The ability to delay gratification (DG) in young children is vital to their later development. Such ability should be taught as early as possible. One hundred kindergartners (Mean age = 6.11), randomly assigned to three groups; a, labeling: received the treatment of being labeled as ''patient'' kids; b, story-telling: were read a story about the patient antagonist rewarded double gifts, while the impulsive character got only one same reward; c, control: received no treatment. Under the DG task of Ball-Moving Activity, the ANOVA results showed the children in labeling group delayed longer (M = 13.23 m) than the control one (M = 11.25 m), showed marginal significant difference at p = .06, medium effect size magnitude at g 2 = .06. No significant mean differences were found between the story-telling (M = 12.68 m) and the control group, though the story-telling group delayed more than 1 min longer than their counterparts. Sex differences on the task are also discussed.

Work-related physical activity (PA; WRPA), household PA (HPA), and leisure-time PA(LTPA) are the 3 important PA domains for most people, but their relationships with cognition functions have not been thoroughly examined, especially the subjective memory complaints (SMCs). We used a data set from the 2005 midlife development in the United States (MIDUS) survey for community-dwelling adults aged 35 to 64 years (mean age = 51.01) to examine the relationship between these 3 PA domains (and 3 levels under the domains) with SMCs (N = 1044). The moderate levels of HPA and LTPA are significantly but oppositely linked to SMCs, with the adjusted odds ratios and 95% confidence intervals of .864 and .764-.978 for HPA and 1.130 and 1.010-1.264 for LTPA, respectively. Neither vigorous or low PA level nor domains of WRPA link to SMCs. The interaction terms were not found to be associated with sex and age. Future works and limitations were also discussed.

Students face various learning challenges in their daily life. Teachers should teach them learning strategies to accommodate demands. One hundred ten fifth graders were randomly assigned to three groups: strategic notetaking, partial strategic notetaking, and control group, with three levels (high versus medium versus low) according to their prior science achievement. The levels also functioned as one independent variable in the MANCOVA analysis, with writing speed as covariate. The results showed significant treatment main effects in support of strategic and partial strategic groups on the measurements of board cued, verbal cued, and noncued information units. The high science achievement group outperformed the low one on the task of verbal cued, whereas the medium outperformed the low one on comprehension multiple-choice test. The study suggested notetaking as an effective learning strategy that can be taught to elementary students.

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