Around the table: Are multiple-touch surfaces better than single-touch for children's collaborative interactions?

This paper presents a classroom study that investigated the potential of using touch tabletop technology to support children's collaborative learning interactions. Children aged 7-10 worked in groups of three on a collaborative planning task in which they designed a seating plan for their classroom. In the single-touch condition, the tabletop surface allowed only one child to interact with the digital content at a time. In the multiple-touch condition, the children could interact with the digital content simultaneously. Results showed that touch condition did not affect the frequency or equity of interactions, but did influence the nature of children's discussion. In the multiple-touch condition, children talked more about the task; in the single-touch condition, they talked more about turn taking. We also report age and gender differences

Affective issues in learning technologies: emotional responses to technology and technology's role in supporting socio-emotional skills

This paper focuses on some of the author's research studies over the past thirty years and places these in a wider context to reflect on research into affective issues in learning technologies over this period, and to consider whether and how the issues uncovered by research have changed as technologies have developed over time. Three issues are given particular attention: firstly the reasons for learners' use or lack of use of technologies for their learning; secondly adult learners' attitudes towards using technology for learning and thirdly how technology might support socio-emotional development and expression in children. The discussion of these issues is framed by two of the author's research projects. For the first two issues this is an early study of students' perceptions and attitudes towards using computers for tutorial learning in 1980. The factors that influenced the students' use of the computer tutorials are discussed (including access, assessment and anxiety about using computers) and also the extent to which some of these factors persist for many learners using (or not using) technologies today. The discussion of the third issue draws on a series of studies conducted in the 1990s to investigate whether educational technology could support children and young people's emotional expression and communication and development of socio-emotional skills. Finally the paper considers how these kinds of issues have been taken forward and how they are represented in contemporary research and suggests that trust is an important factor in using learning technologies

Affective issues in learning technologies: emotional responses to technology and technology's role in supporting socio-emotional skills

This paper focuses on some of the author's research studies over the past thirty years and places these in a wider context to reflect on research into affective issues in learning technologies over this period, and to consider whether and how the issues uncovered by research have changed as technologies have developed over time. Three issues are given particular attention: firstly the reasons for learners' use or lack of use of technologies for their learning; secondly adult learners' attitudes towards using technology for learning and thirdly how technology might support socio-emotional development and expression in children. The discussion of these issues is framed by two of the author's research projects. For the first two issues this is an early study of students' perceptions and attitudes towards using computers for tutorial learning in 1980. The factors that influenced the students' use of the computer tutorials are discussed (including access, assessment and anxiety about using computers) and also the extent to which some of these factors persist for many learners using (or not using) technologies today. The discussion of the third issue draws on a series of studies conducted in the 1990s to investigate whether educational technology could support children and young people's emotional expression and communication and development of socio-emotional skills. Finally the paper considers how these kinds of issues have been taken forward and how they are represented in contemporary research and suggests that trust is an important factor in using learning technologies

The Effects of Conversational Goals on Parent-Child Memory Sharing and Children's Recollections of a Stressful Event

This research examined how an emotion regulation goal, compared to a goal of remembering per se, affects the way parents guide conversations with their children about a negative event, and how these conversations impact children's independent memories for that event. Thirty-three 4- to 7-year-old children watched a short, mildly stressful video and then discussed it with a parent in one of two conditions: in the Fact-Focused (FF) condition (n =17), parents were asked to find out what happened, whereas in the Emotion-Focused (EE) condition (n =16) parents were instructed to help children regulate their feelings about the video. Shortly afterward, children were interviewed about their memories. We coded the content of parent-child conversations for references to several categories (e.g., emotions, facts, associative talk), and also assessed the accuracy and completeness of children's independent recall. Parents and children in the EF group made more references to emotions during the conversations than those in the FF group, but the two groups did not differ in other content categories. There were no group differences in children's memory performance, but parent emotion talk interacted with group in predicting child memory: in the FF group, parents' emotion talk was linked to poorer child memory across multiple indicators, but in the EF group it was unrelated or positively related to children's memory performance. Interestingly, parents who made more references to video facts had children who recalled less, but children's own fact talk predicted better memories. Also, children's emotional reactions and parent-child non-verbal interaction during the conversations predicted several parent conversation measures. These findings suggest that parents and children reciprocally influence each other in memory sharing. Discussion will address implications for understanding the transactional, dynamic nature of parent-child conversations and their influence on children's memories for negative events

Focal Spot, Spring/Summer 1980

https://digitalcommons.wustl.edu/focal_spot_archives/1026/thumbnail.jp

A survival Kit for pancreatic beta cells: stem cell factor and c-Kit receptor tyrosine kinase

