This article explores the legacy of Paul Pintrich in regard to theory and research in conceptual change. Specifically, this article reviews his vision for a view of conceptual change-a vision that ...integrated motivation and affect within a broader view of cognition in the classroom (Pintrich, 1999; Pintrich & Sinatra, 2003). This article describes 2 models inspired by his 1993 article, Beyond Cold Conceptual Change (Pintrich, Marx, & Boyle, 1993): Dole and Sinatra's (1998) Cognitive Reconstruction of Knowledge Model and the Cognitive-Affective Model of Conceptual Change (Gregoire, 2003), as well as our own personal view of intentional conceptual change (Sinatra & Pintrich, 2003). This article argues that the field may be changed inexorably by Pintrich's vision. Finally, this article describes Paul's ideas for future research in conceptual change.
This study was designed to compare cadmium (Cd) and lead (Pb) bioaccumulation in three species of oniscidean isopods – Armadillidium granulatum Brandt, Armadillidium vulgare (Latreille) and Porcellio ...laevis Latreille which were exposed for three weeks to a contaminated diet, and to determine the morphological and ultrastructural changes in hepatopancreas. Metal accumulation, determined by Inductively Coupled Plasma Mass Spectrometry (ICP-MS), was linearly associated with the exposed concentration and was a function of the metal and the species tested. All three species accumulated lower levels of Pb than Cd. A. vulgare accumulated the largest concentration of Pb, especially at the higher doses, whereas P. laevis showed the greatest Cd accumulation, and the highest Cd concentration was lethal for all exposed species. The highest concentrations of Pb and Cd induced significant changes both in the general morphology of tubules and in the ultrastructural organization of epithelial cells in hepatopancreas. Some Pb/Cd induced alterations include: brush border disorganization; reduction of the basal labyrinth formed by the plasma membrane; condensation of some cytoplasm areas and of chromatin; rough endoplasmic reticulum and mitochondrial alterations; increase of secondary lysosomes and of type B granules in S cells. Some of the ultrastructural changes observed overlap with those induced by prolonged starvation, whereas others can be useful biomarkers of heavy metal toxicity. This study has confirmed that in terrestrial isopods, the accumulation of the different metals occurs in a species-specific manner; therefore ecological monitoring and assessment studies should consider each species individually. The research has confirmed that in the terrestrial isopods the accumulation of the different metals occurs in a species-specific way; therefore each species should first be evaluated in view of its employ in biomonitoring programs.
•Terrestrial isopods respond to Cd and Pb contamination in a species-specific way.•Cd and Pb cause dose-dependent morphology and ultrastructure hepatopancreas changes.•Bioaccumulation capacity was higher for Cd than for Pb in all three species studied.•Porcellio laevis is particularly sensitive to Cd exposure.•The microvillous border of hepatopancreas cells is the main target of heavy metals.
From TVs to Phones Sims, Valerie K.; Chin, Matthew G.; Sinatra, Anne M. ...
Proceedings of the Human Factors and Ergonomics Society Annual Meeting,
09/2011, Letnik:
55, Številka:
1
Journal Article
Recenzirano
The mental models that participants had about the common technological device of a computer were examined in 1999 and 2009. The participants were prompted with the question “What is like a computer?” ...in order to generate analogies that were used to access their mental models. Results indicated that more analogies were generated in 1999 rather than 2009. In addition there was a reduction in the amount of analogies generated by males. The top popular analogies produced in 1999 and 2009 were found to be different. These results suggest that the general knowledge base people have about computers has shifted in the past decade. Further, the individual differences that one has may impact their beliefs and knowledge about computers.
This research assessed how the performance and team skills of three-person teams working with an Intelligent Team Tutoring System (ITTS) on a virtual military surveillance task were affected by ...feedback privacy, participant role, task experience, prior team experience, and teammate familiarity. Previous work in Intelligent Tutoring Systems (ITSs) has focused on outcomes for task skill training for individual learners. As research extends into intelligent tutoring for teams, both task skills and team skills are necessary for good team performance. This work includes a brief review of previous research on ITTSs, feedback, teams, and teamwork, including the recounting of two categories of a framework of teamwork performance, Communication and Cognition, which are relevant to the present study. This research examines the effects of an intelligent agent, as well as features of the team, its members, and the task being undertaken, on team communication (measured by relevant key-presses) and team situation awareness (as measured by scores on a quiz). Thirty-seven teams of three participants, each at their own computer running a multiplayer surveillance simulation, were given just-in-time private (individually delivered) or public (team-delivered) performance feedback during four 5-min trials. In the fourth trial, two of the three participants switched roles. Feedback type, teamwork experience, and teammate familiarity had no statistically significant effect on communication or team situation awareness. However, higher levels of role experience and task experience showed significant and medium-sized effects on communication performance. Results, based on performance data and structured interview responses, also revealed areas of improvement in future feedback design and a potential benchmark for feedback frequency in an action-oriented serious game-based ITTS. Among the conclusions are six design objectives for future ITTSs, establishing a foundation for future research on designing effective ITTSs that train interpersonal skills to nascent teams.
