The magnitude of neurocognitive impairment is overestimated in depression: the role of motivation, debilitating momentary influences, and the overreliance on mean differences

Background Meta-analyses agree that depression is characterized by neurocognitive dysfunctions relative to nonclinical controls. These deficits allegedly stem from impairments in functionally corresponding brain areas. Increasingly, studies suggest that some performance deficits are in part caused by negative task-taking attitudes such as poor motivation or the presence of distracting symptoms. A pilot study confirmed that these factors mediate neurocognitive deficits in depression. The validity of these results is however questionable given they were based solely on self-report measures. The present study addresses this caveat by having examiners assess influences during a neurocognitive examination, which were concurrently tested for their predictive value on performance. Methods Thirty-three patients with depression and 36 healthy controls were assessed on a battery of neurocognitive tests. The examiner completed the Impact on Performance Scale, a questionnaire evaluating mediating influences that may impact performance. Results On average, patients performed worse than controls at a large effect size. When the total score of the Impact on Performance Scale was accounted for by mediation analysis and analyses of covariance, group differences were reduced to a medium effect size. A total of 30% of patients showed impairments of at least one standard deviation below the mean. Conclusions This study confirms that neurocognitive impairment in depression is likely overestimated; future studies should consider fair test-taking conditions. We advise researchers to report percentages of patients showing performance deficits rather than relying solely on overall group differences. This prevents fostering the impression that the majority of patients exert deficits, when in fact deficits are only true for a subgroup.

Evaluation of multi-task learning in deep learning-based positioning classification of mandibular third molars

Pell and Gregory, and Winter’s classifications are frequently implemented to classify the mandibular third molars and are crucial for safe tooth extraction. This study aimed to evaluate the classification accuracy of convolutional neural network (CNN) deep learning models using cropped panoramic radiographs based on these classifications. We compared the diagnostic accuracy of single-task and multi-task learning after labeling 1330 images of mandibular third molars from digital radiographs taken at the Department of Oral and Maxillofacial Surgery at a general hospital (2014–2021). The mandibular third molar classifications were analyzed using a VGG 16 model of a CNN. We statistically evaluated performance metrics [accuracy, precision, recall, F1 score, and area under the curve (AUC)] for each prediction. We found that single-task learning was superior to multi-task learning (all p < 0.05) for all metrics, with large effect sizes and low p-values. Recall and F1 scores for position classification showed medium effect sizes in single and multi-task learning. To our knowledge, this is the first deep learning study to examine single-task and multi-task learning for the classification of mandibular third molars. Our results demonstrated the efficacy of implementing Pell and Gregory, and Winter’s classifications for specific respective tasks.

The Role of Triazole and Glucose Moieties in Alkali Metal Cation Complexation by Lower-Rim Tertiary-Amide Calix[4]arene Derivatives

The binding of alkali metal cations with two tertiary-amide lower-rim calix[4]arenes was studied in methanol, N,N-dimethylformamide, and acetonitrile in order to explore the role of triazole and glucose functionalities in the coordination reactions. The standard thermodynamic complexation parameters were determined microcalorimetrically and spectrophotometrically. On the basis of receptor dissolution enthalpies and the literature data, the enthalpies for transfer of reactants and products between the solvents were calculated. The solvent inclusion within a calixarene hydrophobic basket was explored by means of 1H NMR spectroscopy. Classical molecular dynamics of the calixarene ligands and their complexes were carried out as well. The affinity of receptors for cations in methanol and N,N-dimethylformamide was quite similar, irrespective of whether they contained glucose subunits or not. This indicated that sugar moieties did not participate or influence the cation binding. All studied reactions were enthalpically controlled. The peak affinity of receptors for sodium cation was noticed in all complexation media. The complex stabilities were the highest in acetonitrile, followed by methanol and N,N-dimethylformamide. The solubilities of receptors were greatly affected by the presence of sugar subunits. The medium effect on the affinities of calixarene derivatives towards cations was thoroughly discussed regarding the structural properties and solvation abilities of the investigated solvents.

