scholarly journals Do structured manipulatives aid understanding of additive reasoning, and addition and subtraction fluency in a sample of Year 7 and 8 students?

2021 ◽  
Author(s):  
◽  
Daniel Green
Keyword(s):  
Individual Differences ◽  
Large Body ◽  
Later Life ◽  
School Intervention ◽  
Mathematical Achievement ◽  
Future Research ◽  
Additive Reasoning ◽  
Addition And Subtraction ◽  
The Impact ◽  
Subtraction Facts

<p>Mathematical achievement may impact on outcomes in later life; thus, identifying and improving key mathematical skills is a focus of a large body of educational research. Both additive reasoning, and knowledge of addition and subtraction facts, appear to predict later mathematical achievement. The current study explores the impact of a short intervention with a small group of year 7 and 8 students working at lower than expected academic levels. The current study is based on Cognitive Load Theory and research suggesting that counting strategies overload working memory. A mixed-methods approach was used to identify whether structured manipulatives improved the additive reasoning and, addition and subtraction fluency in a sample of ten participants. Participants attended after-school intervention sessions of 45 minutes for seven weeks. The intervention focused on teaching additive reasoning and fluency using structured manipulatives. Inferential statistical analysis showed a statistically significant mean improvement in participants’ ability to answer simple addition and subtraction questions. Tests constructed to operationalise additive reasoning also showed statistically significant mean improvement. Participants answered diagnostic questions operationalising various aspects of additive reasoning. Individual differences in understanding of additive reasoning were observed, and the inverse relationship between addition and subtraction proved to be a challenging concept. Semi-structured interviews provided themes of valuing the intervention and the manipulatives used. Due to the size and design of this study, it is not possible to extrapolate findings to other learners. However, the study may provide directions for future research. Structured manipulatives may have a role to play in enabling learners to begin to learn additive relationships and further securing recall of addition and subtraction facts. Students at years 7 and 8 may still need considerable exposure to additive concepts; moreover, returning to manipulatives may develop this knowledge. Finally, the findings from the diagnostic questions help show the complexity of additive reasoning. Classroom practitioners may need to further develop their knowledge of additive reasoning, its importance, and the individual differences and misconceptions that learners hold in order to provide considered learning experiences.</p>

scholarly journals Do structured manipulatives aid understanding of additive reasoning, and addition and subtraction fluency in a sample of Year 7 and 8 students?

2021 ◽  
Author(s):  
◽  
Daniel Green
Keyword(s):  
Individual Differences ◽  
Large Body ◽  
Later Life ◽  
School Intervention ◽  
Mathematical Achievement ◽  
Future Research ◽  
Additive Reasoning ◽  
Addition And Subtraction ◽  
The Impact ◽  
Subtraction Facts

<p>Mathematical achievement may impact on outcomes in later life; thus, identifying and improving key mathematical skills is a focus of a large body of educational research. Both additive reasoning, and knowledge of addition and subtraction facts, appear to predict later mathematical achievement. The current study explores the impact of a short intervention with a small group of year 7 and 8 students working at lower than expected academic levels. The current study is based on Cognitive Load Theory and research suggesting that counting strategies overload working memory. A mixed-methods approach was used to identify whether structured manipulatives improved the additive reasoning and, addition and subtraction fluency in a sample of ten participants. Participants attended after-school intervention sessions of 45 minutes for seven weeks. The intervention focused on teaching additive reasoning and fluency using structured manipulatives. Inferential statistical analysis showed a statistically significant mean improvement in participants’ ability to answer simple addition and subtraction questions. Tests constructed to operationalise additive reasoning also showed statistically significant mean improvement. Participants answered diagnostic questions operationalising various aspects of additive reasoning. Individual differences in understanding of additive reasoning were observed, and the inverse relationship between addition and subtraction proved to be a challenging concept. Semi-structured interviews provided themes of valuing the intervention and the manipulatives used. Due to the size and design of this study, it is not possible to extrapolate findings to other learners. However, the study may provide directions for future research. Structured manipulatives may have a role to play in enabling learners to begin to learn additive relationships and further securing recall of addition and subtraction facts. Students at years 7 and 8 may still need considerable exposure to additive concepts; moreover, returning to manipulatives may develop this knowledge. Finally, the findings from the diagnostic questions help show the complexity of additive reasoning. Classroom practitioners may need to further develop their knowledge of additive reasoning, its importance, and the individual differences and misconceptions that learners hold in order to provide considered learning experiences.</p>