Primary prevention studies have confirmed that high-density lipoprotein cholesterol (HDL-C) levels are strongly associated with reduced cardiovascular events. However, recent evidence suggests that ...HDL-C functionality may be impaired under certain conditions. In the present study, we hypothesize that HDL-C may lose their protective role in the secondary prevention of coronary artery disease (CAD).
A consecutive series of 1548 patients undergoing isolated first-time elective CABG at one institution between 2004 and 2009 was studied. According to the ATPIII criteria, pre-operative HDL-C values were used to identify patients with high (Group A) vs. low HDL-C (Group B). To eliminate biased estimates, a propensity score model was built and two cohorts of 1:1 optimally matched patients were obtained. Cumulative survival and major adverse cardiovascular events (MACE) were analysed by means of Kaplan-Meier method. Cox proportional-hazards regression models were used to identify independent predictors of MACE and death. Propensity matching identified two cohorts of 502 patients each. At a median follow-up time of 32 months, there were 44 out of 502 (8.8%) deaths in Group A and 36 out of 502 deaths in Group B (7.2%, HR 1.19; P = 0.42). MACE occurred in 165 out of 502 (32.9%) in Group A and 120 out of 502 (23.9%) in Group B (P = 0.04). Regression analysis showed that pre-operative HDL-C levels were not associated with reduced but rather increased MACE occurrence during follow-up (HR 1.43, P = 0.11).
Higher HDL-C levels are not associated with reduced risk of vascular events in CAD patients undergoing CABG. Our findings may support efforts to improve HDL-C functionality instead of increasing their levels.
To evaluate outcomes at 10 years after randomization for eyes undergoing cryotherapy vs eyes serving as controls, for patients enrolled in the Multicenter Trial of Cryotherapy for Retinopathy of ...Prematurity (CRYO-ROP).
The randomized cohort originally consisted of 291 preterm children with birth weights less than 1251 g who developed a defined threshold of ROP severity in one or both eyes. Patients with bilateral threshold ROP (n = 240) were randomly assigned to receive cryotherapy to one eye and no cryotherapy to the other eye. Those with ROP of less severity than threshold in the fellow eye ("asymmetric"; n = 51) were randomly assigned to cryotherapy or no cryotherapy in the eye with threshold ROP. Ten years later, a tester who was masked to treatment status of each eye measured distance and near visual acuity, with "unfavorable" outcome being 20/200 or worse. Patients also were evaluated by study-certified ophthalmologists who assessed ROP residua primarily in the posterior pole of the fundus, with unfavorable outcome being a posterior retinal fold or worse.
For the 247 children examined, both functional and structural primary outcomes showed fewer unfavorable outcomes in treated vs control eyes: 44.4% vs 62.1% (P<.001) for distance visual acuity and 27.2% vs 47.9% (P<.001) for fundus status. Near acuity results were similar to those for distance (42.5% vs 61.6%; P<.001). Total retinal detachments had continued to occur in control eyes, increasing from 38.6% at 5(1/2) years to 41.4% at 10 years, while treated eyes remained stable (at 22.0%). A previously disturbing subgroup trend that more control eyes than treated eyes had visual acuity of 20/40 or better (in the 5(1/2)-year report) was no longer present at 10 years; eyes that received cryotherapy were found at least as likely as control eyes to have 20/40 or better visual acuity.
At 10 years, eyes that had received cryotherapy were much less likely than control eyes to be blind. A previous trend for a higher proportion of sighted control eyes than sighted treated eyes to show acuity in the normal range was not confirmed. The results show long-term value from cryotherapy in preserving visual acuity in eyes with threshold ROP.
A versatile synthetic route based on magnetic Fe
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nanoparticle (MNP) prefunctionalization with a phosphonic acid monolayer has been used to covalently bind the gH625 peptide on the nanoparticle ...surface. gH625 is a membranotropic peptide capable of easily crossing the membranes of various cells including the typical human blood-brain barrier components. A similar synthetic route was used to prepare another class of MNPs having a functional coating based on PEG, rhodamine, and folic acid, a well-known target molecule, to compare the performance of the two cell-penetrating systems (i.e., gH625 and folic acid). Our results demonstrate that the uptake of gH625-decorated MNPs in immortalized human brain microvascular endothelial cells after 24 h is more evident compared to folic acid-functionalized MNPs as evidenced by confocal laser scanning microscopy. On the other hand, both functionalized systems proved capable of being internalized in a brain tumor cell line (i.e., glioblastoma A-172). These findings indicate that the functionalization of MNPs with gH625 improves their endothelial cell internalization, suggesting a viable strategy in designing functional nanostructures capable of first crossing the BBB and, then, of reaching specific tumor brain cells.