Learning Processes in Interactive CALL Systems: Linking Automatic Feedback, System Logs, and Learning Outcomes

Interactive digital tools increasingly used for language learning can provide detailed system logs (e.g., number of attempts, responses submitted), and thereby a window into the user’s learning processes. To date, SLA researchers have made little use of such data to understand the relationships between learning conditions, processes, and outcomes. To fill this gap, we analyzed and interpreted detailed logs from an ICALL system used in a randomized controlled field study where 205 German learners of English in secondary school received either general or specific corrective feedback on grammar exercises. In addition to explicit pre-/post-test results, we derived 19 learning process variables from the system log. Exploratory factor analysis revealed three latent factors underlying these process variables: effort,accuracy focus, and time on task. Accuracy focus and finish time (a process variable that did not load well on any factors) significantly predicted pre-/post-test gain scores with a medium effect size. We then clustered learners based on their process patterns and found that the specific feedback group tended to demonstrate particular learning processes and that these patterns moderate the advantage of specific feedback. We discuss the implications of analyzing system logs for SLA, CALL, and education researchers and call for more collaboration.

A Group Intervention to Promote Resilience in Nursing Professionals: A Randomised Controlled Trial

In this study, a new group intervention program to foster resilience in nursing professionals was tested for efficacy. In total, 72 nurses were recruited and randomised to either an intervention condition or to a wait list control condition. The study had a pre-test, post-test, follow-up design. The eight-week program targeted six resilience factors: cognitive flexibility, coping, self-efficacy, self-esteem, self-care, and mindfulness. Compared to the control group, the intervention group reported a significant improvement in the primary outcome mental health (measured with the General Health Questionnaire) from pre-test (M = 20.79; SD = 9.85) to post-test (M = 15.81; SD = 7.13) with an estimated medium effect size (p = 0.03, η2 = 0.08) at post-test. Further significant improvements were found for resilience and other resilience related outcomes measures. The individual stressor load of the subjects was queried retrospectively in each measurement. Stress levels had a significant influence on mental health. The intervention effect was evident even though the stress level in both groups did not change significantly between the measurements. Follow-up data suggest that the effects were sustained for up to six months after intervention. The resilience intervention reduced mental burden in nurses and also positively affected several additional psychological outcomes.

The effectiveness of nudging: A meta-analysis of choice architecture interventions across behavioral domains

Over the past decade, choice architecture interventions or so-called nudges have received widespread attention from both researchers and policy makers. Built on insights from the behavioral sciences, this class of behavioral interventions focuses on the design of choice environments that facilitate personally and socially desirable decisions without restricting people in their freedom of choice. Drawing on more than 200 studies reporting over 450 effect sizes (n = 2,149,683), we present a comprehensive analysis of the effectiveness of choice architecture interventions across techniques, behavioral domains, and contextual study characteristics. Our results show that choice architecture interventions overall promote behavior change with a small to medium effect size of Cohen’s d = 0.45 (95% CI [0.39, 0.52]). In addition, we find that the effectiveness of choice architecture interventions varies significantly as a function of technique and domain. Across behavioral domains, interventions that target the organization and structure of choice alternatives (decision structure) consistently outperform interventions that focus on the description of alternatives (decision information) or the reinforcement of behavioral intentions (decision assistance). Food choices are particularly responsive to choice architecture interventions, with effect sizes up to 2.5 times larger than those in other behavioral domains. Overall, choice architecture interventions affect behavior relatively independently of contextual study characteristics such as the geographical location or the target population of the intervention. Our analysis further reveals a moderate publication bias toward positive results in the literature. We end with a discussion of the implications of our findings for theory and behaviorally informed policy making.

