The relation of bilingual cognitive skills to the second language writing performance of primary grade students.

The purposes of the current study were to examine the effects of cognitive and reading skills (i.e., working memory [WM], oral language development [OLD], and reading skills) on second language (L2) writing performance as well as the changes in these relationships across different grades among Spanish-speaking children learning English. A battery of measures assessing English and Spanish WM, OLD, reading skills, and English writing were administered to 494 English learners in Grades 1 to 3. Path analysis was conducted for each grade separately in both English and Spanish models. The findings indicated that the relationships between English writing performance and English cognitive and reading skills became stronger as the grades increased. However, the relationships between English writing and the Spanish cognitive and reading determinants were mixed, indicating a statistically significant relationship with Spanish WM and reading skills for Grade 2 and 3 students but not with OLD across all grades. Implications for L2 writing development are discussed.

Cognitive processes that underlie mathematically gifted emergent bilinguals.

The purpose of this study was to determine those cognitive measures that increase the likelihood of identifying mathematically gifted students who are emerging bilinguals. Elementary school children (Grades 1, 2, and 3) were administered a battery of math, vocabulary, reading, and cognitive measures (short-term memory, inhibition, and working memory in their first language (L1: Spanish) and second language (L2: English). Multilevel polytomous logistic modeling compared mathematically gifted children with children who were average math achievers or low math achievers. The results indicated that cognitive parameters that included estimation and working memory in the L2 and problem-solving in the L1 were unique predictors that significantly influenced whether a child was categorized as gifted relative to average achievers. Relative to average achievers, L2 parameters (magnitude judgment) and English reading were significantly related to the identification of children with low math computation. The results are discussed in terms of a multidimensional model that taps domain-specific skills and general cognitive processes that increase the ability to correctly identify children who score in the gifted range in both their L1 and L2.

First Observation of Cyclotron Radiation from MeV-Scale e

We present an apparatus for detection of cyclotron radiation yielding a frequency-based ß^{±} kinetic energy determination in the 5 keV to 2.1 MeV range, characteristic of nuclear ß decays. The cyclotron frequency of the radiating ß particles in a magnetic field is used to determine the ß energy precisely. Our work establishes the foundation to apply the cyclotron radiation emission spectroscopy (CRES) technique, developed by the Project 8 Collaboration, far beyond the 18-keV tritium endpoint region. We report initial measurements of ß^{-}'s from ^{6}He and ß^{+}'s from ^{19}Ne decays to demonstrate the broadband response of our detection system and assess potential systematic uncertainties for ß spectroscopy over the full (MeV) energy range. To our knowledge, this is the first direct observation of cyclotron radiation from individual highly relativistic ß's in a waveguide. This work establishes the application of CRES to a variety of nuclei, opening its reach to searches for new physics beyond the TeV scale via precision ß-decay measurements.

The Use of Lisdexamfetamine to Treat ADHD in a Patient with Stimulant (Methamphetamine) Use Disorder.

Introduction: The treatment of attention deficit hyperactivity disorder (ADHD) with stimulants among patients with stimulant use disorder carries concern for efficacy and exacerbation of addictive behaviors. Lisdexamfetamine is a unique stimulant used to treat ADHD with a lower abuse potential compared to other stimulants, as the medication is the only prodrug in its class. To our knowledge, there are no reports in the literature of the use of lisdexamfetamine to treat ADHD in patients with stimulant use disorder. Methods: We present a 33-year-old male with a history of stimulant (methamphetamine) use disorder, who was found to have long-standing ADHD. The patient was treated with lisdexamfetamine 30 mg, which was increased and sustained at 40 mg. Results: The patient reported significant improvement in focus, concentration, calmness, organization of thoughts, and less of a tendency to procrastinate. Additionally, he denied exacerbation of anxiety or sleep disturbances. He reported his cravings for stimulants were significantly decreased. After 2 months of treatment, he had moved out from his sober living facility, started a new job, and gained a promotion. He had no use of illicit substances, which was proven by routine urine drug screens. Conclusion: Our patient's ADHD was successfully treated with lisdexamfetamine. Not only did the patient's ADHD symptoms improve, but his cravings for stimulants were relieved. ADHD is common among patients with stimulant use disorder. Patients with ADHD and stimulant use disorder should not necessarily forgo pharmacologic treatment with stimulants for concerns of abuse. Due to its unique pharmacokinetic profile, lisdexamfetamine is a feasible treatment for patients with ADHD and a history of stimulant use disorder.