The relation between listening and reading is important for theory as well as practice. Once a word has been recognized, is the comprehension process for reading the same as for listening? This study ...tested the point of convergence of linguistic information from auditory and visual channels. Forty college students were asked to indicate whether two visual stimuli presented on a computer screen were the same or different; before each pair was presented, the student heard an auditory stimulus, which either matched or did not match the first visual stimulus. Four types of stimuli were chosen to reflect different levels of processing: sentences, syntactic but meaningless word strings, random word strings, and pronounceable nonwords. As measured by reaction times, the visual comparison was significantly faster when subjects first heard a matching auditory stimulus for sentences, syntactic nonsense strings, and random words, but not for nonwords. The results suggest that listening and reading processing converge at the word level, and that words processed aurally and visually share the same lexicon. /// French La compréhension des relations entre l'écoute et la lecture présente un intérêt aussi bien théorique que pratique. Est-ce que les processus d'écoute et de lecture de mots sont les mêmes? La présente recherche a tenté de vérifier si le traitement de l'information est le même selon que l'information est perçue uniquement par le canal visuel ou à la fois par le canal visuel et auditif. Quarante étudiants de collège ont participé à l'expérience qui consistait à juger si des stimuli présentés par paires sur écran cathodique étaient pareils ou différents. Quatre types de stimuli qui différaient en fonction du niveau de traitement étaient présentés: des phrases, des suites de mots grammaticales mais sans signification, des suites de mots aléatoires, et des mots sans signification. Avant chaque présentation sur l'écran, les étudiants entendaient un stimulus auditif qui pouvait ou non correspondre au premier stimulus visuel. Le temps de réaction constituait la variable dépendante. Un effet facilitateur de la présentation antérieure du stimulus auditif a été observé pour la lecture de phrase, la suite de mots sans signification, et les suites aléatoires de mots mais pas pour les mots sans signification. Les résultats semblent indiquer qu'il y a convergence entre les processus de traitement auditifs et visuels au niveau du mot et que les deux types de processus activent le même lexique mental. Ces résultats montrent qu'une fois les processus de décodage maitrisés, les processus de compréhension en lecture et de compréhension orale de mots sont les mêmes. /// Spanish La relación entre escuchar y leer es importante tanto para la teoría como para la práctica. Una vez que una palabra ha sido reconocida, ¿resulta entonces que el proceso de comprensión es el mismo que el de escuchar? Este estudio examinó el punto de convergencia de la información lingüística proveniente de los canales auditivo y visual. Se les pidió a 40 estudiantes universitarios que indicaran si dos estímulos visuales presentados en una pantalla de computadora eran iguales o diferentes. Se escogieron cuatro tipos de pares de estímulos para reflejar diferentes niveles de procesamiento: oraciones, cadenas de palabras sintácticamente correctas pero sin sentido, cadenas de palabras escogidas al azar, y palabras inexistentes. Antes de que cada par fuera presentado, el estudiante escuchó un estímulo auditivo que se pudiera aparear o no con el primer estímulo visual. Como se comprobó al tomar el tiempo de reacción, la comparación visual se facilitó significativamente al escuchar primero un estímulo auditivo apareado a las oraciones en las cadenas de palabras sintácticas sin sentido y en las palabras al azar, pero no en las palabras inexistentes. Los resultados sugieren que el procesamiento de lectura y la audición convergen al nivel de palabra, y que las palabras procesadas de forma auditiva y visual comparten el mismo lexicón. Este hallazgo sugiere que, al menos en el niño pequeño, una vez que la decodificación ha sido dominada. los procesos de comprensión de la lectura y comprensión auditiva son los mismos. /// German Die beziehung zwischen Hören und Lesen ist für die Theorie und die Praxis wichtig. Ist der Verständnisprozeß für das Lesen und Hören identisch, wenn ein Wort einmal erkannt worden ist? Die vorliegende Studie überprüft den Konvergenzpunkt der linguistischen Information der akustischen und visuellen Kanäle. Vierzig Studenten wurden aufgefordert anzugeben, ob zwei visuelle auf einem Computerbildschirm dargestellte Stimuli identisch waren oder nicht. Vier Stimuluspaare wurden ausgewählt, um unterschiedliche Verarbeitungsstufen darzustellen: Sätze, syntaktisch richtige aber unbedeutende Wortketten, willkürliche Wortketten und Nicht-Wörter. Bevor jedes Paar dargestellt wurde, hörten die Studenten einen akustischen Stimulus, der entweder mit dem ersten visuellen Stimulus identisch war oder nicht. Das Messen der Reaktionszeit ergab, daß der visuelle Vergleich wesentlich erleichtert wurde, wenn die Testpersonen den passenden akustischen Stimulus für Sätze, syntaktisch richtige aber unbedeutende Wortketten und willkürliche Wortketten, aber nicht für Nicht-Wörter, vorher hörten. Die Resultate deuten an, daß die Verarbeitung des Hörens und Lesens auf der Wortebene zusammenläuft, und daß Wörter, die akustisch und visuell verarbeitet werden, dasselbe Lexikon benutzen. Dieses Ergebnis läßt vermuten, daß -- zumindest beim Kleinkind -- die Prozesse des Lese- und Hörverständnisses identisch sind, wenn das Dekodieren einmal verwirklicht worden ist.
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