This study examined the effects of different recess timing regimens on preschoolers' classroom attention. Using cognitive immaturity theory, we predicted that attention to a classroom task would be greater after a recess break. We also examined the extent to which different recess timing regimens related to post-recess attention. Participants were 27 European American children (18 girls and nine boys; mean = 55.56 months, standard deviation = 4.01) from a northeastern US preschool. Observations were made in the classroom before and after recess and outdoors on the playground during recess. Findings revealed that post-recess attention was greater following sustained outdoor play periods. Gender differences emerged. Girls were more attentive to classroom tasks than boys were. Our findings support and parallel empirical findings with primary school children on the role of recess in children's cognitive performance. It seems reasonable that outdoor recess breaks rejuvenate young children and help them attend to classroom tasks.

Most meteorological soil moisture budgets do not account for soil moisture stress changes in the drying cycle or for changes in ground cover or expanding root system. A simple modulated technique is described which considers these factors. Soil moisture stress determined by this technique has a significantly higher correlation with wheat yield than does moisture stress determined by R common method. factors AE, PE, and dejicit (calculated by common (A) anrl rnodulated (B) methods) and yield of wheat at Lethbridge, Alberta I Correlation coefficient and method Soil moisture ry 123 July rY3 June ry2 May r y l

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