DQ 2-1

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DQ 2-1 Responses

1. Love styles are the attitudes that describe how individuals define love in the context of their romantic relationship. These attitudes affect how individuals feel about and behave in their relationship (Lee, 1977; Levine, Aune, & Park, 2006). However, research on the behavioral correlates of love styles and on mechanisms explaining its links to relationship satisfaction is still scarce. Dyadic coping—how couples support each other or jointly deal with stress—is considered a critical behavioral correlate of couples’ functioning (e.g., Revenson & Lepore, 2012). Experiencing stress is inevitable for couples, and these experiences can negatively affect relationship quality (see Randall & Bodenmann, 2009). Therefore, engaging in dyadic coping behaviors is paramount for couple’s relationship satisfaction (Herzberg, 2013; Levesque, Lafontaine, Caron, Flesch, & Bjornson, 2014), by buffering the negative impact of stress on the relationship (Falconier, Nussbeck, & Bodenmann, 2013) and by promoting couples’ sense of we-ness (Vedes, Bodenmann, Nussbeck, Randall, & Lind, 2015).

Vedes, A., Hilpert, P., Nussbeck, F. W., Randall, A. K., Bodenmann, G., & Lind, W. R. (2016). Love styles, coping, and relationship satisfaction: A dyadic approach. Personal Relationships, 23(1), 84-97. doi:10.1111/pere.12112

According to Vedes et al., 2016; the attitudes that describe how individuals interpret their relationships are known as Love styles. The behaviors and feelings expressed by the attitudes in such relationships, plays a role in how the individual will feel and behave while committed to their partner. There is very little research and evidence supporting mechanisms explaining links to relationship satisfaction and how behavior correlates to the attitudes of love styles. There is one critical form of behavior that is known to correlate between couples function which is, Dyadic coping. Dyadic coping is defined by how couples support one another, as well as, their ability to jointly deal with stress. Stressful situations or experiences are inevitable for married couples and often times have negative effects on the marriage. By having couples engage in Dyadic coping improves their relationship well-being by buffering the negative stressful experiences that take place within the relationship. (Vedes et al., 2016, pg. 1)

2. With concerns about the safety of caffeine and energy drinks being a popular point of discussion, researchers sought to evaluate if caffeine consumption correlated with the increased sale of energy drinks, as is often suggested by physicians and policy makers. The study assessed trends and demographic differences in mean caffeine intake among children and adolescents by using the 24-hour dietary recall data from the 1999-2010 National Health and Nutrition Examination Survey (NHANES). In addition, the study described the proportion of caffeine consumption attributable to different beverages, including soda, energy drinks and tea. Researchers found about 73% of children consumed caffeine on a given day. However, from 1999 to 2010, there were no significant trends in mean caffeine intake overall, with caffeine intake decreasing among 2- to 11-year-olds and Mexican-American children. Soda accounted for the majority of caffeine intake, but this contribution declined from 62% to 38%. Coffee accounted for 10% of caffeine intake in 1999-2000 but increased to nearly 24% of intake in 2009-2010. Energy drinks did not exist in 1999-2000 but increased to nearly 6% of caffeine intake in 2009-2010. The study concluded that mean caffeine intake has not increased among children and adolescents in recent years, but that coffee and energy drinks represent a greater proportion of caffeine intake. Soda intake has significantly declined.

References

Caffeine Consumption Among Children Has Remained Steady. (2014). Nutraceuticals World , 17 (3), 14.

3. The health implications of physical activity during early childhood cannot be disregarded; therefore, it is warranted to investigate the relationships between physical activity and health outcomes and cognition in early ages. Today, advances in neuroscience have generated substantial progress in connecting physical activity to brain structure and cognitive development (Donnelly, Hillman, Castelli et al, 2016). It is hypothesized that physical activity has a positive effect on cognitive functions, which is partly due to the physiological changes in the body. For example, increased levels of brain-derived neurotrophic factor (BDNF) can facilitate learning and maintain cognitive functions by improving synaptic plasticity and serving as a neuroprotective agent, which leads to improved neuroelectric activity and increased brain circulation (Hillman, Erickson, & Kramer, 2008). It is also suggested that one’s motor skills may influence cognitive development given that motor and cognitive skills have several common underlying processes, including sequencing, monitoring, and planning (Roebers & Kauer, 2009). In addition, both motor and cognitive skills may have a similar developmental timetable with accelerated development during childhood (Anderson, Anderson, Northam, Jacobs, & Catroppa, 2001).

Zeng, N., Ayyub, M., Sun, H., Wen, X., Xiang, P., & Gao, Z. (2107). Effects of Physical Activity on Motor Skills and Cognitive Development in Early Childhood: A Systematic Review. BioMed Research International, vol. 2017, no. 2760716, pp. 1-2.

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According to Zeng at al., 2017; there is a great importance in investigating how physical activity effects motor skills and cognitive development in early childhood. Due to advances in neuroscience research, there is strong evidence that connects a person's physical activity to their brain structure and cognitive development (Donnelly, Hilman, Castelli et al., 2016). This may be due, in part, to the physiological changes in a person's body during physical activity, which, for example, includes increased levels of brain-derived neurotrophic factor (BDNF) which aids in providing protection to the brain as well as improving the brain's neuroplasticity and circulation (Hillman, Erickson, & Kramer, 2008). Being that motor and cognitive skills often influence common processes such as sequencing, monitoring, and planning, it is suggested that cognitive development may be influenced by one's motor skills (Roebers & Kauer, 2009). Additionally, according to Anderson, Anderson, Northam, Jacobs, & Catroppa, 2001; the timetable for motor and cognitive skills may have similarities to the developmental timetable and with development being at an accelerated rate during childhood.