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Recollection of real-world events is often accompanied by a sense of being in the place where the event transpired. Convergent evidence suggests the hippocampus plays a key role in supporting episodic memory by associating information with the time and place it was originally encountered. This representation is reinstated during memory retrieval. However, little is known about the roles of different subfields of the human hippocampus in this process. Research in humans and non-human animal models has suggested that spatial environmental boundaries have a powerful influence on spatial and episodic memory, as well as hippocampal representations of contexts and events. Here, we used high-resolution fMRI to investigate how boundaries influence hippocampal activity patterns during the recollection of objects encountered in different spatial contexts. During the encoding phase, participants viewed objects once in a naturalistic virtual reality task in which they passively explored two rooms in one of two houses. Following the encoding phase, participants were scanned while they recollected items in the absence of any spatial contextual information. Our behavioral results demonstrated that spatial context memory was enhanced for objects encountered near a boundary. Activity patterns in CA1 carried information about the spatial context associated with each of these boundary items. Exploratory analyses revealed that recollection performance was correlated with the fidelity of retrieved spatial context representations in anterior parahippocampal cortex and subiculum. Our results highlight the privileged role of boundaries in CA1 and suggest more generally a close relationship between memory for spatial contexts and representations in the hippocampus and parahippocampal region.

Background: There is a growing evidence base for the importance of spatial reasoning for the development of mathematics. However, the extent to which this translates into practice is unknown. Aims: We aimed to understand practitioners' perspectives on their understanding of spatial reasoning, the extent to which they recognize and implement spatial activities in their practice, and the barriers and opportunities to support spatial reasoning in the practice setting. Sample: Study 1 (questionnaire) included 94 participants and Study 2 (focus groups) consisted of nine participants. Participants were educational practitioners working with children from birth to 7 years. Methods: The study was mixed methods and included a questionnaire (Study 1) and a series of focus groups (Study 2). Results: We found that whilst practitioners engage in a variety of activities that support spatial reasoning, most practitioners reported little confidence in their understanding of what spatial reasoning is. Conclusion: Informative and accessible resources are needed to broaden understanding of the definition of spatial reasoning and to outline opportunities to support spatial reasoning.

BackgroundTheories suggest that people with schizophrenia (SZ) have problems generating predictions based on past experiences. The dorsolateral prefrontal cortex (DLPFC) and hippocampus participate in memory-based prediction. We used functional magnetic resonance imaging to investigate DLPFC and hippocampal function in healthy control (HC) subjects and people with SZ during memory-based prediction.MethodsPrior to scanning, HC subjects (n = 54) and people with SZ (n = 31) learned 5-object sequences presented in fixed or random orders on each repetition. During scanning, participants made semantic decisions (e.g., "Can this object fit in a shoebox?") on a continuous stream of objects from fixed and random sequences. Sequence prediction was demonstrated by faster semantic decisions for objects in fixed versus random sequences because memory could be used to anticipate and more efficiently process semantic information about upcoming objects in fixed sequences. Representational similarity analyses were used to determine how each sequence type was represented in the posterior hippocampus and DLPFC.ResultsSequence predictions were reduced in individuals with SZ relative to HC subjects. Representational similarity analyses revealed stronger memory-based predictions in the DLPFC of HC subjects than people with SZ, and DLPFC representations correlated with more successful predictions in HC subjects only. For the posterior hippocampus, voxel pattern similarity was increased for fixed versus random sequences in HC subjects only, but no significant between-group differences or correlations with prediction success were observed.ConclusionsIndividuals with SZ are capable of learning temporal sequences; however, they are impaired using memory to predict upcoming events as efficiently as HC subjects. This deficit appears related to disrupted neural representation of sequence information in the DLPFC.

The purpose of this systematic review was to characterize the implementation of reliability generalization meta-analytic (RGM) practices within mathematics education-related empirical research. RGM studies are used to investigate and generalize the reliability of a measure across various studies. An exhaustive literature search was conducted to locate studies related to mathematics education, including RGM studies of psychological tests. The literature search included articles as well as grey literature (e.g., conference proceedings, dissertations, theses). Of the 27 RGM studies examined, five were on scales that related to mathematics education research, five were on scales related to motivation and/or learning, four related to self-esteem, self-concept, and/or self-efficacy, six related to perceptions, well-being, and/or anxiety, and seven related to personality or behavior. Of the mathematics education-related RGM studies, 85.5% (N=9,184) of the articles examined across studies had no mention of reliability or fell into the convention of citing previously reported reliabilities. Increasing awareness of RGM studies could lead to an increase in RGM studies conducted on mathematics education research scales, leading to increased understanding of mathematics education scales. This paper contributes to the literature on the practical and empirical importance of RGM for mathematics and STEM education praxis.

