Parent Verbalizations and Toddler Responses With Touchscreen Tablet Nursery Rhyme Apps

OBJECTIVES In some studies, parents and toddlers verbalize less when engaging with a tablet versus a print book. More needs to be known regarding child contributions to specific parent verbalizations. We examined parent-toddler contingent interactions with tablet applications versus print books, as well as moderators of these associations. METHODS We conducted a laboratory-based, within-subjects counterbalanced study of 72 parent-toddler dyads engaging with a nursery rhyme application (with enhanced + autonarration [E+A] and enhanced formats) and print book. We coded parent verbalizations (eg, dialogic, nondialogic) and proportions of child responses to these in 5-second epochs. Poisson regressions were used to analyze within-subjects variance by tablet or print format. We tested effect modification by child emotion regulation and home media practices. RESULTS Children responded more to parent overall (print 0.38; E+A 0.31, P = .04; enhanced 0.11, P = .01), dialogic (print 0.21; E+A 0.13, P = .04; enhanced 0.1, P = .02), and nondialogic (print 0.45; E+A 0.27, P < .001; enhanced 0.32, P < .001) verbalizations during print book versus tablet. Stronger child emotion regulation, greater frequency of co-viewing, and instructive practices moderated associations such that differences between conditions were no longer significant for some parent verbalizations and child responses. CONCLUSIONS Parent-toddler reciprocal verbal interactions occurred less frequently with tablet versus print book use. Child emotion regulation and parent home media practices moderated some of these associations. Pediatricians may wish to promote co-viewing and instructive media practices but may also consider that child emotion regulation may determine response to interactive tablet design.

A Multi-Layered Framework for Analyzing Primary Students’ Multimodal Reasoning in Science

Classroom communication is increasingly accepted as multimodal, through the orchestrated use of different semiotic modes, resources, and systems. There is growing interest in examining the meaning-making potential of other modes (e.g., gestural, visual, kinesthetic) beyond the semiotic mode of language, in classroom communication and in student reasoning in science. In this paper, we explore the use of a multi-layered analytical framework in an investigation of student reasoning during an open inquiry into the physical phenomenon of dissolving in a primary classroom. The 24 students, who worked in pairs, were video recorded in a facility purposefully designed to capture their verbal and non-verbal interactions during the science session. By employing a multi-layered analytical framework, we were able to identify the interplays between the different semiotic modes and the level of reasoning undertaken by the students as they worked through the tasks. This analytical process uncovered a variety of ways in which the students negotiated ideas and coordinated semiotic resources in their exploration of dissolving. This paper highlights the affordances and challenges of this multi-layered analytical framework for identifying the dynamic inter-relationships between different modes that the students drew on to grapple with the complexity of the physical phenomenon of dissolving.

A Qualitative Investigation of the Interactions of Students with Graduate and Undergraduate TAs in General Chemistry Laboratories

A new teaching assistant model was adopted and qualitatively assessed for the general chemistry laboratory, in which both an undergraduate and a graduate teaching assistant provided instruction to students during the lab. Verbal interactions between graduate and undergraduate teaching assistants were recorded, transcribed, and coded using the modified Laboratory Observation Protocol for Undergraduate STEM (LOPUS). The codes were applied to capture how discussions, questioning, and explanations were conducted. In addition, the content discussed was coded to identify specific areas that pose challenges for students. Sizable differences were not observed between the number of interactions of the initiation, explanation, and questioning codes between graduate and undergraduate teaching assistants. Of the interactions, 77% focused on questions and discussions regarding the experimental setup. Discussions on the implications with regards to the effective use of undergraduate and graduate teaching assistants in chemistry laboratories are included.

Flora Ecolexicon and Procedural Eco-Text of Processing Bali Local Culinary

Ecolinguistics is also related to the dimensions of the linguistic social environment. Language only lives in the human brain and in its social use by members of the language community. In this regard, changes in the linguistic and cultural environment, in addition to changes in the physical environment, clearly also change the richness of language cognitively and practically in social-verbal interactions. The aims of this study was to determine the lingual form of the Balinese eco-collection of flora and fauna in the dynamics of food culture, the structure of the procedural ecotext of flora-based local food processing in Balinese verbal recordings and to find out the social religious meaning of native food supporting ecotourism in the tourism industry. This research is descriptive qualitative in accordance with the nature of the symptoms and the objectives to be achieved. The data of this research were obtained through field work. Structured in-depth interviews, observations, and recordings are the mainstay of this research. Interviews were conducted in the context of applying the method of personal experience, namely the method (excavation) of personal experience. The results show that the value of the data in the form of verbal (treasury of the lexicon and terms as well as the text of procedures for processing and preserving local traditional foods based on the environment, then meaning becomes the focus of data analysis work. Language stores experience, knowledge, processes and products of human adaptation as ecological creatures In its interrelationship with its environment, the Balinese language embodies culture, marking the unique, cultural-lingual power of its people for centuries.