scholarly journals Anesthesiology and cognitive impairment: a narrative review of current clinical literature

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Jillian C. Belrose ◽  
Ruediger R. Noppens
Keyword(s):  
Cognitive Impairment ◽  
General Anesthesia ◽  
Cognitive Dysfunction ◽  
Large Body ◽  
Postoperative Cognitive Dysfunction ◽  
Cognitive Disorders ◽  
Future Research ◽  
Main Body ◽  
Modifiable Factors ◽  
The Impact

Abstract Background The impact of general anesthesia on cognitive impairment is controversial and complex. A large body of evidence supports the association between exposure to surgery under general anesthesia and development of delayed neurocognitive recovery in a subset of patients. Existing literature continues to debate whether these short-term effects on cognition can be attributed to anesthetic agents themselves, or whether other variables are causative of the observed changes in cognition. Furthermore, there is conflicting data on the relationship between anesthesia exposure and the development of long-term neurocognitive disorders, or development of incident dementia in the patient population with normal preoperative cognitive function. Patients with pre-existing cognitive impairment present a unique set of anesthetic considerations, including potential medication interactions, challenges with cooperation during assessment and non-general anesthesia techniques, and the possibility that pre-existing cognitive impairment may impart a susceptibility to further cognitive dysfunction. Main body This review highlights landmark and recent studies in the field, and explores potential mechanisms involved in perioperative cognitive disorders (also known as postoperative cognitive dysfunction, POCD). Specifically, we will review clinical and preclinical evidence which implicates alterations to tau protein, inflammation, calcium dysregulation, and mitochondrial dysfunction. As our population ages and the prevalence of Alzheimer’s disease and other forms of dementia continues to increase, we require a greater understanding of potential modifiable factors that impact perioperative cognitive impairment. Conclusions Future research should aim to further characterize the associated risk factors and determine whether certain anesthetic approaches or other interventions may lower the potential risk which may be conferred by anesthesia and/or surgery in susceptible individuals.

scholarly journals Association between Dyslipidemia and Peritoneal Dialysis Technique Survival

2019 ◽  
Vol 7 (15) ◽  
pp. 2467-2473 ◽  
Author(s):  
Natalia Stepanova ◽  
Olena Burdeyna
Keyword(s):  
Peritoneal Dialysis ◽  
Cox Regression ◽  
Large Body ◽  
Atherogenic Dyslipidemia ◽  
Future Research ◽  
Single Centre ◽  
Technique Survival ◽  
Atherogenic Lipid Profile ◽  
The Impact ◽  
Technique Failure

BACKGROUND: A large body of research has investigated the effects of pro-atherogenic lipid profile on cardiovascular diseases (CVD) in peritoneal dialysis (PD) patients. However, there is a general lack of research on the association between atherogenic dyslipidemia and PD technique survival. AIM: The study aimed to define the association between dyslipidemia and PD technique survival. METHODS: It was a prospective single-centre observational study involving 40 outpatients on continuous ambulatory PD treatment for more than 3 months between 2010 and 2016 in a single centre in Ukraine. There were 27 males and 13 females. The mean age of the participants was 49.3 ± 12.2 years. The primary outcome measures were all-cause technique failure. RESULTS: Atherogenic dyslipidemia was identified in 28/40 (70 %) patients and correlated with PD adequacy parameters. During the 36-month- follow-up period technique failure occurred in 2/12 (16.6 %) patients with atherogenic dyslipidemia compared with 12 / 28 (42.9 %) patients without atherogenic dyslipidemia (c2 = 2.5; p = 0.12). In the univariate Cox regression model, atherogenic dyslipidemia at baseline was significantly associated with a higher risk of all-cause PD technique failure (HR 4.5; 95% CI 1.6 to 12.9; c2 = 5.5, p = 0.019). CONCLUSION: The presence of atherogenic dyslipidemia was significantly associated with a higher risk of technique failure in PD patients. This is an important issue for future research. Further well-designed clinical trials are needed to determine the impact of dyslipidemia on PD adequacy and technique survival.