Studies show that spatial interventions lead to improvements in mathematics. However, outcomes vary based on whether physical manipulatives (embodied action) are used during training. This study compares the effects of embodied and non-embodied spatial interventions on spatial and mathematics outcomes. The study has a randomized, controlled, pre-post, follow-up, training design (N = 182; mean age 8 years; 49% female; 83.5% White). We show that both embodied and non-embodied spatial training approaches improve spatial skills compared to control. However, we conclude that embodied spatial training using physical manipulatives leads to larger, more consistent gains in mathematics and greater depth of spatial processing than non-embodied training. These findings highlight the potential of spatial activities, particularly those that use physical materials, for improving children's mathematics skills.

Problem-solving strategies, such as visual imagining and self-questioning, may assist children with autism spectrum disorder (ASD) in recalling past events. In the current study, at the start of each session, a 7-year-old boy with ASD engaged in a novel activity with a behavior therapist who took pictures of the activity. Ninety minutes later, a different therapist asked the participant to describe the prior activity. The intervention consisted of showing the participant pictures of the activity, telling him to close his eyes and imagine the activity, modeling asking and answering seven questions (e.g., "Who was there?" "What was one thing that happened?"), prompt fading, and reinforcement. Following the intervention, recall statements increased.

The learning of mathematics poses specific linguistic challenges. Amongst them, teachers and students need to be able to unpack the language used in mathematics word problems to understand its context, discern the relationships between the known and unknown information, and identify relevant solution strategies. Prior research has described some of the linguistic complexities within the math discipline. However, research has not yet examined the linguistic patterns of additive problem types in particular, nor explored how linguistic analysis might be applied to support prospective elementary teachers in making sense of these problems. Using a corpus of 400 word problems, the authors conducted an ideation analysis, drawing from Systemic Functional Linguistics theory. The findings resulted in a distillation of language features key to conveying the mathematical meanings in the three types of additive problems (i.e., change, part-part-whole, and additive comparison). Prospective elementary teachers were introduced to linguistic functional metalanguage as a tool for analyzing the key language features in additive word problems. Analysis of their work demonstrated their ability to employ the functional metalanguage to identify challenges and describe specific linguistic characteristics associated with each type of additive problem.

Four distinct plastics recycling projects created by middle school students emerged from a one-week long plastics recycling activity incorporated within a science, technology, engineering, and mathematics (STEM) residential summer camp at a research-intensive university. The plastics recycling activity was a project-based learning (PBL) activity facilitated by STEM experts in geometry, architecture, and materials science. Specific instruction involving mathematics and science concepts was provided to emphasize content-specific knowledge related to plastics recycling. A rubric was applied and used to determine evidence of learning manifested in participants' final presentations. Participants' final presentations demonstrated mixed results in terms of student learning outcomes, but indicated that campers demonstrated a clear sense of social environmental awareness and responsibility toward recycling plastics.

Postsecondary student demographics are dramatically shifting in the state of Texas, resulting in an increased need for state government resources to ensure college access affordability in the state. It is critical that lawmakers prioritize higher education to allow Texans from all backgrounds access to afford higher education. This editorial is an overview of the Texas 86th Legislature's increased investment in need-based financial aid, disparate state funding to public Historically Black Colleges and Universities (HBCU), proposals of state College Promise programs, and legislation aimed at serving nontraditional students. Together, these investments and programs demonstrate that the Texas Legislature has taken positive steps to improving higher education access and affordability but must increase focus on and investment in higher education in the future to ensure the economic prosperity of Texas.