Emergent math difficulties among English learners: can the odds be reduced?

Solving word problems in mathematics presents difficulties for many English learners (ELs), including those who use Spanish as a home language. In the early stage of learning to solve mathematics word problems, some children, including ELs, experience difficulties. By English status, EL refers to those children whose home language was Spanish while in the process of developing English at school. Math difficulties (MD) refers to those children with low normative mathematical problem-solving scores in both English and Spanish. The purpose of this study was to determine those measures that increase the odds of identifying EL children with emergent MD. Elementary school children (grades 1, 2, and 3) were administered a battery of math, vocabulary, reading, and cognitive measures (short-term memory [STM], inhibition, working memory [WM]) in both Spanish (L1) and English (L2) in Year 1 and again one year later. Multilevel growth modeling compared MD children identified one year later who manifested MD to children who were average math achievers or poor math achievers across the two testing waves (year 1 and year 2). The results indicated that significant growth parameters (i.e., measures of estimation, WM) increased the odds of identifying emergent MD relative to children with Persistent math deficits and average achievers. The results were discussed in terms of a multidimensional model that taps domain-specific skills and general cognitive processes that increase the odds of identifying later math difficulties.

ß-Nuclear-Recoil Correlation from

We report the first precise measurement of a ß-recoil correlation from a radioactive noble gas (^{6}He) confined via a magneto-optical trap. The measurement is motivated by the search for exotic tensor-type contributions to the charged weak current. Interpreted as tensor currents with right-handed neutrinos, the measurements yield |C_{T}/C_{A}|^{2}≤0.022 (90% confidence limit, C.L.). On the other hand, for left-handed neutrinos the limits are 0.007

Cognitive and academic growth among emergent bilingual children at risk and not at risk for math difficulties.

One purpose of this study was to identify cognitive processes within the English (second language [L2]) and Spanish (first language [L1]) language systems that underlie growth in math problem solving among emergent bilingual (EB) children with and without math difficulties (MD). A second purpose was to determine those L1 cognitive processes that play an essential role in predicting math word-problem-solving difficulties. To this end, children (N = 275; children with MD = 90) in Grades 1, 2, and 3 at Wave 1 were administered a battery of math, reading, vocabulary, and cognitive (short-term memory [STM], working memory [WM], rapid naming, and inhibition) measures. The battery of tests was administered again 1 year and 2 years later to the same participants. Three findings were important. First, multilevel logistic modeling suggested that the log-odds of identifying children with MD were best captured by the level of performance on measures of fluid intelligence, Spanish STM, and English WM. Second, the log-odds of identifying children with MD were uniquely related to growth on WM, computation, and number magnitude judgment measures. Finally, the level of performance on L1 measures of reading, calculation, and naming speed and inhibition facilitated the identification of children with MD. In contrast, growth on all Spanish measures, except vocabulary and estimation, increased the log-odds of identifying children with MD. In general, the results suggest that there are constraints or inefficiencies in cognitive processes within and across both language systems that underlie the development of EB children's MD. The results highlight the importance of the phonological and executive systems of WM as important predictors of EB children's math problem-solving difficulties.

Working memory growth predicts mathematical problem-solving growth among emergent bilingual children.

An area of mathematics found to be difficult for emergent bilingual children whose first language (L1) is Spanish in the United States is solving mathematical word problems. The purpose of this study was to determine the relationship between growth in the executive component of working memory (WM) and growth in mathematical word-problem solving in children whose L1 is Spanish. Elementary school children (Grades 1, 2, and 3) were administered a battery of mathematical, vocabulary, reading, and cognitive measures (short-term memory [STM], inhibition, and WM) in both Spanish (L1) and English (second language [L2]) in Year 1 and again 1 year later. Multilevel growth modeling showed that growth in WM significantly predicted growth in L1 and L2 mathematical word-problem solving. Furthermore, the contributions of WM to mathematical word-problem-solving growth in both L1 and L2 were independent of language skills in vocabulary, reading, estimation, naming speed, inhibition, STM, and calculation. Overall, the results suggest that the mental activities that underlie WM play a significant role in predictions of L1 and L2 mathematical word-problem-solving accuracy.

