scholarly journals Memory enhancements from active control of learning emerge across development

2018 ◽  
Author(s):  
Azzurra Ruggeri ◽  
Douglas Benjamin Markant ◽  
Todd Matthew Gureckis ◽  
Maria Bretzke ◽  
Fei Xu
Keyword(s):  
Early Childhood ◽  
Active Learning ◽  
Recognition Memory ◽  
Active Control ◽  
The Other ◽  
Active Condition ◽  
Enhanced Learning ◽  
Control Study ◽  
Memory Game ◽  
Condition Recognition

This paper investigates whether active control of study leads to enhanced learning in 5- to 10-year-olds. Children played a simple memory game. In Experiments 1 and 2, the goal was to remember as many as possible from 64 objects. In Experiment 3, the goal was to learn the French names for the same objects. For half of the materials presented, participants could decide the order and pacing of study (Active condition). For the other half, they passively observed the study decisions of a previous participant (Yoked condition). Recognition memory was more accurate for objects studied in the active as compared to the yoked condition. However, the active learning advantage was relatively small among 5-year-olds and increased with age, becoming comparable to adults' by age 8. Our results suggest that the ability to effectively control study emerges and develops during early childhood and leads to memory benefits over a week delay.

Memory enhancements from active control of learning in children with autism spectrum disorder

Autism ◽  
2020 ◽  
Vol 24 (8) ◽  
pp. 1995-2007
Author(s):  
Valentina Fantasia ◽  
Douglas B. Markant ◽  
Giovanni Valeri ◽  
Nicholas Perri ◽  
Azzurra Ruggeri
Keyword(s):  
Autism Spectrum Disorder ◽  
Active Learning ◽  
Active Control ◽  
Learning Experience ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Inclusive Learning ◽  
Active Condition

Previous research with typically developing children and adults shows that active control of the learning experience leads to enhanced episodic memory, as compared with conditions lacking this control. The present study investigates whether similar advantages can be found in children with autism spectrum disorder. In this study, 6–12-year-old autistic children ( N = 29) participated in a simple memory game on a touchscreen tablet, in which they were asked to remember 64 objects presented in four blocks of 16. In two of the blocks, children could decide the order and pacing of study (active condition), whereas in the other two blocks, they passively observed the active study decisions of a previous participant (yoked condition). We found that recognition memory was more accurate for objects studied in the active compared with the yoked condition, even after a week-long delay. The magnitude of the effect was comparable with that obtained in previous studies with typically developing children and adults, suggesting a robustness for the benefits of active learning that goes beyond what previously hypothesized, extending to special populations. We discuss how these findings may help develop pedagogical interventions that leverage the active learning approach to promote inclusive learning. Lay abstract Research with adults and typically developing children has shown that being able to actively control their learning experience, that is, to decide what to learn, when, and at what pace, can boost learning in a variety of contexts. In particular, previous research has shown a robust advantage of active control for episodic memory as compared with conditions lacking this control. In this article, we explore the potential of active control to improve learning of 6- to 12-year-old children diagnosed with autism spectrum disorder. We presented them with a simple memory game on a touchscreen tablet, in which children were asked to recall as many of the presented objects as possible. For half of the objects, children could decide the order and pacing of study (active condition); for the other half, they passively observed the study decisions of a previous participant (yoked condition). We found that recognition memory was more accurate when children could actively control the order, pace, and frequency of the study experience, even after a week-long delay. We discuss how teachers and educators might promote active learning approaches in educational and pedagogical applications to support inclusive learning.

EFFECTS OF PEDAGOGICAL APPROACHES and PRACTICES FOR SUSTAINABLE DEVELOPMENT IN EARLY CHILDHOOD EDUCATION: A RESEARCH REVIEW

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Pushpita Rajawat
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Relative Effectiveness ◽  
National Level ◽  
The Other ◽  
Pedagogical Practices ◽  
Research Review ◽  
Childhood Education ◽  
Pedagogical Approaches

The relative effectiveness of different pedagogical approaches and pedagogies in early childhood has raised substantial debate. While the other are associated with the acquisition of basic skills and knowledge and some of them are associated with socio-emotional development and problem-solving abilities. In general, research revealed both positive and negative effects of pedagogical approaches, without favouring specific pedagogical approaches over mainstream ones. However, it is important to note that research evidence and studies considering the same approaches in the same context are very limited. On the other hand, specific pedagogical practices are found to enhance child development, including high-quality interactions involving sustained-shared thinking methods, play-based learning, scaffolding, as well as a combination of staff- and child initiated activities. Research impacts pedagogy and pedagogical practices in the sense that research findings can inform policy makers and practitioners on best practices and what works best in enhancing staff performance, process quality and child development. Research on pedagogy and practices is usually not conducted at the national level, but focuses on particular programmes. So, research review has been used as a guide or manual to provide pedagogical guidance for Early Childhood Education (ECE) staff not only in India but also worldwide. The main focus of the study is that how of the best pedagogical practices and approaches across the country can be useful and implemented in early childhood education

scholarly journals Recognition memory for infant faces: An analog of the other-race effect

