Longitudinal relationships between prospective memory, executive functions, and metacognition in young elementary school children

Prospective Memory (PM), executive functions (EF) and metacognition (MC) are relevant cognitive abilities for everyday functioning. They all seem to develop gradually in childhood and appear to be theoretically closely related; however, their empirical links remain unclear, especially in children. As a recent study revealed significant cross-sectional links between PM and EF, and a weaker but close link between PM and MC in 2nd graders (Spiess, Meier, & Roebers, submitted), this study focused on their short-term relationships and on their development. 119 children (MT1 =95 months, SDT1, = 4.8 months) completed the same tasks (one PM, three EF, one MC task) twice with a time-lag of 7 months. T-tests showed significant improvements in all tasks, except in the updating task. Different structural equation models were contrasted (AMOS); the best fitting model revealed that PMT2 was similarly predicted by PMT1 (r = .33) and EFT1 (r = .34). Additionally, EFT1 predicted MCT2 (r = .44), chi2(118, 119) = 128.91, p = .23, TLI = .968, CFI = .978, RMSEA = .028. Results show that PM, EF, and MC develop during childhood and also demonstrate that they are linked not only cross-sectionally, but longitudinally. Findings are discussed in a broader developmental framework.

Eigenvalue estimates for non-selfadjoint Dirac operators on the real line

We show that the non-embedded eigenvalues of the Dirac operator on the real line with complex mass and non-Hermitian potential V lie in the disjoint union of two disks, provided that the L1-norm of V is bounded from above by the speed of light times the reduced Planck constant. The result is sharp; moreover, the analogous sharp result for the Schrödinger operator, originally proved by Abramov, Aslanyan and Davies, emerges in the nonrelativistic limit. For massless Dirac operators, the condition on V implies the absence of non-real eigenvalues. Our results are further generalized to potentials with slower decay at infinity. As an application, we determine bounds on resonances and embedded eigenvalues of Dirac operators with Hermitian dilation-analytic potentials.

On the similarity of Sturm-Liouville operators with non-Hermitian boundary conditions to self-adjoint and normal operators

We consider one-dimensional Schrödinger-type operators in a bounded interval with non-self-adjoint Robin-type boundary conditions. It is well known that such operators are generically conjugate to normal operators via a similarity transformation. Motivated by recent interests in quasi-Hermitian Hamiltonians in quantum mechanics, we study properties of the transformations and similar operators in detail. In the case of parity and time reversal boundary conditions, we establish closed integral-type formulae for the similarity transformations, derive a non-local self-adjoint operator similar to the Schrödinger operator and also find the associated “charge conjugation” operator, which plays the role of fundamental symmetry in a Krein-space reformulation of the problem.

Non-self-adjoint graphs

On finite metric graphs we consider Laplace operators, subject to various classes of non-self-adjoint boundary conditions imposed at graph vertices. We investigate spectral properties, existence of a Riesz basis of projectors and similarity transforms to self-adjoint Laplacians. Among other things, we describe a simple way to relate the similarity transforms between Laplacians on certain graphs with elementary similarity transforms between matrices defining the boundary conditions.

Root system of singular perturbations of the harmonic oscillator type operators

We analyze perturbations of the harmonic oscillator type operators in a Hilbert space H, i.e. of the self-adjoint operator with simple positive eigenvalues μ k satisfying μ k+1 − μ k ≥ Δ > 0. Perturbations are considered in the sense of quadratic forms. Under a local subordination assumption, the eigenvalues of the perturbed operator become eventually simple and the root system contains a Riesz basis.