Fish growth rates and lake sulphate explain variation in mercury levels in ninespine stickleback (Pungitius pungitius) on the Arctic Coastal Plain of Alaska.

Mercury concentrations in freshwater food webs are governed by complex biogeochemical and ecological interactions that spatially vary and are often mediated by climate. The Arctic Coastal Plain of Alaska (ACP) is a heterogeneous, lake-rich landscape where variability in mercury accumulation is poorly understood. Earlier research indicated that the level of catchment influence on lakes varied spatially on the ACP, and affected mercury accumulation in lake sediments. This work sought to determine drivers of spatial variation in mercury accumulation in lake food webs on the ACP. Three lakes that were a priori identified as "high catchment influence" (Reindeer Camp region) and three lakes that were a priori identified as "low catchment influence" (Atqasuk region) were sampled, and variability in water chemistry, food web ecology, and mercury accumulation was investigated. Among-lake differences in ninespine stickleback (Pungitius pungitius) length-adjusted methylmercury concentrations were significantly explained by sulphate concentration in lake water, a tracer of catchment runoff input. This effect was mediated by fish growth, which had no pattern between regions. Together, lake water sulphate concentration and fish age-at-size (proxy for growth) accounted for nearly all of the among-lake variability in length-adjusted methylmercury concentrations in stickleback (R2adj = 0.94, p < 0.01). The percentage of total mercury as methylmercury (a proxy for net Hg methylation) was higher in sediments of more autochthonous, "low catchment influence" lakes (p < 0.05), and in the periphyton of more allochthonous, "high catchment influence" lakes (p < 0.05). The results indicate that dominant sources of primary production (littoral macrophyte/biofilm vs. pelagic phytoplankton) and food web structure (detrital vs. grazing) are regulated by catchment characteristics on the ACP, and that this ultimately influences the amount of methylmercury in the aquatic food web. These results have important implications for predicting future mercury concentrations in fish in lakes where fish growth rates and catchment inputs may change in response to a changing climate.

Math problem-solving and cognition among emerging bilingual children at risk and not at risk for math difficulties.

Cognitive processes that underlie individual differences in mathematical problem-solution accuracy in elementary emerging bilingual children (English Learners) at risk and not at risk for math problem-solving difficulties (MD) were examined. A battery of tests was administered in both English and Spanish that assessed problem-solving, achievement, and cognitive processing in children in first (N = 155/MD N = 23), second (N = 129/MD N = 44) and third grades (N = 110/MD N = 39). The results were that (a) the executive component of working memory (WM) predicted MD status independent of measures of fluid intelligence, reading, calculation, knowledge of algorithms, processing speed, short-term memory, and inhibition, (b) low performance on Spanish measures of numeracy and executive component of WM were major predictors of the odds of being classified as MD and (c) bilingual proficiency primarily moderated English rather than Spanish measures of cognition. The results support the notion that the executive system of WM is an important predictor of emerging bilingual children's math problem-solving difficulties.

Growth in Math Computation among Monolingual and English Language Learners:Does the Executive System have a Role?

This cohort-sequential study explored the components of working memory that underlie math calculation in elementary school children who are monolingual (English) or English language learners (ELLs) whose first language is Spanish. To this end, children (N = 789) in grades 1, 2, and 3 at wave 1 were administered a battery of math, vocabulary, reading and cognitive (short-term memory [STM], working memory [WM], rapid naming, and inhibition) measures. The battery of tests was administered again one year and two years later to the same participants. Three important findings emerged. First, along with naming speed, the results suggest that growth in the executive component of WM was significantly related to growth in calculation performance. Second, performance on measures of reading, fluid intelligence, naming speed and executive processes in wave 1 were significantly related to wave 3 math calculation performance. Finally, the full latent growth model showed that monolingual and ELL children were statistically comparable in computation at wave 3. Thus, strong support was found for the notion that the executive component of WM was related to math computation but weak support for the notion ELL children experienced a math achievement gap.