1986 ◽  
Vol 24 (4) ◽  
pp. 257-260 ◽  
Author(s):  
June E. Chance ◽  
Alvin G. Goldstein ◽  
Blake Andersen
Keyword(s):  
Recognition Memory ◽  
The Other ◽  
Race Effect ◽  
Infant Faces

scholarly journals Risk factors associated with early childhood caries – a case control study

2016 ◽  
Vol 31 (2) ◽  
pp. 83
Author(s):  
Marina De Deus Moura Lima ◽  
Zacarias Soares Brito-Neto ◽  
Heylane Oliveira Amaral ◽  
Cacilda Castelo Branco Lima ◽  
Marcoeli Silva de Moura ◽  
...  
Keyword(s):  
Risk Factors ◽  
Early Childhood ◽  
Early Childhood Caries ◽  
Case Control Study ◽  
Case Control ◽  
Control Group ◽  
Factors Associated ◽  
History Of ◽  
Control Study ◽  
Childhood Caries

Objective: The aim of this study was to determine the risk factors associated with early childhood caries (ECC).Methods: It was an observational retrospective case-control study. The case group consisted of all patients diagnosed with ECC in the records of an active program of maternal and child care. The control group was composed of an equal number of children, matched for gender and age, who attended the program and did not have ECC. The process of data collection consisted of completing a pre-established schedule to analyse variables related to the mother/caregiver and child.Statisticalanalysis was performed using the chi-squared and odds ratio (OR), with alpha (α) = 0.05.Results: History of caries in the mother (OR=2.61; CI 95%=1.45-4.67) and father (OR=1.72; CI 95%=1.02-2.89) were key determinants in the child being diagnosed with ECC.Conclusions: The risk factors associated with ECC were the following: no oral hygiene acceptance, nocturnal feeding duration of more than 16 months, a daily intake of sugar greater than 4 times a day, a Baume type II maxillary arch, fewer than 3 consultations with the program, and a history of decay in the parents.

scholarly journals The Theory of the Large Scale Structure of the Universe

1978 ◽  
Vol 79 ◽  
pp. 409-421 ◽  
Author(s):  
Ya B. Zeldovich
Keyword(s):  
Early Childhood ◽  
Sigmund Freud ◽  
Large Scale ◽  
Large Scale Structure ◽  
Scale Structure ◽  
The Other ◽  
Childhood Experiences ◽  
Other Hand ◽  
The Universe ◽  
Single Statement

The God-father of psychoanalysis Professor Sigmund Freud taught us that the behaviour of adults depends on their early childhood experiences. in the same spirit, the problem of cosmological analysis is to derive the observed present day situation and structure of the Universe from certain plausible assumptions about its early behaviour. Perhaps the most important single statement about the large scale structure is that there is no structure at all on the largest scale − 1000 Mpc and more. On this scale the Universe is rather uniform, structureless and isotropically expanding - just according to the simplified pictures of Einstein-Friedmann……. Humason, Hubble…. Robertson, Walker. On the other hand there is a lot of structure on the scale of 100 or 50 Mpc and less. There are clusters and superclusters of galaxies.

Semantic Congruency Improves Recognition Memory Performance for Both Audiovisual and Visual Stimuli

2017 ◽  
Vol 30 (7-8) ◽  
pp. 763-781 ◽  
Author(s):  
Jenni Heikkilä ◽  
Kimmo Alho ◽  
Kaisa Tiippana
Keyword(s):  
Recognition Memory ◽  
Congruency Effect ◽  
Memory Performance ◽  
Visual Stimuli ◽  
The Other ◽  
Memory Encoding ◽  
Semantic Congruency ◽  
Recognition Memory Performance ◽  
Visual Encoding ◽  
Per Se

Audiovisual semantic congruency during memory encoding has been shown to facilitate later recognition memory performance. However, it is still unclear whether this improvement is due to multisensory semantic congruency or just semantic congruencyper se. We investigated whether dual visual encoding facilitates recognition memory in the same way as audiovisual encoding. The participants memorized auditory or visual stimuli paired with a semantically congruent, incongruent or non-semantic stimulus in the same modality or in the other modality during encoding. Subsequent recognition memory performance was better when the stimulus was initially paired with a semantically congruent stimulus than when it was paired with a non-semantic stimulus. This congruency effect was observed with both audiovisual and dual visual stimuli. The present results indicate that not only multisensory but also unisensory semantically congruent stimuli can improve memory performance. Thus, the semantic congruency effect is not solely a multisensory phenomenon, as has been suggested previously.

scholarly journals Logros de niños y niñas de educación inicial mediante el juego con bloques de Lego (Achievements of Early Childhood Education children through play with Lego blocks)

