachers (n = 863) with access to PD resources for implementing a math game intervention and standardized math‐test scores from their second‐ through sixth‐grade students (n = 10,715). Findings showed few teachers sought PD assistance for integration, but many desired such support. Some reported using integrative practices (i.e., referencing game and using game‐generated progress reports) to identify struggling students, whereas several found integration challenging. Teachers' reordering of game objectives to align with lessons and viewing of game‐based PD videos were associated with increased student math achievement in our OLS‐analysis. However, this result was no longer statistically significant within a school fixed‐effects model, suggesting school differences may influence how strongly teachers' practices are associated with student achievement. [ABSTRACT FROM AUTHOR]

Socioeconomic status (SES) is associated with childhood anthropometry, but little is known about how it is associated with tissue growth and body composition. To investigate this, we looked at components of SES at birth with growth in early and mid-childhood, and body composition in a longitudinal study in Nepal. The exposure variables (material assets, land ownership, and maternal education) were quantified from questionnaire data before birth. Anthropometry data at birth, 2.5 and 8.5 years, were normalized using WHO reference ranges and conditional growth calculated. Associations with child growth and body composition were explored using multiple regression analysis. Complete anthropometry data were available for 793 children. There was a positive association between SES and height-for-age and weight-for-age, and a reduction in odds of stunting and underweight for each increase in rank of SES variable. Associations tended to be significant when moving from the lower to the upper asset score, from none to secondary education, and no land to >30 dhur (~500 m2). The strongest associations were for maternal secondary education, showing an increase of 0.6-0.7 z scores in height-for-age and weight-for-age at 2.5 and 8.5 years and 0.3 kg/m2 in fat and lean mass compared to no education. There was a positive association with conditional growth in the highest asset score group and secondary maternal education, and generally no association with land ownership. Our results show that SES at birth is important for the growth of children, with a greater association with fat mass. The greatest influence was maternal secondary education. [ABSTRACT FROM AUTHOR]

Iron deficiency (ID) and iron deficiency anemia (IDA) are major contributors to infant and maternal morbidity worldwide. There is limited longitudinal data on iron status in young infants and on methods to adjust iron biomarkers for inflammation. We aimed to quantify the prevalence of inflammation-adjusted ID, anemia, and IDA over the first year in a cohort of Bolivian infants and their mothers. Healthy mother-infant dyads were recruited from two peri-urban hospitals. Infants provided three blood draws (2, 6-8, and 12-18 months; N = 160); mothers provided two blood draws (1 and 6-8 months postpartum [plus third anemia measurement at 12-18 months]; N = 250). Blood was analyzed for hemoglobin, ferritin, soluble transferrin receptor, C-reactive protein (CRP), and alpha(1)-acid glycoprotein (AGP). Iron biomarkers were adjusted for inflammation using CRP and AGP; hemoglobin cutoffs were adjusted for altitude. Inflammation (elevated CRP or AGP) was 17% among toddlers 12-18 months of age. ID (inflammation-adjusted ferritin) increased with age (<1%, 56%, and 79% at each blood draw), as did anemia and IDA (anemia: 70%, 76%, and 81%; IDA: <1%, 46%, and 68%). Maternal ID declined from the first to second assessment (39% vs. 27%). Inflammation-adjusted ID prevalence was up to 15 percentage points higher than unadjusted estimates. The high prevalence of ID, anemia, and IDA in this cohort of Bolivian infants beginning at 6-8 months of age suggests that early interventions may be necessary in vulnerable populations. [ABSTRACT FROM AUTHOR]

Habituation is a decrease in responding to a repeated stimulus. Operant responding and salivation measure habituation in eating behaviour research. Stress may increase eating by acting as a distractor, yielding spontaneous recovery and prolonging responding for food. Our research tested differences in the ability of cognitive and interpersonal stressors to recover responding for food. We also tested heart rate variability (HRV) as a measure of habituation. Twenty women worked for portions of macaroni and cheese for 15 trials on three separate laboratory visits. Between the 12th and 13th trial, one of three different stressor types (speech, stroop and subtraction) was presented during each visit. HRV was measured continuously throughout the laboratory visits. Responding for food declined across the 12 trials with no difference in rate of habituation by visit (p > 0.8) There was no difference between stressor type in the magnitude of spontaneous recovery after each stressor (p > 0.8). Rates of habituation of HRV variables correlated (p < 0.02) with the rate of operant responding habituation. Cognitive and interpersonal stressors do not differ in their ability to recover reduced responding for food. HRV variables may measure habituation to food similar to operant responding. Copyright © 2014 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Background In the general population, a higher Alternate Healthy Eating Index ( AHEI)-2010 score is related to decreased cardiovascular disease ( CVD) risk. Few studies have described the dietary patterns that reduce the risk of CVD or coronary heart disease ( CHD) in type 2 diabetes mellitus (T2 DM) patients. In the present study, the association between the American Diabetes Association ( ADA)-recommended dietary pattern, AHEI-2010 , and CVD risk factors and the CVD incidence over 52 months in T2 DM patients was evaluated. Methods The ADA score was developed from the ADA dietary recommendations. In this prospective study, the 24-h dietary recall of 124 adult T2 DM patients without nephropathy or chronic kidney disease was collected. The CVD risk factors were collected at baseline and at 6-month follow-up. Results Compared with lower ADA and AHEI-2010 score participants, the higher score participants exhibited a significantly lower waist circumference, serum low-density lipoprotein cholesterol level and 10-year risk of CHD. Participants with higher ADA dietary scores had a significantly reduced risk of central obesity and systolic blood pressure >140 mmHg. Higher AHEI-2010 scores were significantly related to a reduced risk of serum low-density lipoprotein cholesterol > 100 mg dL-1. Seven participants had their first-ever CVD during the follow-up period, although neither ADA score, nor AHEI-2010 score could predict CVD incidence. Conclusions The ADA-recommended dietary pattern and a higher AHEI-2010 score might both exhibit reduced risk factors of CVD in T2 DM patients. [ABSTRACT FROM AUTHOR]