The effect of school intervention programs on the body mass index of adolescents: a systematic review with meta-analysis

2020 ◽  
Vol 35 (5) ◽  
pp. 396-406
Author(s):  
R Saavedra Dias ◽  
A N Barros ◽  
A J Silva ◽  
J C Leitão ◽  
J Narciso ◽  
...  
Keyword(s):  
Body Mass Index ◽  
Body Mass ◽  
Meta Analysis ◽  
Rank Correlation ◽  
School Intervention ◽  
The Body ◽  
Future Research ◽  
Obesity Interventions ◽  
The Impact ◽  
Low Magnitude

Abstract Effective obesity interventions in adolescent populations have been identified as an immediate priority action to stem the increasing prevalence of adult obesity. The purpose of this meta-analysis was to make a quantitative analysis of the impact of school-based interventions on body mass index during adolescence. Studies were retrieved from PubMed, Scopus, Science Direct and Web of Science databases. Results were pooled using a random-effects model with 95% confidence interval considered statistically significant. Of the 18 798 possible relevant articles identified, 12 articles were included in this meta-analysis. The global result showed a low magnitude effect, though it was statistically significant (N = 14 428), global e.s. = −0.055, P = 0.004 (95% CI = −0.092, −0.017). Heterogeneity was low among the studies (I2 = 9.017%). The funnel plot showed no evidence of publication bias. The rank-correlation test of Begg (P = 0.45641) and Egger’s regression (P = 0.19459) confirmed the absence of bias. This meta-analysis reported a significant effect favoring the interventions; however, future research are needed since the reported the evidence was of low magnitude, with the studies following a substantial range of approaches and mostly had a modest methodological quality.

Exploring the Importance of Teachers' Institutional Structure on the Development of Teachers' Standards of Assessment in Belgium

2007 ◽  
Vol 80 (4) ◽  
pp. 314-329 ◽  
Author(s):  
Peter A. J. Stevens
Keyword(s):  
Ecological Model ◽  
Large Body ◽  
Institutional Structure ◽  
Future Research ◽  
Education School ◽  
Different Types ◽  
Ethnographic Data ◽  
Race Ethnicity ◽  
Pedagogy And Curriculum ◽  
The Impact

While a large body of research has focused on the effects of teachers' educational standards and/or expectations of different types of pupils related to pupils' ability, race/ethnicity, gender, and/or social class, there has been much less research on how such standards/expectations are formed by teachers' institutional structure. Previous research on the impact of institutional factors on teachers' pedagogy and curriculum has suggested the usefulness of a particular embedded, ecological model in studying the development of teachers' standards/expectations of pupils. This article uses ethnographic data gathered from one Belgian (Flemish) multicultural vocational and technical education school to illustrate the usefulness of this conceptual framework for studying the development of teachers' standards of assessment of pupils. The conclusion discusses implications for future research on the development of teachers' standards and/or expectations of pupils.