Individual differences in math problem solving and executive processing among emerging bilingual children.

This study identified cognitive processes that underlie individual differences in working memory (WM) and mathematical problem-solving accuracy in emerging bilingual children (English learners). A battery of tests was administered in both English and Spanish that assessed problem solving, achievement, and cognitive processing in children in first grade (n = 155), second grade (n = 129), and third grade (n = 110). The results were that (a) the executive component of WM predicted solution accuracy of word problems independent of first language and second language measures of vocabulary, reading, domain-specific knowledge (e.g., calculation, estimation), and short-term memory and (b) first language (Spanish) measures of the executive component of WM and magnitude comparisons were major predictors of math problem-solving accuracy in both languages. The results support the notion that the executive system of WM is a unique predictor of emerging bilingual children's math problem-solving accuracy in both languages.

Experimental upper bound and theoretical expectations for parity-violating neutron spin rotation in 4He.

Neutron spin rotation is expected from quark-quark weak interactions in the standard model, which induce weak interactions among nucleons that violate parity. We present the results from an experiment searching for the effect of parity violation via the spin rotation of polarized neutrons in a liquid 4He medium. The value for the neutron spin rotation angle per unit length in 4He, d ϕ / d z = [ + 2.1 ± 8.3 (stat.) - 0.2 + 2.9 (sys.) ] × 10 - 7 rad/m, is consistent with zero. The result agrees with the best current theoretical estimates of the size of nucleon-nucleon weak amplitudes from other experiments and with the expectations from recent theoretical approaches to weak nucleon-nucleon interactions. In this paper we review the theoretical status of parity violation in the n → + 4He system and discuss details of the data analysis leading to the quoted result. Analysis tools are presented that quantify systematic uncertainties in this measurement and that are expected to be essential for future measurements.

Does the structure of working memory in EL children vary across age and two language systems?

This study examined the cross-sectional structure of working memory (WM) among elementary school English learners (ELs). A battery of WM tasks was administered in Spanish (L1) and English (L2) within five age groups (ages 6, 7, 8, 9, & 10). Confirmatory factor analysis showed a three-factor structure of WM emerged in both L1 and L2 administrations for each age group. The important findings, however, were: (1) the separation between the executive component and storage component (phonological loop) structure of WM increased as a function of age within both language systems, (2) the structure of WM supported a domain general phonological storage component and a domain general executive system across both language systems, and (3) the visual-spatial WM system shared minimal variance with the executive system. Taken together, the findings support Baddeley's multicomponent model (e.g., Baddeley & Logie, 1999. The multiple-component model. In A. Miyake & P. Shah (Eds.), Models of working memory: Mechanisms of active maintenance and executive control (pp. 28-61). Cambridge: Cambridge University Press) as a good fit to the structure of WM in EL children's English and Spanish language system.

Math Difficulties and Working Memory Growth in English Language Learner Children: Does Bilingual Proficiency Play a Significant Role?

Purpose: The purpose of this study was to determine those components of working memory (WM) that play a significant role in predicting math growth in children who are English language learners (N = 157) with serious math difficulties (MD). Method: A battery of tests was administered in English and Spanish that assessed computation, reading, vocabulary, inhibition, and components of WM in Grade 1 children with follow-up testing in Grades 2 and 3. Results: The results indicated that growth in the executive component of WM was related to growth in math performance. Proficient bilingual children (proficient in both Spanish and English vocabulary) with MD outperformed less proficient bilingual children with MD on measures of math calculation, fluid intelligence, reading, and Spanish WM at Grade 3. Conclusion: Growth in the executive component of WM is significantly related to growth in math computation, and increased bilingual proficiency across testing waves yielded positive gains in both math and cognitive performance in children with MD.

A meta-analysis of self-monitoring on reading performance of K-12 students.