How Entrepreneurs Become Skilled Cultural Operators

Cultural entrepreneurship and symbolic management perspectives portray entrepreneurs as skilled cultural operators and often assume them to be capable from the outset to purposefully use ‘cultural resources' in order to motivate resource-holding audiences to support their new ventures. We problematize this premise and develop a model of how entrepreneurs become skilful cultural operators and develop the cultural competences necessary for creating and growing their ventures. The model is grounded in a case study of an entrepreneur who set up shop and sought to acquire resources in a culturally unfamiliar setting. Our model proposes that two adaptive sensemaking processes - approval-driven sensemaking and autonomy-driven sensemaking - jointly facilitate the gradual development of cultural competences. These processes jointly enable entrepreneurs to gain cultural awareness and calibrate their symbolic enactments. Specifically, while approval-driven sensemaking facilitates recognizing cultural resources to symbolically couple a venture's identity claims more tightly with the cultural frames of targeted audiences and gain legitimate distinctiveness, autonomy-driven sensemaking enables recognizing cultural constraints and more effective symbolic decoupling to shield the venture from constraining cultural frames and defend the venture's autonomy and resources. We conclude the paper with a discussion of the theoretical implications of our study for cultural entrepreneurship and symbolic management research.

The Social Geography of Education: Neighborhood, Class Composition, and the Educational Achievement of Elementary School Students in Zurich, Switzerland

Despite an impressive amount of research and policy intervention no robust pattern of neighborhood effects on educational attainment has previously been identified. Adequate theoretical modeling and the sensitivity of the results to the method of the study are the major challenges in this area of research. This paper elaborates the social mechanisms of neighborhood effects and applies various methodological approaches to test them. Using data from Switzerland, the research reported here has detected heterogeneous effects of neighborhood on elementary school students’ educational achievement in Zurich. Although modest in comparison with the effects of classroom composition, these effects appear to be mediated primarily through social integration into a local peer network and are differentiated according to students’ gender and their social origin.

Decomposing speed of information processing in elementary cognitive tasks

Many studies obtained reliable individual differences in speed of information processing (SIP) as measured by elementary cognitive tasks (ECTs). ECTs usually employ response times (RT) as measure of SIP, but different ECTs target different cognitive processes (e.g., simple or choice reaction, inhibition). Here we used modified versions of the Hick and the Eriksen Flanker task to examine whether these tasks assess dissociable or common aspects of SIP. In both tasks, task complexity was systematically varied across three levels. RT data were collected from 135 participants. Applying fixed-links modeling, RT variance increasing with task complexity was separated from RT variance unchanging across conditions. For each task, these aspects of variance were represented by two independent latent variables. The two latent variables representing RT variance not varying with complexity of the two tasks were virtually identical (r = .83). The latent variables representing increasing complexity in the two tasks were also highly correlated (r = .72) but clearly dissociable. Thus, RT measures contain both task-unspecific, person-related aspects of SIP as well as task-specific aspects indicating the cognitive processes manipulated with the respective task. Separating these aspects of SIP facilitates the interpretation of individual differences in RT.

The Effects of a Physical Activity Intervention on the way Elementary School Girls Play

The rates of childhood and adolescent obesity in the United States have been increasing steadily. American youth continue to eat more (increase energy intake) and reduce physical activity (decrease energy expenditure) resulting in increased body weight and body fatness. One way to help reduce body weight in children is to increase physical activity. The purpose of this study was to determine if an age appropriate before-school physical activity intervention would be successful in increasing energy expenditure, intensity of activity, and behavioral approaches in overweight girls. The subjects were recruited from Parker Memorial School in Tolland, Connecticut, and two testing periods occurred over an eight week period. Video recordings of each physical activity session were analyzed to determine energy expenditure, exercise intensity, and behaviors during exercise. Data was evaluated for normal distribution, and paired t-tests were used to determine statistical significance. This study showed that the age appropriate before school physical activity intervention was able to increase energy expenditure and exercise intensity and have a positive effect on behavioral approaches in overweight girls.

The Harmonic Oscillator, a Review of Classical and Elementary Quantum Mechanics

The classical harmonic oscillator and an elementary discussion of the quantum mechanical solutions for the harmonic oscillator are discussed.

Alternative Formulations for Angular Momentum Operators, Cartesian and Spherical Polar Forms

The conversion between representations of angular momentum in spherical polar and cartesian form is discussed.