Driving Under the Influence of Phones: The Importance of Cognitive Ability and Cognitive Style on Interruption-Related Performance

2007 ◽  
Vol 51 (20) ◽  
pp. 1393-1397 ◽  
Author(s):  
Danielle Lottridge ◽  
Mark Chignell
Keyword(s):  
Individual Differences ◽  
Information Technologies ◽  
Safety Concern ◽  
Working Memory Capacity ◽  
Driving Performance ◽  
Driving Under The Influence ◽  
Future Research ◽  
Phone Calls ◽  
Field Dependent ◽  
The Impact

The impact of notifications on driving performance is a critical safety concern (Lee & Strayer, 2004). This study examined how interruptions (including phone calls) impair simulated driving performance, and how individual differences mediate the effect of those interruptions. Consistent with our hypothesis, field dependent participants answered phone calls more quickly and with less consideration of the difficulty of the current driving situation than more field independent participants. Further, a post-hoc analysis showed that, on average, field dependents with small operating spans crashed twice as often as the other drivers. Thus the detrimental effect of a field dependent style on managing interruptions while driving is likely worsened for people with low working memory capacity. It is suggested that future research should investigate the safety implications of individual differences in interruption handling ability. Such research is needed to support ongoing efforts to develop guidelines and legislation concerning the use of distracting information technologies (such as cell phones) in automobiles.

scholarly journals Successful Aging in Individuals From Less Advantaged, Marginalized, and Stigmatized Backgrounds

2019 ◽  
Vol 1 (3) ◽  
Author(s):  
Myriam Verena Thoma ◽  
Shauna Ledean Mc Gee
Keyword(s):  
Health Outcomes ◽  
Successful Aging ◽  
Organizational Factors ◽  
Later Life ◽  
Well Being ◽  
Future Research ◽  
Social Resilience ◽  
Multi Level ◽  
The Impact ◽  
Health And Well Being

Health and well-being in later life are heavily influenced by behaviors across the life course, which in turn are influenced by a variety of wider contextual, social, economic, and organizational factors. There is considerable potential for inequalities in health-promoting behaviors and health outcomes, arising from poverty, social, and environmental factors. This suggests that individuals from disadvantaged backgrounds and circumstances may have more exposure to (chronic) stressors, coupled with reduced access to resources, and increased susceptibility to risk factors for ill-health and mental disorders in later life. This drastically decreases the likelihood for successful aging in individuals from less advantaged backgrounds. Nevertheless, despite these adverse circumstances, some high-risk, disadvantaged individuals have been shown to achieve and maintain good health and well-being into later life. This scientific update provides an overview of recently published research with samples that, against expectations, demonstrate successful aging. Favorable personality traits, cognitive strategies, and a high-level of intrinsic motivation, paired with a supportive social environment, have been found to build a prosperous basis for successful aging and positive health outcomes in later life for individuals living in aversive environmental circumstances. For clinical psychologists, the movement towards the investigation of underlying mechanisms of successful aging from a psychological perspective, particularly in disadvantaged individuals, may be a critical step towards understanding the vast heterogeneity in aging. Successful aging is possible in disadvantaged individuals. Psychological and social resilience resources may compensate for the impact of disadvantage. The application of multi-level resilience models can aid future research on successful aging. Successful aging is possible in disadvantaged individuals. Psychological and social resilience resources may compensate for the impact of disadvantage. The application of multi-level resilience models can aid future research on successful aging.

Long-term consequences of early nutritional conditions on the behaviour and growth of fire salamanders

2016 ◽  
Vol 37 (1) ◽  
pp. 69-77 ◽  
Author(s):  
E. Tobias Krause ◽  
Barbara A. Caspers
Keyword(s):  
Life History ◽  
Later Life ◽  
Exploratory Behaviour ◽  
Future Research ◽  
Developmental Stress ◽  
Long Term Effects ◽  
Sibling Pairs ◽  
Nutritional Conditions ◽  
The Impact