Analysis of Verbal Interactions Between Brazilian Students in a Physics Investigative Activity Class With STS Approach: A Case Study

This article presents results on the analysis of verbal interactions of students from a federal public high school in Rio de Janeiro, Brazil, during an investigative activity class about the properties of magnets. This experimental assignment was part of a didactic sequence developed for the study of Electromagnetism, which was structured using a Science, Technology and Society (STS) approach combined with the investigative activities method, in which students divided into groups carried out a series of experimental essays on the contents that were presented to them. The objective was to determine if students were able and capable of structuring their own causal statements to a problem involving knowledge of Physics, when given the proper conditions to work with an experimental setup. Differently from the traditional transmission-reception didactic model, the STS didactic orientation seeks out to incorporate the scientific syllabus into the students' daily life relationships. A qualitative methodology was used from the transcriptions of video and digital audio recordings that were registered during classes, some scenes of an educational episode were selected and the verbal interactions of the students among themselves were analyzed, looking for some indicators that could identify whether scientific literacy was accomplished. Analysis showed evidence that students were able to construct meaning with their own words by reasoning about what was observed in the experiments performed.

Significance of forms and foci of metacognitive regulation in collaborative science learning of less and more successful outcome groups in diverse contexts

This study investigated how metacognitive regulation (MR), especially its forms and foci, was manifested in less and more successful outcome groups’ collaborative science learning in diverse learning contexts. Whilst previous research has shown that different forms and foci of MR exist in collaborative learning, their role in groups’ learning outcomes remains unexplored. Drawing conclusions from different studies has been difficult because these have used different conceptualisations and analytic methods. In the present study, the learning processes of less and more successful outcome groups from three diverse collaborative science learning contexts were scrutinised. The contexts differed in academic level, disciplinary subject, and national culture. The same theory-based conceptualisations, coding systems, coders, and analyses were used across contexts. In addition, the tasks studied were designed using the same guiding principles. Transcribed video and audio recordings of the groups’ verbal interactions for two distinct interaction segments from these tasks formed the basis of the analyses. Manifestation of forms and foci of MR were quantitatively and qualitatively illustrated in each context. The main findings show that the manifestation of MR of less and more successful outcome groups demonstrated similarities and differences in the three different learning contexts. This study contributes to a contextualised understanding of MR in collaborative science learning, and highlights the importance of using similar, rigorous analytical tools across diverse contexts.

Representação identitária, de memória e de retomada da história: topônimos de logradouros públicos da cidade de Balsas-MA

Os nomes próprios de lugares, os topônimos, são elementos singulares do léxico da língua que, dentre suas várias funções como signo toponímico, prestam-se como indícios da história dos povos que os utilizam em suas interações verbais. Para além disso, são verdadeiros testemunhos dos diversos aspectos da memória e da identidade. Com esta perspectiva, este trabalho tem como objetivo principal verificar como os topônimos dos aglomerados urbanos da cidade de Balsas - MA manifestam as representações identitárias, de memória e de história de seus habitadores. A metodologia segue os pressupostos da onomástica, notadamente da toponímia, com uma análise descritiva das categorias identidade e memória entrelaçadas com a história, as quais são aplicadas aos topônimos de natureza antropocultural de base antroponímica, axionímica, coronímica e historionímica. Os resultados revelam que esses topônimos do sul do Maranhão expressam as acepções que abarcam a visão do mundo e da vida física e a visão da vida humana, os quais representam caracteres memorísticos e identitários dos vários povos que habitam este município, estabelecendo uma proximidade com essas transposições e instituições da língua.Abstract: The proper names of places, toponyms, are singular elements of the lexicon of the language that, among its various functions as toponymic sign, lend themselves as evidence of the history of the people who use them in their verbal interactions. In addition, they are true testimonies of the various aspects of memory and identity. With this perspective, Thus, this paper has as main aims to verify how the toponyms of the urban agglomerations of the city of Balsas-MA manifest the identity, memorable and historic representations of its inhabitants. The methodology follows the assumptions of onomastics, notably toponymy, with a descriptive analysis of the categories identity and memory intertwined with history, which are applied to toponyms of anthropocultural nature, with base axionimic, coronimic and historionimic toponyms. The results reveal that these toponyms in the south of Maranhão express the meanings that encompass the world view and the physical life and the human life view, which represent memorable and identity characters of the various peoples that inhabit this municipality, establishing proximity with these transpositions and institutions of the language. Key-words: Toponyms, Identity, Memory, History, Balsas-MA.

Didactic Sequence for Teaching Exponential Function

This paper presents a methodological proposal for the teaching of exponential function, resulting from the application of a didactic sequence involving exponential function, where evidence of learning and the consolidation and application of mathematical concepts in problem solving were identified and analyzed. The Didactic Engineering of Michèle Artigue (1988) was used as a research methodology. As theoretical contributions that guided and enabled the development of the research, we chose the use of Mathematical Investigation in the classroom; Didactic Sequence in the conception of Zabala (1999); the Articulated Units of Conceptual Reconstruction proposed by Cabral (2017) and assumptions of Vygotsky's theory. A didactic sequence composed of five UARC's was elaborated to work the exponential function, with a view to minimizing the difficulties naturally imposed by the content to be explained. Microgenetic analysis of verbal interactions between teacher and students was used to analyze the results of the application. The results show that the students participating in the experiment showed evidence of learning, recorded during the process, and began to have a good understanding of the concepts and properties related to the topic, in addition to a good performance in carrying out the activities, facts that corroborate the potential of the didactic sequence proposed herein.