Using the Head Start Impact Study data, this secondary data analysis examines Head Start's impact on cognitive outcomes for children in foster care. Out of 4442 children, 162 children in foster care were selected to examine the following study questions. (1) Do children in foster care who enrol in Head Start have different child and family characteristics than those who do not participate in Head Start? (2) Do children in foster care who participate in Head Start have higher reading and math scores at ages five to six? (3) Do child and family characteristics moderate Head Start's impact on reading and math scores of children in foster care at ages five to six? There was no main Head Start impact on reading and math scores for children in foster care. However, Head Start impact was found for the child's gender and the caregiver's age. Girls who participated in Head Start obtained higher reading and math scores than boys. Children cared for by older caregivers had higher math scores than those cared for by younger caregivers. Baseline variables such as ethnicity, special needs status and cognitive skills prior to Head Start enrolment were directly associated with math and reading scores at ages five to six. Copyright © 2015 John Wiley & Sons, Ltd. Key Practitioner Messages Child welfare workers should consider enrolling more children who are in foster care in the Head Start programme., Head Start should address and implement programme performance standards and regulation specifically targeting children in foster care., Head Start should consider various family characteristics to maximise programme benefits for children in foster care. [ABSTRACT FROM AUTHOR]

Although the Internet is widely used by students in both formal and informal environments, little is known about how and where youth spend their time online. Using Internet search and Web analytics data, this study discovered a large-scale phenomenon associated with the poor performance of elementary school students in the USA that has been overlooked by educational researchers. This study found that approximately 10 million Internet users in the USA, many of whom are presumably youth, spend about 89 million hours in a year on a popular math game site that targets children. The number of game site users is equivalent to half of the K-5 Internet population in the USA. However, there is little evidence that the math games on the website meet the criteria for effective instruction as described in the literature. This study found a significant negative correlation between search volumes for the game site in the 50 states in the USA and 4th grade students' performance in mathematics and reading. Moreover, Internet users in the states with greater numbers of low-income families and fewer college graduates were more likely to search for the game site. The implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

Aims To investigate the relationship between cannabis and tobacco use by age 15 and subsequent educational outcomes. Design Birth cohort study. Setting England. Participants The sample was drawn from the Avon Longitudinal Study of Parents and Children; a core sample of 1155 individuals had complete information on all the variables. Measurements The main exposures were cannabis and tobacco use at age 15 assessed in clinic by computer-assisted questionnaire and serum cotinine. The main outcomes were performance in standardized assessments at 16 [Key Stage 4, General Certificate of Secondary Education (GCSE)] in English and mathematics (mean scores), completion of five or more assessments at grade C level or higher and leaving school having achieved no qualifications. Analyses were sequentially adjusted for multiple covariates using a hierarchical approach. Covariates considered were: maternal substance use (ever tobacco or cannabis use, alcohol use above recommended limits); life course socio-economic position (family occupational class, maternal education, family income); child sex; month and year of birth; child educational attainment prior to age 11 (Key Stage 2); child substance use (tobacco, alcohol and cannabis) prior to age 15 and child conduct disorder. Findings In fully adjusted models both cannabis and tobacco use at age 15 were associated with subsequent adverse educational outcomes. In general, the dose-response effect seen was consistent across all educational outcomes assessed. Weekly cannabis use was associated negatively with English GCSE results [grade point difference (GPD), -5.93, 95% confidence interval (CI) = -8.34, -3.53] and with mathematics GCSE results (GPD, -6.91, 95% CI = -9.92, -3.89). Daily tobacco smoking was associated negatively with English GCSE (GPD, -11.90, 95% CI = -13.47, -10.33) and with mathematics GCSE (GPD, -16.72, 95% CI = -18.57, -14.86). The greatest attenuation of these effects was seen on adjustment for other substance use and conduct disorder. Following adjustment, tobacco appeared to have a consistently stronger effect than cannabis. Conclusions Both cannabis and tobacco use in adolescence are associated strongly with subsequent adverse educational outcomes. Given the non-specific patterns of association seen and the attenuation of estimates on adjustment, it is possible that these effects arise through non-causal mechanisms, although a causal explanation cannot be discounted. © 2015 Society for the Study of Addiction [ABSTRACT FROM AUTHOR]

This study aimed to identify the effect of CYP2C9-VKORC1 interaction on warfarin dosage requirement and its predictive algorithm by investigating four populations. Generalized linear model was used to evaluate the relationship between the interaction and warfarin stable dosage (WSD), whereas multiple linear regression analysis was applied to construct the WSD predictive algorithm. To evaluate the effect of CYP2C9-VKORC1 interaction on the predictive algorithms, we compared the algorithms with and without the interaction. The interaction was significantly associated with WSD in the Chinese and White cohorts (P values<0.05). In the algorithms that considered the interaction, the predictive success rates improved by only 0.12% in the Chinese patients and by a maximum of 0.02% in the White patients under four different CYP2C9 classifications. Thus, VKORC1-CYP2C9 interaction can affect WSD. However, the discrepancy between the predictive results obtained using the predictive algorithm with and without CYP2C9-VKORC1 interaction was negligible and can therefore be disregarded. [ABSTRACT FROM AUTHOR]