Previous research suggests obesity is negatively related to cognitive functioning and academic outcomes in addition to physical health. However, not much is known about this association in early childhood or potential physiological underpinnings. Biomarkers related to obesity have been associated with cognition, in particular the adipokine leptin, and pro‐inflammatory cytokines including interleukin‐6 (IL‐6), tumor necrosis factor‐alpha (TNF‐alpha) and C‐reactive protein (CRP). These associations may be further exacerbated for children who experience early life stress. With a sample of low‐income preschoolers, the current study examined associations between obesity‐related biomarkers and aspects of behavioral and cognitive school readiness. Partial correlations controlling for child age show hypothesized negative associations between pro‐inflammatory cytokines and school readiness, while leptin was positively associated with cognitive school readiness and body mass index (BMI) z‐score. Findings suggest connections between obesity, physiology, and school readiness need further examination, but may have implications for early childhood education and health interventions. 相似文献
The present study examines links between civic engagement (voting, volunteering, and activism) during late adolescence and early adulthood, and socioeconomic status and mental and physical health in adulthood. Using nationally representative data from the National Longitudinal Study of Adolescent to Adult Health, a propensity score matching approach is used to rigorously estimate how civic engagement is associated with outcomes among 9,471 adolescents and young adults (baseline Mage = 15.9). All forms of civic engagement are positively associated with subsequent income and education level. Volunteering and voting are favorably associated with subsequent mental health and health behaviors, and activism is associated with more health-risk behaviors and not associated with mental health. Civic engagement is not associated with physical health. 相似文献
Children's Literature in Education - Oliver Jeffers’ best-selling picturebook How to Catch a Star (2004) has been the subject of several recent theatre adaptations for children. This... 相似文献
Traditionally colleges have relied on standalone non-credit-bearing developmental education (DE) to support students academically and ensure readiness for college-level courses. As emerging evidence has raised concerns about the effectiveness of DE courses, colleges and states have been experimenting with approaches that place students into credit-bearing coursework more quickly. To better understand which types of students might be most likely to benefit from being placed into college-level math coursework, this study examines heterogeneity in the causal effects of placement into college-level courses using a regression discontinuity design and administrative data from the state of Texas. We focus on student characteristics that are related to academic preparation or might signal a student’s likelihood of success or need for additional support and might therefore be factors considered for placement into college-level courses under “holistic advising” or “multiple measures” initiatives. We find heterogeneity in outcomes for many of the measures we examined. Students who declared an academic major designation, had bachelor’s degree aspirations, tested below college readiness on multiple subjects, were designated as Limited English Proficiency (LEP), and/or were economically disadvantaged status were more likely to benefit from placement into college-level math. Part-time enrollment or being over the age of 21 were associated with reduced benefits from placement into college-level math. We do not find any heterogeneity in outcomes for our high school achievement measure, three or more years of math taken in high school.
In oral language, morphologically conditioned regularities around stress assignment can be found in two classes of derivational suffixes, one that causes lexical stress to shift to the syllable immediately preceding the suffix (ACtive – acTIVity) and one that has no effect on stress (SILLy – SILLiness). In this study, adults listening to spoken “derived” nonwords judged as preferable those wherein the stress placement was consistent with morphological regularities of English. When reading nonwords and a set of nonwords derived from them, readers reliably assigned stress to the syllable predicted by the morphology. This effect was significantly associated with scores on standardized measures of word reading after controlling for nonword reading ability, showing that the relationship was not merely an artifact of decoding skill. These findings support the importance of the interface between morphology and suprasegmental phonology as a key factor in the way English-speaking readers approach multisyllabic, morphologically complex words. 相似文献
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