Early developmental conditions can have a strong influence on the life history. Fire salamanders represent an interesting system due to their biphasic life cycle consisting of an aquatic larval stage and a subsequent terrestrial stage. The environment experienced as larvae affects growth, age at metamorphosis and behaviour. In particular, diet restrictions can cause developmental stress. However, the impact of such developmental stress on the growth and behaviour in a long-lived amphibian are not yet well studied. We manipulated the early diet of sibling pairs of fire salamander larvae. One sibling was raised under food-restriction and the other was raised under conditions of abundant food. We report long-term effects on growth and exploratory behaviour; exploratory behaviour was tested in two sessions, first as young juveniles and later as sub-adults. We found that food-restricted conditions during early development affected exploratory behaviour. Early deficits in body mass and body size were compensated later in life, by approximately 18 months of age. When morphological differences were compensated, the initial differences in exploratory behaviour also disappeared. Thus, compensation not only led to an alignment of body parameters but was also accompanied by an adjustment in exploratory behaviour. No cost of compensation was detected, but future research will need to verify whether the potential costs of compensation are negligible in slow-growing salamanders or whether they are shifted to later life stages. Our study provides novel insights into the life history of fire salamanders and reveals that early larval conditions have effects on individuals long after metamorphosis.

scholarly journals Copulatory Urgency: An Evolutionary Perspective of Women’s Sexual Desire

2021 ◽  
Author(s):  
Courtney L. Crosby
Keyword(s):  
Individual Differences ◽  
Sexual Desire ◽  
Future Research ◽  
Psychological Perspective ◽  
Compulsive Sexual Behavior ◽  
Relationship Length ◽  
Evolutionary Mismatch ◽  
Context Dependent ◽  
The Impact ◽  
Meta Theory

Despite the extensive empirical exploration of sexual desire, only one field explains the proper biological function of this phenomenon—evolutionary psychology. This chapter reviews women’s copulatory urgency—individual differences in the experience or intensity of sexual desire—from an evolutionary psychological perspective. An evolutionary psychological perspective of the function of sexual desire can shed light on how deficits in this motivational force may emerge, which may be useful for clinicians when helping patients understand the etiology of sexual desire concerns. An evolutionary psychological perspective of sexual desire further reveals: (1) why men and women differ in their experiences of sexual desire, (2) how natural selection produces individual differences in sexual desire, and (3) how extremes in sexual desire may be associated with hypersexuality, paraphilias, or an evolutionary mismatch between the adaptive problems faced during our species’ past and the challenges we face today. I begin the chapter by presenting a brief history of research on sexual desire and highlighting the limitations of early models of sexual responding. Next, I discuss the difficulties of measuring sexual desire, and explain how evolutionary meta-theory can be fruitful when examining context-dependent individual differences in sexual desire. I then describe the impact of several important contextual factors (e.g., age, relationship length, parental effort, partner habituation) on variation in women’s sexual desire responses and highlight avenues for future research. The chapter ends by discussing the qualities of compulsive sexual behavior and proposing that extreme variations in sexual desire as we currently understand them may be the result of an evolutionary mismatch. In sum, I suggest that scientists distinguish between sexual desire and sexual arousal, consider evolutionary meta-theory when thinking about context-dependent variation in sexual desire, and be cognizant of potential confounds when examining women’s sexual desire responses.

scholarly journals Traumatic Events and Cognitive Function: Does Time When Traumatic Events Happen Matter?

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 428-428
Author(s):  
Gabriella Dong
Keyword(s):  
Cognitive Function ◽  
Old Age ◽  
Life Stage ◽  
Traumatic Events ◽  
Later Life ◽  
Future Research ◽  
Memory Processing ◽  
The Life Course ◽  
The Impact ◽  
The Relationship

Abstract People at different life stage may respond differently to traumatic events and result in different cognitive health. This study aims to examine the relationship between life stage at which one experiences traumatic events and cognitive function. The data were drawn from the 2017-2019 PINE study (N = 3,125). The time of life events happened was evaluated by childhood (&lt;20), adulthood (20-59), and old age (60 and above). Cognition was measured through global cognition, episodic memory, working memory, processing speed, and MMSE. Linear regression was used. Individuals with the latest exposure to traumatic events at adulthood or old age have higher cognitive function than those without traumatic events over the life course. Exposure to traumatic events in middle or later life stimulates cognition, while trauma exposure in earlier life stage does not. Future research to understand the impact of traumatic events on health could consider the time when traumatic events happen

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