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Heliyon Jun 2024In today's digitally advanced society, there is a need to focus on collaborative educational approaches of a socio-community nature that incorporate technology. From...
In today's digitally advanced society, there is a need to focus on collaborative educational approaches of a socio-community nature that incorporate technology. From this perspective, the FEJYLEN and FEJYLENVAL programs were conceived and implemented for both remote (online) and face-to-face teaching. These programs are based on an E-Learning-Service methodology, enabling the training of university students in digital skills, and facilitating the transfer of their interactive educational video-animations to early childhood education centers. The study sample consisted of 221 students enrolled in Early Childhood Education and Speech Therapy Degrees. The study had two objectives: first, to compare digital competences before and after participating in the mentioned programs; and second, to evaluate the impact of the type of teaching and university training on the acquisition of digital competences. The findings indicate that students receiving face-to-face teaching demonstrated significant improvement across all digital competences' factors with a medium-high effect size. Conversely, for students receiving remote instruction, improvements were limited to only certain skill factors. Our study reveals that face-to-face teaching is associated with higher scores in digital competencies and more efficient digital content creation. In conclusion, this research highlights the advantages of face-to-face teaching in comparison to remote instruction. This has facilitated a closer connection between the university and the realities faced by educational centers, fostering the exchange of knowledge between learning communities.
PubMed: 38961932
DOI: 10.1016/j.heliyon.2024.e32589 -
Heliyon Jun 2024The evaluation of the university experience of students is an increasingly frequent field of analysis among the academic community, as they represent one of the most...
The evaluation of the university experience of students is an increasingly frequent field of analysis among the academic community, as they represent one of the most important groups in universities and it is essential to know their opinion and satisfaction with the different services and resources that the university institution makes available to them. In this sense, the two objectives of the study were the following: 1) To analyse the undergraduate university experience of the different groups of students (graduates, students, drop-outs). 2) To identify which aspects of the academic training received predict each of the student groups. To this end, a study was carried out specifically aimed at undergraduate education students at the University of Granada (Spain), distinguishing between graduates, students, and those who had dropped out of their studies. A total of 292 students participated (82 female and 210 male), of whom 123 were graduates, 98 were still students and 71 were drop-outs. After the application of three questionnaires, it was found that the three aforementioned groups of participants coincided in particularly valuing characteristic dimensions of the formal teaching-learning scenario in the university experience. In addition, the linear regression analysis carried out identified the personalised attention factor as having the highest predictive value as regards student type. Thus, the results of the study point to an assessment of academic training focused on the need on the part of all three groups of participants for teacher support and individualised guidance. The study may be useful in providing universities with new data to help improve the teaching performance of Education degree teaching staff concerning students; for example, by encouraging their participation in tutorial action programmes.
PubMed: 38961931
DOI: 10.1016/j.heliyon.2024.e32330 -
Heliyon Jun 2024Urban guide signs, a fundamental component of traffic sign systems, convey both directional and locational information. Previous studies mainly focused on the font or...
Urban guide signs, a fundamental component of traffic sign systems, convey both directional and locational information. Previous studies mainly focused on the font or volume of information, while little attention was paid to the layout of text-based Chinese guide signs, which is an unregulated area but crucial in practical applications and related to people's travel safety. This study investigates the impact of text layout and information volume on the spatial representation of road networks through two experimental studies, examining the effects of different designs on path determination and global road network knowledge. The results indicate that the text layout of urban road guide signs significantly influences the formation of spatial representation of the road network. Specifically, vertical guide signs displaying road names on both sides proved more effective than horizontal ones. While the volume of road name information does not markedly affect the formation of spatial representation, the arrangement of road names does influence the determination of information volume, with vertical layouts facilitating the presentation of more information. It is anticipated that these design recommendations for road signs can effectively mitigate the incidence of road traffic accidents.
PubMed: 38961924
DOI: 10.1016/j.heliyon.2024.e32401 -
Cognition & Emotion Jul 2024We replicated and extended the findings of Yao et al. [(2018). Differential emotional processing in concrete and abstract words. (7), 1064-1074] regarding the...