Retos ◽  
2020 ◽  
pp. 241-249
Author(s):  
Alix María Casadiego ◽  
Karina Avendaño Casadiego ◽  
Leidy Carolina Cuervo ◽  
Gabriel Avendaño Casadiego ◽  
Alvaro Avendaño Rodríguez
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Temporal Relationship ◽  
Free Play ◽  
The Other ◽  
Pedagogical Practices ◽  
Childhood Education ◽  
Didactic Engineering ◽  
Two Phases ◽  
Observation Code

 El juego, además de ser una de las experiencias que más disfrutan niños y niñas durante su etapa en educación inicial, les permite aprender y desarrollarse en forma integral. De acuerdo con ello, el presente estudio tiene como objetivo indagar en cuáles logros en relaciones espaciales, temporales y socioafectivas son más exitosos los niños y las niñas de educación inicial e identificar su evolución durante 10 semanas de observación. La metodología tuvo dos fases: inicialmente, mediante la ingeniería didáctica, se construyó un código de observación y una vez construido se realizaron las observaciones durante 10 semanas de trabajo. Las actividades fueron realizadas, durante las horas de juego libre, en las escuelas donde la Facultad de Educación de la Universidad Surcolombiana realiza sus prácticas pedagógicas. Los resultados mostraron que es en la actividad socio afectiva donde se obtienen mayores logros desde el comienzo de la experiencia; por otro lado, el principal logro se obtiene en la característica relación temporal, relacionada con la capacidad para anticiparse a los acontecimientos o predecir resultados, específicamente en la capacidad de organizar un plan para llevar a cabo una idea, que se logra en un 87%. Abstract. Playing, in addition to being one of the experiences that children enjoy the most during their stage of early childhood education, allows them to learn and develop in an integral way. In accordance with this, the present study aims to investigate which achievements in spatial, temporal and socio-affective relationships are more successful in early childhood education children and to identify their evolution during 10 weeks of observation. The methodology had two phases: initially, through didactic engineering, an observation code was constructed and once it was ready, observations were made during 10 weeks of work. The activities were carried out, during free play hours, in the schools where the Education Faculty of the Surcolombiana University carries out its pedagogical practices. The results showed that it is in the socio-affective activity where the greatest achievements are obtained from the beginning of the experience; on the other hand, the main achievement is obtained in the characteristic temporal relationship, related to the ability to anticipate events or predict results, specifically in the ability to organize a plan to carry out an idea, is achieved 87%.

scholarly journals Control Study between CT Signs and Pathological Subtypes and Differentiation Degree in Lung Adenocarcinoma

2019 ◽  
Author(s):  
Lizhen Duan ◽  
Wenli Shan ◽  
Genji Bo ◽  
Guangming Lu ◽  
Lili Guo
Keyword(s):  
Lung Adenocarcinoma ◽  
Statistical Difference ◽  
The Other ◽  
Differentiation Degree ◽  
Treatment Plans ◽  
Poorly Differentiated ◽  
Tumor Types ◽  
The Relationship ◽  
Control Study ◽  
Pathological Subtypes

Abstract Background: To study the relationship between CT signs and pathological subtypes and differentiation degree in lung adenocarcinoma.Methods: We retrospectively reviewed 394 cases’ CT images of lung adenocarcinoma and compared the diversity of images among PIL, MIA and IAC, as well as differentiation degrees of IAC by Kruskal-Wall test and X2 test.Results: There was no statistical difference of CT sign between PIL and MIA (P＞0.05). There are statistical differences among size and density of PIL, MIA and IAC (P＜0.01); the incidences of pleura traction sign, spicule sign, lobulation sign, tumor vascular sign, bronchial cut-off sign, air bronchogram sign and cavity sign in IAC were higher than the other two groups (P＜0.05); there was no statistical difference of vacuole sign among PIL, MIA and IAC (P＞0.05). There are statistical differences among size and density of three differentiated subgroups (P＜0.01); the incidences of pleura traction sign, spicule sign, tumor vascular sign, bronchial cut-off sign and cavity sign in poorly differentiated subgroup were highest (P＜0.01); the incidence of air bronchogram sign in highly differentiated subgroup was higher than moderately and poorly differentiated subgroup while incidence of lobulation sign was the lowest in three subgroups above (P＜0.05) ; there was no statistical difference of vacuole sign among three differentiated subgroups (P＞0.05).Conclusions: CT signs of lung adenocarcinoma are closely related to pathological subtypes and differentiation degrees，which would have great value to help predict tumor types and make treatment plans in clinical.

scholarly journals Effect of alpha amylase on early childhood caries: a matched case-control study

2013 ◽  
Vol 16 (1) ◽  
Author(s):  
Farzad Mojarad ◽  
Samira Fazlollahifar ◽  
Jalal Poorolajal ◽  
Mehrdad Hajilooi
Keyword(s):  
Early Childhood ◽  
Early Childhood Caries ◽  
Case Control Study ◽  
Case Control ◽  
Alpha Amylase ◽  
Matched Case ◽  
Matched Case Control Study ◽  
Control Study ◽  
Childhood Caries
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