Expression Analysis of Ermin and Listerin E3 Ubiquitin Protein Ligase 1 Genes in Autistic Patients

Autism spectrum disorder (ASD) is a severe neurodevelopmental disorder that involves social interaction defects, impairment of non-verbal and verbal interactions, and limited interests along with stereotypic activities. Its incidence has been increasing rapidly in recent decades. Despite numerous attempts to understand the pathophysiology of ASD, its exact etiology is still unclear. Recent data shows the role of accurate myelination and translational regulation in ASD’s pathogenesis. In this study, we assessed Ermin (ERMN) and Listerin E3 Ubiquitin Protein Ligase 1 (LTN1) genes expression in Iranian ASD patients and age- and gender-matched healthy subjects’ peripheral blood using quantitative real-time PCR to recognize any probable dysregulation in the expression of these genes and propose this disorder’s mechanisms. Analysis of the expression demonstrated a significant ERMN downregulation in total ASD patients compared to the healthy individuals (posterior beta = −0.794, adjusted P-value = 0.025). LTN1 expression was suggestively higher in ASD patients in comparison with the corresponding control individuals. Considering the gender of study participants, the analysis showed that the mentioned genes’ different expression levels were significant only in male subjects. Besides, a significant correlation was found between expression of the mentioned genes (r = −0.49, P < 0.0001). The present study provides further supports for the contribution of ERMN and LTN1 in ASD’s pathogenesis.

Uji Efektivitas Pasta Gigi Pemutih terhadap Perubahan Warna Gigi Ekstrinsik

Physical appearance has a major influence in determining the quality of individual social interaction, especially in terms of non-verbal interactions. Tooth color is one of the things that affect physical appearance. Various efforts to improve the aesthetics of tooth color should be studied further, including the use of whitening toothpaste. This study was aimed to determine the effectiveness of whitening toothpaste on extrinsic tooth discoloration. This was a true experimen-tal study in the form of laboratory test. Coffee was used as a discoloring agent for teeth. Twenty-six premolar teeth were immersed in coffee solution for 14 days. Then the samples were divided into four groups based on the toothpaste used. Initial measurements used the CIEL *a*b* digital dental photo technique. Brushing was carried out for 14 days, after which the tooth color was measured again. The paired sample t-test and the Wilcoxon test showed a significant change in * L values in the group receiving 7% perlite, hydrated silica, and sodium bicarbonate (p=0.01; p=0.001; p=0.012). The Wilcoxon test showed no change in *a and *b values in all whitening toothpaste groups (p>0.05). There was no significant change in the *L *a *b toothpaste (p>0.05). In conclusion, whitening toothpaste is effective against extrinsic tooth discoloration.Keywords: extrinsic tooth discoloration; whitening toothpaste; tooth colorAbstrak: Penampilan fisik memiliki pengaruh besar dalam menentukan kualitas interaksi sosial individu, terutama dalam hal interaksi non-verbal. Salah satu hal yang memengaruhi penampilan fisik individu ialah warna gigi. Berbagai upaya untuk meningkatkan estetika warna gigi harus dikaji lebih lanjut, termasuk penggunaan pasta gigi pemutih. Penelitian ini bertujuan untuk mengetahui efektivitas pasta gigi pemutih terhadap perubahan warna gigi ekstrinsik. Jenis penelitian ialah eksperimental murni (true experimental design) berupa uji laboratorik. Kopi digunakan sebagai bahan diskolorasi untuk gigi. Sebanyak 26 gigi premolar direndam dalam larutan kopi selama 14 hari. Sampel dibagi ke dalam empat kelompok berdasarkan pasta gigi yang digunakan. Pengukuran awal menggunakan teknik digital dental photo CIEL*a*b*. Penyikatan dilakukan selama 14 hari, setelah itu warna gigi diukur kembali. Hasil uji paired sample t-test dan Wilcoxon menunjukkan terdapat perubahan nilai *L yang bermakna pada kelompok yang mendapatkan perlite 7%, silica hydrated, dan sodium bicarbonate (p=0,01; p=0,001; p=0,012). Uji Wilcoxon menunjukkan tidak terdapat perubahan nilai *a dan nilai *b pada semua kelompok pasta gigi pemutih (p>0,05). Pada pasta gigi tanpa pemutih tidak didapatkan perubahan nilai *L*a*b yang bermakna (p>0,05). Simpulan penelitian ini ialah pasta gigi pemutih efektif terhadap perubahan warna gigi ekstrinsik.Kata kunci: perubahan warna gigi ekstrinsik; pasta gigi pemutih; warna gigi