California is moving quickly to transform transitional kindergarten (TK) into a universal preschool program to be available to all four-year-olds in the state by 2025 (California Legislative Information, 2021b).This will create the need for as many as 8,000 to 11,000 additional lead TK teachers.1 In child care centers and family child care homes across the state, a diverse cadre of early educators are experienced in teaching young children and well prepared to meet this demand. Yet this expansion of TK — currently planned to operate exclusively in public school settings — risks bypassing these trained professionals. Without careful attention to how TK is implemented, this model stands to bring greater instability to the early care and education (ECE) system and fuel existing racial pay gaps among the ECE workforce, ultimately undermining the state’s vision for an equitable system for children, families, and educators.This snapshot highlights original key findings from a recent workforce survey of center-based and TK teachers and includes analysis of secondary data that are immediately relevant to the expansion of transitional kindergarten.2 Additional findings from the workforce study, including results from family child care (FCC) providers and center administrators, are forthcoming.

BackgroundProviding early psychosis (EP) individuals with family psychoeducation (FPE) can reduce symptoms and improve clinical outcomes. However, relational memory problems may limit prospective utilization of FPE information. This study examines whether memory for FPE can be improved by testing participants during the initial FPE workshop presentation.MethodData were obtained from 20 people with EP and 20 demographically matched healthy comparison subjects (HC). During session one, FPE was presented in small group workshops, with half of the information re-studied twice (re-study condition) and the remaining information tested twice using cued recall tasks (retrieval practice condition). One week later (session two), delayed cued recall was tested for all FPE information. "Testing effects" (i.e., better memory following retrieval practice versus re-study) were examined across all items (standard analysis) and also limited to items successfully retrieved during session one (conditionalized analysis).ResultsHC had better initial recall and learned more over the two retrieval practice trials than EP. However, HC also lost more information than EP over the one-week delay. Both groups produced a significant testing effect. This effect was smaller in EP versus HC across all test items, but did not differ for the conditionalized analysis. Negative symptoms were inversely correlated with delayed cued recall in EP.ConclusionsEP participants benefit from retrieval practice, with participants with less severe negative symptoms showing the greatest benefit. These results encourage use of memory tests during group psychoeducation to improve subsequent long-term recall of clinically relevant information.

Background: The physical demands of golf caddying, including walking while carrying a golf bag, may potentially affect body composition, and markers of metabolic, cardiovascular, and musculoskeletal health. Therefore, this study examined the impact of 24 weeks of caddying on physical health in middle-older aged males. Methods: Eleven full-time experienced male caddies (age: 59 [8] y; caddying experience: 14 [12] y) were recruited from a local golf course. The following were assessed at preseason and after 24 weeks of caddying (March–September 2022): body composition, heart rate, blood pressure, blood lipids, and performance tests (static and dynamic balance, strength, and submaximal fitness). Physical activity (PA) levels were assessed at preseason and at the mid-point of the caddying season. Across the caddying season, participants completed a monthly average of 24.0 (3.8) rounds. Results: Following the caddying season, improvements in static balance (Δ = 13.5 s), dynamic balance (Δ = −1.8 s), and lower back absolute strength (Δ = 112.8 N), and muscle quality (Δ = 2.0 N·kg−1) were observed (all P <.05). Additionally, blood lipids, including total cholesterol (Δ = −0.6 mmol·L−1), high-density lipoprotein cholesterol (Δ = 0.1 mmol·L−1), low-density lipoprotein cholesterol (Δ = −0.6 mmol·L−1) (all P <.05), and body composition, including body mass (Δ = −2.7 kg), fat mass (Δ = −1.9 kg), fat percentage (Δ = −1.4%), fat-to-muscle ratio (Δ = −0.03), and body mass index (Δ = −0.9 kg·m−2) (all P <.05) improved. Caddying did not offer beneficial changes to cardiovascular variables or cardiorespiratory fitness (P >.05), while coronary heart disease risk score decreased (Δ = −3.3%) (P <.05). In relation to PA, light- (Δ = 145 min) and moderate-intensity (Δ = 71 min) PA, moderate to vigorous PA (Δ = 73 min), and total PA (Δ = 218 min) between preseason and the mid-point of the caddying season increased, while sedentary time (Δ = −172 min) decreased (all P <.05). Conclusion: Golf caddying can provide several physical health benefits such as improvements in various markers of cardiometabolic health, lower back absolute strength, and static and dynamic balance. The physical health improvements that caddying offers is likely contributed to by increased PA volume and intensity through walking on the golf course. Therefore, caddying may represent a feasible model for increasing PA volume and intensity and achieve physical health–related benefits. [ABSTRACT FROM AUTHOR]