2008 Sonia Kovalevsky Math for Girls Day Report

The report for the third annual Lincoln University Sonia Kovalevsky (LUSK) Math for Girls Day held on April 18th, 2008 from 8:30am to 2:00pm on the campus of Lincoln University in Jefferson City, MO.

2009 Sonia Kovalevsky Math for Girls Day Program Planning Meeting

2009 Math for Girls Day Planning Meeting

Sonia Kovalevsky Math for Girls Day General Information

PowerPoint presentation about Lincoln University Sonia Kovalevsky (LUSK) Math for Girls Day.

2011 Sonia Kovalevsky Math for Girls Day Flyer

6th Annual Lincoln University Sonia Kovalevsky Math for Girls Day program flyer on April 29, 2011.

2010 Sonia Kovalevsky Math for Girls Day Report

Report for the Fifth Annual Lincoln University Sonia Kovalevsky Math for Girls Day that was held on April 23, 2010 from 8:00am to 2:00pm on the campus of Lincoln University in Jefferson City, MO.

2011 Sonia Kovalevsky Math for Girls Day Evaluation Forms

Presenter, student and teacher evaluation forms for the 6th Annual Lincoln University Sonia Kovalevsky Math for Girls Day program flyer on April 29, 2011.

2014 Sonia Kovalevsky Math for Girls Day Program

9th Annual Lincoln University Sonia Kovalevsky Math for Girls Day program on April 25, 2014.

2014 Sonia Kovalevsky Math for Girls Day Evaluation Forms

Presenter, student and teacher evaluation forms for the 9th Annual Lincoln University Sonia Kovalevsky Math for Girls Day program flyer on April 25, 2014.

2012 Sonia Kovalevsky Math for Girls Day Report

Report for the 7th Annual Lincoln University Sonia Kovalevsky Math for Girls Day that was held on April 27th, 2012 from 8:00am to 2:00pm on the campus of Lincoln University in Jefferson City, MO.

2014 Sonia Kovalevsky Math for Girls Day Registration Form

Registration form for 9th Annual Lincoln University Sonia Kovalevsky Math for Girls Day on April 25, 2014.

2015 Sonia Kovalevsky Math for Girls Day Program

10th Annual Lincoln University Sonia Kovalevsky Math for Girls Day program on April 24, 2015.

Electroconvulsive shock and lidocaine reveal rapid consolidation of spatial working memory in the water maze.

Head trauma leading to concussion and electroconvulsive shock (ECS) in humans causes amnesia for events that occurred shortly before the injury (retrograde amnesia). The present experiment investigated the amnesic effect of lidocaine and ECS in 25 rats trained on a working memory version of the Morris water task. Each day, the escape platform was moved to a new location; learning was evidenced by a decrease in the latency to find the platform from the first to the second trial. "Consolidation" of this newly encoded spatial engram was disrupted by bilateral inactivation of the dorsal hippocampus with 1 microliter of 4% lidocaine applied as soon as possible after the first trial. When trial 2 was given after recovery from the lidocaine (30 min after the injection), a normal decrease in latency indicated that the new engram was not disrupted. When trial 2 was given under the influence of lidocaine (5 min after injection), absence of latency decrease demonstrated both the success of the inactivation and the importance of hippocampus for the task. To examine the role of events immediately after learning, ECS (30 or 100 mA, 50 Hz, 1.2 sec) was applied 0 sec to 45 sec after a single escape to the new platform location. A 2-h delay between ECS and trial 2 allowed the effects of ECS to dissipate. ECS applied 45 sec or 30 sec after trial 1 caused no retrograde amnesia: escape latencies on trial 2 were the same as in control rats. However, ECS applied 0 sec or 15 sec after trial 1 induced clear retrograde amnesia: escape latencies on trial 2 were no shorter than on trial 1. It is concluded that the consolidation of a newly formed memory for spatial location can only be disrupted by ECS within 30 sec after learning.

A Young Child's Anxiety and Math Performance: Enhancing Cognitive Behavioral Intervention with Conjoint Behavioral Consultation

Partnering with families, school personnel, and community resources is an important step to supporting the child and family, especially when children might suffer from debilitating anxiety concerns. However, little research examines the impact of anxiety on math performance for young children participating in school-based interventions enhanced by family components. The following research questions were addressed in the study: 1a) Will a young child with elevated levels of anxiety show a decrease in anxiety symptoms with a Cognitive Behavioral framework intervention program for children? 1b) Will anxiety be reduced with the addition of a Conjoint Behavioral Consultation with the family and teacher? 2a) Will a young child show an increase in math performance after participation in a Cognitive Behavioral framework intervention program for children? 2b) Will math performance be increased with the addition of a Conjoint Behavioral Consultation with the family and teacher? A single-subject staggered baseline across situations intervention study addressed whether the Coping Cat, an evidenced-based child-focused intervention now widely used in schools and clinics to treat childhood anxiety, combined with family and school consultation will decrease elevated anxiety levels and improve math performance in an elementary-aged student. The objective was to support mental health development and math performance with an eight-year-old, female elementary student through a collaborative effort of stakeholders in the student's life. Baseline data was collected with repeated measures of anxiety and math performance, and was compared to two intervention phases: first, a child-focused intervention and second, a family and school consultation. The study tested the theory that the Cognitive Behavioral intervention and Conjoint Behavioral Consultation intervention will influence, positively, the anxiety levels and math performance for an elementary-aged student. Results indicate that the child participant with elevated levels of anxiety showed a reduction in symptoms with the introduction of a Cognitive Behavioral framework intervention when compared to her baseline data. The participant showed further reduction in symptoms across the school and home settings with the implementation of Conjoint Behavioral Consultation when compared to baseline and the first intervention phase. Math performance began to increase with the introduction of the Cognitive Behavioral intervention, and continued to improve with the implementation of the Conjoint Behavioral Consultation. Findings suggest that consultation should begin immediately when an intervention is implemented in order to enhance outcomes.

Higher self-control capacity predicts lower anxiety-impaired cognition during math examinations

We assumed that self-control capacity, self-efficacy, and self-esteem would enable students to keep attentional control during tests. Therefore, we hypothesized that the three personality traits would be negatively related to anxiety-impaired cognition during math examinations. Secondary school students (N = 158) completed measures of self-control capacity, self-efficacy, and self-esteem at the beginning of the school year. Five months later, anxiety-impaired cognition during math examinations was assessed. Higher self-control capacity, but neither self-efficacy nor self-esteem, predicted lower anxiety-impaired cognition 5 months later, over and above baseline anxiety-impaired cognition. Moreover, self-control capacity was indirectly related to math grades via anxiety-impaired cognition. The findings suggest that improving self-control capacity may enable students to deal with anxiety-related problems during school tests.