Abnormal ECG Findings in Athletes: Clinical Evaluation and Considerations.

PURPOSE OF REVIEW: Pre-participation cardiovascular evaluation with electrocardiography is normal practice for most sporting bodies. Awareness about sudden cardiac death in athletes and recognizing how screening can help identify vulnerable athletes have empowered different sporting disciplines to invest in the wellbeing of their athletes. RECENT FINDINGS: Discerning physiological electrical alterations due to athletic training from those representing cardiac pathology may be challenging. The mode of investigation of affected athletes is dependent on the electrical anomaly and the disease(s) in question. This review will highlight specific pathological ECG patterns that warrant assessment and surveillance, together with an in-depth review of the recommended algorithm for evaluation

Learning to collaborate: Can young children develop better communication strategies through collaboration with a more popular peer

Unpopular children are known to have poor communication skills and experience difficulty in collaborative situations. This study investigated whether pairing unpopular, 5 to 6 year-old, children with a more popular peer would promote more effective collaboration. The study also investigated differences in popular and unpopular children's verbal and non-verbal communication. Thirty-six girls and 36 boys were placed in one of 12 popular, 12 unpopular or 12 mixed pairs. There were no mixed gender pairs. Children were filmed playing a collaborative game. Collaboration in popular pairs was more successful and less disputational than in unpopular pairs. Boys in unpopular pairs broke the rules of the game more often, argued more and did not monitoring their partners' facial expressions effectively. With popular partners they argued less, were more likely to elaborate disagreements, looked at their partner for longer, smiled more and were more likely to offer him a small toy. Unpopular girls' interactions were not markedly disruptive but they clearly benefited from being paired with a child with good communication skills. Popular girls modified their behaviour to take into account an unpopular partner's need for support. These findings suggest that pairing popular and unpopular children may be a useful classroom organisation strategy

Children Base Their Investment on Calculated Pay-Off

To investigate the rise of economic abilities during development we studied children aged between 3 and 10 in an exchange situation requiring them to calculate their investment based on different offers. One experimenter gave back a reward twice the amount given by the children, and a second always gave back the same quantity regardless of the amount received. To maximize pay-offs children had to invest a maximal amount with the first, and a minimal amount with the second. About one third of the 5-year-olds and most 7- and 10-year-olds were able to adjust their investment according to the partner, while all 3-year-olds failed. Such performances should be related to the rise of cognitive and social skills after 4 years

Can Monkeys Make Investments Based on Maximized Pay-off?

Animals can maximize benefits but it is not known if they adjust their investment according to expected pay-offs. We investigated whether monkeys can use different investment strategies in an exchange task. We tested eight capuchin monkeys (Cebus apella) and thirteen macaques (Macaca fascicularis, Macaca tonkeana) in an experiment where they could adapt their investment to the food amounts proposed by two different experimenters. One, the doubling partner, returned a reward that was twice the amount given by the subject, whereas the other, the fixed partner, always returned a constant amount regardless of the amount given. To maximize pay-offs, subjects should invest a maximal amount with the first partner and a minimal amount with the second. When tested with the fixed partner only, one third of monkeys learned to remove a maximal amount of food for immediate consumption before investing a minimal one. With both partners, most subjects failed to maximize pay-offs by using different decision rules with each partner' quality. A single Tonkean macaque succeeded in investing a maximal amount to one experimenter and a minimal amount to the other. The fact that only one of over 21 subjects learned to maximize benefits in adapting investment according to experimenters' quality indicates that such a task is difficult for monkeys, albeit not impossible

Thematic and taxonomic relations in preschoolers: The development of flexibility in categorization choices

International audienceTwo experiments examined the development of flexibility of categorization in children aged from 3 to 5, using a picture-matching task. During a pre-test, spontaneous matches were observed. Children were next presented with a scene aimed at inducing an alternative match. Finally, they were given a post-test identical to the pre-test to assess whether they would maintain their initial choice. Both experiments showed that preschoolers were able to produce different types of categorization choices. In Experiment 1, children had to choose between a thematic and a taxonomic option. Five-year-olds; showed flexibility and changed their mode of response more often in the presence of the scenes (experimental group) than in their absence (control group). In contrast, 3-year-olds' responses seemed to reflect spontaneous variability since their switches were not related to contextual information. In Experiment 2, two more choice options were added. Three-year-olds' data replicated the findings of Experiment 1. However, a majority of 4-year-olds were consistent on the thematic mode of response and adapted their responses to the scenes only to a limited extent. Overall, the data suggest a developmental path from spontaneous variability to flexibility, via a predominance of one mode of response

Respective contributions of inhibition and knowledge levels in class inclusion development: a negative priming study

International audienceDempster (Dempster; 1995; Dempster & Corkill, 1999) proposed that developmental changes in performance on Piagetian tasks could be related to changes in inhibitory efficiency more than to logical development. In this study, the negative priming paradigm was adapted to the class inclusion task in order to investigate the role of inhibition and knowledge levels in the development of class inclusion. Participants were pre-tested on two inclusion tasks, the standard Piagetian task and Markman's modification task, and assigned to different knowledge levels: empirical, and logical necessity. Children were then tested on a priming version of the class inclusion task. Results showed a negative priming effect, indicating that the irrelevant `subclass comparison strategy' it-as actively inhibited during the processing of the class inclusion task. This effect was found to vary as a function of knowledge levels, indicating that the need for inhibition was reduced when children had attained logical necessity