The interactions between c-Kit and its ligand, stem cell factor (SCF), play an important role in haematopoiesis, pigmentation and gametogenesis. c-Kit is also found in the pancreas, and recent studies have revealed that c-Kit marks a subpopulation of highly proliferative pancreatic endocrine cells that may harbour islet precursors. c-Kit governs and maintains pancreatic endocrine cell maturation and function via multiple signalling pathways. In this review we address the importance of c-Kit signalling within the pancreas, including its profound role in islet morphogenesis, islet vascularisation, and beta cell survival and function. We also discuss the impact of c-Kit signalling in pancreatic disease and the use of c-Kit as a potential target for the development of cell-based and novel drug therapies in the treatment of diabetes

Hallucinogens: mechanisms and medical complications

Thesis (M.A.)--Boston UniversityHallucinogens are drugs that alter consciousness by distorting primarily auditory and visual perception but they can affect any sensory system. Hallucinogens also affect judgment, orientation, memory, or emotion. Despite the profound alteration in perception, adverse effects are minimal and hallucinogens are not addictive. Hallucinogen use has its roots in shamanic practices of indigenous cultures and is even incorporated in today’s religions like the Native American Church. By putting a person in an altered state of consciousness, many religions believed that the user was able to see beyond the boundaries of reality and reach out to mythical beings. Hallucinogen use in scientific research was not popular until the 1950’s when Albert Hoffman discovered lysergic acid diethylamide (LSD). The discovery of drug encouraged further research into understanding its mechanisms and its relationship with mental diseases like schizophrenia. Unfortunately, the Comprehensive Drug Abuse Prevention and Control Act of 1970 significantly limited hallucinogenic research and human research for the last 42 years. However, animal research in the last 20 years has determined the importance of serotonergic mechanisms and more specifically the 5-HT2A receptors in mediating LSD’s hallucinogenic effects. Researchers continue to identify mechanisms of LSD action. In addition to serotonergic actions, LSD is active with dopaminergic and metabotropic glutamate receptors. PET scans and fMRI’s have also revealed the importance of the prefrontal cortical region and its interaction with other areas during a hallucinogenic state. The relationship between LSD and acute psychosis is also being explored via animal models. Although human clinical research is limited, recent research sees a much deeper relationship by linking LSD brain activity and neurotransmitter levels to psychotic behaviors. This further understanding of hallucinogens on a physiological and psychological level has led to possible psychotherapeutic areas of research in anxiety and substance abuse. This thesis describes a brief history of hallucinogenic research, the pharmacology and neuroanatomy of serotonergic hallucinogens, the acute and chronic adverse effects of serotonergic hallucinogens, the possible treatments for complications of hallucinogens, the epidemiology, the relationship between hallucinogens and schizophrenia, and possible therapeutic uses of serotonergic hallucinogens. With its minimal adverse effects in humans and its powerful influence on the human psyche, serotonergic hallucinogens are invaluable tools for understanding the human mind

Broad and direct interaction between TLR and Siglec families of pattern recognition receptors and its regulation by Neu1.

Both pathogen- and tissue damage-associated molecular patterns induce inflammation through toll-like receptors (TLRs), while sialic acid-binding immunoglobulin superfamily lectin receptors (Siglecs) provide negative regulation. Here we report extensive and direct interactions between these pattern recognition receptors. The promiscuous TLR binders were human SIGLEC-5/9 and mouse Siglec-3/E/F. Mouse Siglec-G did not show appreciable binding to any TLRs tested. Correspondingly, Siglece deletion enhanced dendritic cell responses to all microbial TLR ligands tested, while Siglecg deletion did not affect the responses to these ligands. TLR4 activation triggers Neu1 translocation to cell surface to disrupt TLR4:Siglec-E interaction. Conversely, sialidase inhibitor Neu5Gc2en prevented TLR4 ligand-induced disruption of TLR4:Siglec E/F interactions. Absence of Neu1 in hematopoietic cells or systematic treatment with sialidase inhibitor Neu5Gc2en protected mice against endotoxemia. Our data raised an intriguing possibility of a broad repression of TLR function by Siglecs and a sialidase-mediated de-repression that allows positive feedback of TLR activation during infection

Promoting Dual Language Learners’ Social and Emotional Development Through Creative Drama: A Case Study

The demographic landscape in the U.S. is changing rapidly, and early childhood programs are experiencing an increase in the enrollment of Dual Language Learners (DLLs). The current study focused on the social and emotional aspects of DLL students and employed a case study design to explore the impact of creative drama on young DLLs’ social and emotional development. Six DLL students enrolled in a Head Start center participated in the 9-week creative drama intervention. Results from the paired t-tests showed that participants’ social and emotional skills improved significantly after the intervention. Qualitative data further revealed that participants demonstrated improvements in social interactions, including increased confidence, improved cooperation skills, and better emotion management. Overall, findings from the current study suggest that creative drama is a promising strategy to use with preschool DLLs to increase their social and emotional competence