We replicated and extended the findings of Yao et al. [(2018). Differential emotional processing in concrete and abstract words. (7), 1064-1074] regarding the interaction of emotionality, concreteness, and imageability in word processing by measuring eye fixation times on target words during normal reading. A 3 (Emotion: negative, neutral, positive) × 2 (Concreteness: abstract, concrete) design was used with 22 items per condition, with each set of six target words matched across conditions in terms of word length and frequency. Abstract (e.g. , , ) and concrete (e.g. , , ) target words appeared (separately) within contextually neutral, plausible sentences. Sixty-three participants each read all 132 experimental sentences while their eye movements were recorded. Analyses using Gamma generalised linear mixed models revealed significant effects of both Emotion and Concreteness on all fixation measures, indicating faster processing for emotional and concrete words. Additionally, there was a significant Emotion × Concreteness interaction which, critically, was modulated by Imageability in early fixation time measures. Emotion effects were significantly larger in higher-imageability abstract words than in lower-imageability ones, but remained unaffected by imageability in concrete words. These findings support the multimodal induction hypothesis and highlight the intricate interplay of these factors in the immediate stages of word processing during fluent reading.
PubMed: 38961837
DOI: 10.1080/02699931.2024.2367062 -
Developmental Science Jul 2024There is substantial evidence that children's apparent omission of grammatical morphemes in utterances such as "She play tennis" and "Mummy eating" is in fact errors of...
There is substantial evidence that children's apparent omission of grammatical morphemes in utterances such as "She play tennis" and "Mummy eating" is in fact errors of commission in which contextually licensed unmarked forms encountered in the input are reproduced in a context-blind fashion. So how do children stop making such errors? In this study, we test the assumption that children's ability to recover from error is related to their developing sensitivity to longer-range dependencies. We use a pre-registered corpus analysis to explore the predictive value of different cues with regards to children's verb-marking errors and observe a developmental pattern consistent with this account. We look at context-independent cues (the identity of the specific verb being used) and at the relative value of context-dependent cues (the identity of the specific subject+verb sequence being used). We find that the only consistent effect across a group of 2- to 3-year-olds and a group of 3- to 4-year-olds is the relative frequency of unmarked forms of specific subject+verb sequences being used. The relative frequency of unmarked forms of the verb alone is predictive only in the younger age group. This is consistent with an account in which children recover from making errors by becoming progressively more sensitive to context, at first the immediately preceding lexical contexts (e.g., the subject that precedes the verb) and eventually more distant grammatical markers (e.g., the fronted auxiliary that precedes the subject in questions). RESEARCH HIGHLIGHTS: We provide a corpus analysis investigating input effects on young children's verb-marking errors (e.g., Mummy go) across development (between 2 and 4 years of age). We find evidence that these apparent errors of omission are in fact input-driven errors of commission that persist into the third year of life. We compare the relative effect on error rates of context-independent (e.g., verb) and context-dependent (e.g., subject+verb sequence) cues across developmental time. Our findings support the proposal that children recover from making verb-marking errors by becoming progressively more sensitive to preceding context.
PubMed: 38961809
DOI: 10.1111/desc.13543 -
Journal of Adolescence Jul 2024Subjective well-being, an important index for measuring mental health, is presently declining among junior high school students. Envy, one of their common emotions, is...
INTRODUCTION
Subjective well-being, an important index for measuring mental health, is presently declining among junior high school students. Envy, one of their common emotions, is inextricably linked to subjective well-being. Based on the Dual Envy Theory, our research explores the bidirectional relationship between benign-malicious envy and subjective well-being. The mediating role of self-esteem, as well as the related gender differences, is examined.
METHODS
Chinese middle school students (n = 1566, boys 50.3%, age = 13.96 ± 0.88 years old) were assessed at two time points over a 3-month interval. Structural equation modeling was used to examine the longitudinal relationships among the variables.