The published single-case design (SCD) research (N = 19 articles) on self-monitoring and reading performance was synthesized. The following inclusion criteria were used: (a) the study must have been peer-reviewed, (b) implemented an intervention targeting student self-monitoring of reading skills, (c) included data on at least 1 reading outcome, (d) included visual representation of the data, and (f) the study must have used an SCD to assess the topic of interest. A total of 67 participants, 45 males and 22 females, ranging in age from 7:8 -18:7 were included in the current meta-analysis. Ethnicity was reported for 42 students: 23 were Caucasian, 12 were African American, and 7 were Latino/Hispanic. Studies were compared with those meeting What Works Clearinghouse (WWC) standards and those not meeting standards. The Tau-U effect size (ES) method was the main calculation method used; however, Phi ES estimates are included for comparison purposes. Results indicated that self-monitoring had an overall significant large positive effect on the reading performance of K-12 students, Tau-U = 0.79, 95% confidence interval (CI) [0.64, 0.93], p < .0001. However, self-monitoring for studies that met WWC criteria yielded a larger overall positive ES, Tau-U = 0.93, 95% CI [0.79, 1.07], p < .0001. Although the current meta-analysis is limited to peer-reviewed SCD studies, the findings provide support for self-monitoring as an evidence-based reading intervention for students in Grades K-12. Furthermore, findings indicate that larger ES values were identified when consolidating studies based on WWC guidelines as compared with consolidating across all studies. (PsycINFO Database Record

The impact of working memory training on near and far transfer measures: Is it all about fluid intelligence?

This randomized control study investigates the effects of working memory (WM) training on near (similar WM memory tasks) and far (math problem-solving processes and accuracy tasks) transfer in children aged 7 to 11 years who vary in fluid intelligence. Participants were randomly assigned to either a control group or one of two WM training conditions (repeated practice vs. cued recall). ​When compared to the control condition, the results show that the cued recall condition yields higher post-test scores for the far transfer measures, whereas the repeated practice condition yields higher scores for the near transfer​ measures. However, these finding are qualified by significant treatment × fluid intelligence interactions. Thus, improvements in WM and related measures, as well as the positive transfer in learning outcomes, are moderated by fluid intelligence.

A meta-analysis on the relation between reading and working memory.

The purpose of this study was to determine the relation between reading and working memory (WM) in the context of 3 major theories: the domain-specificity theory (debate) of WM, the intrinsic cognitive load theory, and the dual process theory. A meta-analysis of 197 studies with 2026 effect sizes found a significant moderate correlation between reading and WM, r = .29, 95% CI [.27, .31]. Moderation analyses indicated that after controlling for publication type, bilingual status, domains of WM, and grade level, the relation between WM and reading was not affected by types of reading. The effects of WM domains were associated with grade level: before 4th grade, different domains of WM were related to reading to a similar degree, whereas verbal WM showed the strongest relations with reading at or beyond 4th grade. Further, the effect of WM on reading comprehension was partialed out when decoding and vocabulary were controlled for. Taken together, the findings are generally compatible with aspects of the domain-specificity theory of WM and the dual process theory, but, importantly, add a developmental component that is not currently reflected in models of the relation between reading and WM. The findings suggest that the domain-general central executive of WM is implicated in early reading acquisition, and verbal WM is more strongly implicated in later reading performance as readers gain more experience with reading. The implications of these findings for reading instruction and WM training are also discussed. (PsycINFO Database Record

Verbal and visual-spatial working memory: What develops over a life span?

This study investigates whether age-related changes in the structure of 5 complex working memory (WM) tasks (a) reflect a general or domain specific system, (b) follows a similar trajectory across different age spans, and (c) contribute domain general or domain specific resources to achievement measures. The study parsed the sample (N = 2,471) into 11 age groups (mean ages of 6, 7, 8, 9, 11, 13, 15, 18, 26, 41, and 66 years), and compared their performances on verbal and visuospatial WM measures. Three important findings emerged: (a) a confirmatory factor analysis and Schmid-Leiman transformation to a high-order model solution supported a domain general factor model for the total sample as well as separately for children and adults, (b) performance on visual-spatial WM tasks as a function of age decreased at a faster rate than verbal WM tasks, and (c) both verbal and visual-spatial WM measures in concert with each other uniquely predicted reading and math measures, suggesting that a domain general WM system contributed to performance on achievement measures. The results support the notion that (a) complex WM tasks function as a domain general system and (b) the factor structure for children and adults on complex WM tasks was highly similar, even though there was evidence of differentiation among verbal and visual-spatial WM measures at certain age groups. (PsycINFO Database Record