Levetiracetam as an Adjunctive Treatment for Mania: A Double-Blind, Randomized, Placebo-Controlled Trial

<b><i>Background:</i></b> Levetiracetam is an anticonvulsant with a low side effect profile and favorable properties for individuals with bipolar I disorder during their manic phase. Despite initial promising results until about 2008, it appears that this track of research has not been followed-up. To counter this, we tested the influence of adjuvant levetiracetam on acute mania, compared to placebo. More specifically, we performed a randomized, double-blind, placebo-controlled clinical trial among inpatients with bipolar disorder I during their acute phase of mania. <b><i>Methods:</i></b> A total of 72 inpatients (mean age: 33.98 years; 23.6% females) with diagnosed bipolar disorder I and during their acute manic phase were randomly assigned either to the adjuvant levetiracetam (250 mg to a maximum of 1,500 mg) or to the placebo condition. Standard medication was lithium at therapeutic dosages. At baseline, participants completed a series of self-rating questionnaires covering sociodemographic information and subjective sleep. Subjective sleep was re-assessed 24 days later at the end of the study. Experts rated participants’ acute state of mania with the Young Mania Rating Scale at baseline and at day 12 and day 24. Participants’ cognitive performance was assessed at baseline and at day 24 at the end of the study. <b><i>Results:</i></b> Over time, mania scores significantly decreased (large effect size), but more so in the levetiracetam condition, compared to the placebo condition (medium effect size). Likewise, over time, subjective sleep improved (large effect size), but more so in the levetiracetam condition, compared to the placebo condition (large effect size). Over time, cognitive performance improved (large effect size), irrespective of the study condition. <b><i>Conclusions:</i></b> Compared to placebo, adjuvant levetiracetam to lithium improved symptoms of mania, as rated by experts, and subjective sleep quality. Adjuvant levetiracetam had no further favorable (or detrimental) impact on cognitive performance.

Investigating K-12 Pre-Service Teacher TPACK in Instructional Technology Learning

This study investigated the change in pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) self-efficacy beliefs in a technology integration course in a teacher education program. It assessed knowledge components that predicted TPACK self-efficacy beliefs. Pre and post-surveys were administered using Schmidt et al. (2009) instrument at the beginning and end of the course. The study revealed statistically significant change in all dimensions of TPACK self-efficacy beliefs. Cohen’s effect size revealed medium effect size on TPACK self-efficacy beliefs during the pre-service teacher education technology integration course. PCK and TPK were the significant predictors of TPACK in both pre and post-survey report. Content Knowledge (CK) was a significant predictor of TPACK in the post-survey. The result implies that instructional technology courses should pay attention to the factors affecting TPACK during curriculum design and course delivery. In the current research context CK, PCK and TPK predicted TPACK. TK and PK can be mediated by TPK and PCK respectively.

Effectiveness of Virtual Laboratories in Science Education: A Meta-Analysis

The development of technologies had transformed the way we deliver our instruction to the students. Many researchers and teachers alike are advocating for the integration of technology into their instruction as it provides promising results. One key aspect as to which technology can be of great help is through virtual laboratory activities. This meta-analysis offered information on the effectiveness of using virtual laboratory activities to student achievement. Results of the meta-analysis revealed a medium effect size (g = 0.587) towards the use of virtual laboratories. The subject area and level of study were used as subgrouping to further explore the effectiveness of conducting virtual laboratories.

A Culturally Adapted Cognitive Behavioral Therapy Group: A Randomized Controlled Trial

Objective This study aimed to evaluate a culturally adapted cognitive behavior therapy (CBT) group for Chinese people with depression that aimed to alter participants’ negative beliefs of themselves, which were influenced by traditional Chinese cultural values. Method In this randomized controlled trial, 43 participants diagnosed with depression were randomly allocated to a 10-session culturally adapted CBT group or treatment as usual (TAU). A research assistant, who was blinded to the group allocation process, used the Chinese Beck Depression Inventory-II to assess participants’ depressive symptoms during the pre-treatment and post-treatment periods. Results The results of the mixed linear model for repeated measures showed that the CBT group had significantly greater improvement in depressive symptoms than treatment as usual, with a medium effect size. Conclusion This study supports the efficacy and effectiveness of the culturally adapted CBT group in facilitating clinically significant improvement in Chinese people with depression.