RESULTS
(1) Cross-lagged analysis showed a positive bidirectional relationship between benign envy and subjective well-being and a negative bidirectional relationship between malicious envy and subjective well-being in the total sample. However, the path from T1 subjective well-being to T2 malicious envy in boys was not significant. (2) Self-esteem mediated the relationship between both benign and malicious envy and subjective well-being among both boys and girls. A Wald chi-square test showed that T2 self-esteem was a stronger predictor of T2 benign envy in boys than in girls.
CONCLUSION
The results reveal a virtuous cycle of benign envy and subjective well-being, and a vicious cycle of malicious envy and subjective well-being, while emphasizing the role of self-esteem in this process. Gender differences were also noted. These findings have important implications for improving the subjective well-being of secondary school students and exploring the positive effects of envy.
PubMed: 38961794
DOI: 10.1002/jad.12368 -
Revue Medicale Suisse Jul 2024
Topics: Humans; Bipolar Disorder; Depressive Disorder, Major; Marijuana Abuse; Risk Factors
PubMed: 38961786
DOI: 10.53738/REVMED.2024.20.881.1321 -
Revue Medicale Suisse Jul 2024
Topics: Humans; Family; Pediatricians; Suicide
PubMed: 38961785
DOI: 10.53738/REVMED.2024.20.881.1320 -
Clinical Gerontologist Jul 2024The objective of this study was to engage national experts in geriatric psychiatry and oncology in qualitative interviews to develop consensus regarding how older adult...
OBJECTIVES
The objective of this study was to engage national experts in geriatric psychiatry and oncology in qualitative interviews to develop consensus regarding how older adult cancer survivors (OACS) experience depressive symptoms, and how best to assess OACs for depression.
METHODS
Expert clinicians in geriatric oncology disciplines were interviewed about approaches to assessing depression in OACs. Interviews were audio-recorded and transcribed, and conducted until thematic saturation was achieved. Thematic Content Analysis was utilized to identify key themes.
RESULTS
Experts ( = 8) were board certified geriatric psychiatrists and oncologists with specialization in geriatric medicine. Two conceptual domains were identified: Key indicators of depression in OACs (e.g. anhedonia; loss of meaning and purpose; loneliness and social withdrawal) and unique considerations for depression assessment in OACs (e.g. alternative phrasing to "depression," disentangling mood and cancer or treatment-related side effects).
CONCLUSIONS
The approaches identified tended to depart from traditional diagnostic criteria for depression.
CLINICAL IMPLICATIONS
Results provide additional insight into the limitations of existing depression measures for OACs. The themes and practices identified in the present study suggest that a revised measure of depression for OACs may be useful. Future research will continue to shed light on best practices for depression assessment in OACs.
PubMed: 38961750
DOI: 10.1080/07317115.2024.2375321 -
American Journal of Primatology Jul 2024Characterizing individual differences in cognition is crucial for understanding the evolution of cognition as well as to test the biological consequences of different...
Characterizing individual differences in cognition is crucial for understanding the evolution of cognition as well as to test the biological consequences of different cognitive traits. Here, we harnessed the strengths of a uniquely large, naturally-living primate population at the Cayo Santiago Biological Field Station to characterized individual differences in rhesus monkey performance across two social cognitive tasks. A total of n = 204 semi-free-ranging adult rhesus monkeys participated in a data collection procedure, where we aimed to test individuals on both tasks at two time-points that were one year apart. In the socioemotional responses task, we assessed monkeys' attention to conspecific photographs with neutral versus negative emotional expressions. We found that monkeys showed overall declines in interest in conspecific photographs with age, but relative increases in attention to threat stimuli specifically, and further that these responses exhibited long-term stability across repeated testing. In the gaze following task we assessed monkeys' propensity to co-orient with an experimenter. Here, we found no evidence for age-related change in responses, and responses showed only limited repeatability over time. Finally, we found some evidence for common individual variation for performance across the tasks: monkeys that showed greater interest in conspecific photographs were more likely to follow a human's gaze. These results show how studies of comparative cognitive development and aging can provide insights into the evolution of cognition, and identify core primate social cognitive traits that may be related across and within individuals.
PubMed: 38961748
DOI: 10.1002/ajp.23660