Gastrointestinal distress, State and Trait anxiety, and dietary intake among college students during the COVID-19 pandemic.

Objective: This study examined the impact of State and Trait anxiety and dietary intake on college students' gastrointestinal symptoms during the COVID-19 pandemic.

Participants: A total of 455 students, aged 18-23, from two residential colleges in the midwestern United States participated in the study during April 2021.

Methods: An online questionnaire that included the National Cancer Institute Dietary Screener, State-Trait Inventory for Cognitive and Somatic Anxiety, and an adapted version of the Gastrointestinal Symptoms Questionnaire was used.

The Interplay of Reader Goals, Working Memory, and Text Structure During Reading.

In the current study we examined the complex interactions of instructional context, text properties, and reader characteristics during comprehension. College students were tasked with the goal of reading for study versus entertainment (instructional context) while thinking-aloud about four different expository text structures (text properties). Working memory also was assessed (reader characteristics).

Depending on My Mood: Mood-Driven Influences on Text Comprehension.

Reading comprehension is a critical component of success in educational settings. To date, research on text processing in educational and cognitive psychological domains has focused predominantly on cognitive influences on comprehension, and in particular, those influences that might be derived from particular tasks or strategies. However, there is growing interest in documenting the influences of emotional factors on the processes and products of text comprehension, because these factors are less likely to be associated with explicit reading strategies.

Adults' and children's monitoring of story events in the service of comprehension.

When reading narratives, adults monitor shifts in time, space, characters, goals, and causation. Shifts in any of these dimensions affect both moment-by-moment reading and memory organization. The extant developmental literature suggests that middle school children have relatively sophisticated understandings of each of these dimensions but does not indicate whether they spontaneously monitor these dimensions during reading experiences.

An empirical examination of sex differences in scoring preschool children's aggression.

Sex differences in adults' observations and ratings of children's aggression was studied in a sample of preschool children (N=89, mean age=44.00months, SD=8.48).

A longitudinal study of preschool children's (Homo sapiens) sex segregation.

In this 2-year longitudinal study, we hypothesized that sex of the human child (Homo sapiens), differences in physical activity, and time of the year would interact to influence preschool children's sex segregation. We also hypothesized that activity would differentially relate to peer rejection for boys and girls. Consistent with the first hypothesis, high-activity girls started off as the most integrated group but became more segregated with time, whereas high-activity boys remained the most segregated group across the duration of the study.