Brooding Deficits in Memory: Focusing Attention Improves Subsequent Recall

Ruminative habits of thought about one’s problems and the resulting consequences are correlated with symptoms of depression and cognitive biases (Nolen-Hoeksema, Wisco, & Lyubomirsky, 2008). In our orienting task, brooders and nonbrooders concentrated on self-focusing phrases while they were also exposed to neutral target words. On each trial in the unfocused condition, participants saw and then reported the target before concentrating on the phrase; in the focused condition, the target was reported after phrase concentration. A brooding-related deficit on a subsequent unexpected test of free and forced recall was obtained in the unfocused condition only. Brooders recalled more successfully in the focused than in the unfocused condition. Thus, impaired recall of material unrelated to self-concerns may be corrected in situations that constrain attention

The potential use of cuticular hydrocarbons and multivariate analysis to age empty puparial cases of Calliphora vicina and Lucilia sericata

Creative Commons Attribution 4.0 International LicenseCuticular hydrocarbons (CHC) have been successfully used in the field of forensic entomology for identifying and ageing forensically important blowfly species, primarily in the larval stages. However in older scenes where all other entomological evidence is no longer present, Calliphoridae puparial cases can often be all that remains and therefore being able to establish the age could give an indication of the PMI. This paper examined the CHCs present in the lipid wax layer of insects, to determine the age of the cases over a period of nine months. The two forensically important species examined were Calliphora vicina and Lucilia sericata. The hydrocarbons were chemically extracted and analysed using Gas Chromatography – Mass Spectrometry. Statistical analysis was then applied in the form of nonmetric multidimensional scaling analysis (NMDS), permutational multivariate analysis of variance (PERMANOVA) and random forest models. This study was successful in determining age differences within the empty cases, which to date, has not been establish by any other technique

Very short answer questions: a novel approach to summative assessments in pathology

Background A solid understanding of the science underpinning treatment is essential for all doctors. Pathology teaching and assessment are fundamental components of the undergraduate medicine curriculum. Assessment drives learning and the choice of assessments influences students’ learning behaviours. The use of multiple-choice questions is common but is associated with significant cueing and may promote ‘rote learning’. Essay-type questions and Objective Structured Clinical Examinations (OSCEs) are resource-intensive in terms of delivery and marking, and do not allow adequate sampling of the curriculum. To address these limitations, we used a novel online tool to administer Very Short Answer questions (VSAQs) and evaluated the utility of the VSAQs in an undergraduate summative pathology assessment. Methods A group of 285 medical students took the summative assessment, comprising 50 VSAQs, 50 single best answer questions (SBAQs), and 75 extended matching questions (EMQs). The VSAQs were machine-marked against pre-approved responses, and subsequently reviewed by a panel of pathologists, with the software remembering all new marking judgements. Results The total time taken to mark all 50 VSAQs for all 285 students was 5 hours, compared to 70 hours required to manually mark an equivalent number of questions in a paper-based pathology exam. The median percentage score for the VSA test (72%) was significantly lower than that of the SBAQs (80%) and EMQs (84%), p <0.0001. VSAQs had a higher Cronbach alpha (0.86) than SBAQs (0.76), and EMQs (0.77). VSAQs, SBAQs and EMQs had a mean point-biserial of 0.35, 0.30 and 0.28, respectively. Conclusions VSAQs are an acceptable, reliable and discriminatory method for assessing pathology, and may enhance students’ understanding of how pathology supports clinical decision-making and clinical care by changing learning behaviour

Everybody needs somebody: Specificity and commonality in perceived social support trajectories of immigrant and non-immigrant youth

Perceived social support can help immigrant youth to deal with developmental acculturation: the simultaneous resolution of developmental and acculturative tasks. This person-oriented three-wave comparative study investigated perceived social support trajectories in two immigrant and one non-immigrant group. We investigated whether similar social support trajectory classes can be found across groups, whether developmental and/or acculturation-related processes predict class membership, and whether social support trajectory classes associate with changes in self-efficacy. The sample comprised 1326 ethnic German immigrant and 830 non-immigrant adolescents in Germany, and 1593 Russian Jewish adolescents in Israel (N = 3749; Mage = 15.45; SD = 2.01; 50% female). Results revealed two social support trajectory classes across all and within each group: a stable well-supported class and a low but increasingly-supported class. Respective to the increasingly-supported class, membership in the well-supported class was associated with commonality in developmental predictors (female gender, high involvement with family and peers) in all groups and specificity in acculturation-related predictors (higher heritage and host culture orientation) in immigrant groups. Patterns of self-efficacy over time matched social support trajectories of both classes in all groups. Findings indicate that stakeholders looking to support immigrant adolescents should be aware of the nuanced coaction of development and migration

Evaluating Bioinformatic Pipeline Performance for Forensic Microbiome Analysis*,†,‡

Microbial communities have potential evidential utility for forensic applications. However, bioinformatic analysis of high‐throughput sequencing data varies widely among laboratories. These differences can potentially affect microbial community composition and downstream analyses. To illustrate the importance of standardizing methodology, we compared analyses of postmortem microbiome samples using several bioinformatic pipelines, varying minimum library size or minimum number of sequences per sample, and sample size. Using the same input sequence data, we found that three open‐source bioinformatic pipelines, MG‐RAST, mothur, and QIIME2, had significant differences in relative abundance, alpha‐diversity, and beta‐diversity, despite the same input data. Increasing minimum library size and sample size increased the number of low‐abundant and infrequent taxa detected. Our results show that bioinformatic pipeline and parameter choice affect results in important ways. Given the growing potential application of forensic microbiology to the criminal justice system, continued research on standardizing computational methodology will be important for downstream applications.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/154468/1/jfo14213_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/154468/2/jfo14213.pd

Sex differences in mathematics and reading achievement are inversely related: within- and across-nation assessment of 10 years of PISA data

We analyzed one decade of data collected by the Programme for International Student Assessment (PISA), including the mathematics and reading performance of nearly 1.5 million 15 year olds in 75 countries. Across nations, boys scored higher than girls in mathematics, but lower than girls in reading. The sex difference in reading was three times as large as in mathematics. There was considerable variation in the extent of the sex differences between nations. There are countries without a sex difference in mathematics performance, and in some countries girls scored higher than boys. Boys scored lower in reading in all nations in all four PISA assessments (2000, 2003, 2006, 2009). Contrary to several previous studies, we found no evidence that the sex differences were related to nations’ gender equality indicators. Further, paradoxically, sex differences in mathematics were consistently and strongly inversely correlated with sex differences in reading: Countries with a smaller sex difference in mathematics had a larger sex difference in reading and vice versa. We demonstrate that this was not merely a between-nation, but also a within-nation effect. This effect is related to relative changes in these sex differences across the performance continuum: We did not find a sex difference in mathematics among the lowest performing students, but this is where the sex difference in reading was largest. In contrast, the sex difference in mathematics was largest among the higher performing students, and this is where the sex difference in reading was smallest. The implication is that if policy makers decide that changes in these sex differences are desired, different approaches will be needed to achieve this for reading and mathematics. Interventions that focus on high-achieving girls in mathematics and on low achieving boys in reading are likely to yield the strongest educational benefits