Videos, audio clips, and text materials: an investigation of media use in psychology learning

A variety of media are used in undergraduate psychology education—from the traditional text materials to videos. Research has identified multimedia materials, those that convey information through words and pictures, as particularly helpful for learning (e.g., Mayer, 1989; Mayer & Anderson, 1991), but it is not clear in what context multimedia are superior over single-medium materials. It is also unclear how experiences with all media can be supported to ensure learners understand the relevant information conveyed. The wide range of multimedia materials available and the unique nature of different content within psychology create a complex issue worthy of more research. The first two studies discussed herein use videos commonly used in Introduction to Psychology courses and compare learning outcomes of those videos as compared to their single-medium formats. The second study also investigates the impact of instructional support (i.e., advance organizers) on learning outcomes for each medium. The third study focuses on a different type of video used in Introduction to Psychology courses and examines the impact of two instructional supports (i.e., advance organizers and guidance embedded in the video) on learning outcomes. Findings suggest students perform well when taught through multimedia as well as single-medium formats for both retention and application instructional goals. However, advance organizers that emphasize key concepts and encourage note-taking prove to be particularly helpful for instruction that is in audio-only or text-only formats. Implications for media use and design in psychology instruction are discussed

Beyond “Remember” and “Understand”: Can Online Homework Tools Augment Students’ Higher Order Thinking Skills?

We studied the effectiveness of an Introductory Psychology online homework tool with questions that required lower or higher level thinking skills (Remember, Understand, Apply, Analyze, Evaluate). Interestingly, results suggested that both student performance and attitudes are influenced by question level and question type (Matching, Multiple Choice, Drag and Drop, etc.)

Focus Group Evidence: Implications for Design and Analysis

In evaluation and applied social research, focus groups may be used to gather different kinds of evidence (e.g., opinion, tacit knowledge). In this article, we argue that making focus group design choices explicitly in relation to the type of evidence required would enhance the empirical value and rigor associated with focus group utilization. We offer a descriptive framework to highlight contrasting design characteristics and the type of evidence they generate. We present examples of focus groups from education and healthcare evaluations to illustrate the relationship between focus group evidence, design, and how focus groups are conducted. To enhance the credibility of focus group evidence and maximize potential learning from this popular qualitative data collection method, we offer a set of questions to guide evaluators reflection and decision making about focus group design and implementation.Ope

Up-Regulation and Profibrotic Role of Osteopontin in Human Idiopathic Pulmonary Fibrosis

BACKGROUND: Idiopathic pulmonary fibrosis (IPF) is a progressive and lethal disorder characterized by fibroproliferation and excessive accumulation of extracellular matrix in the lung. METHODS AND FINDINGS: Using oligonucleotide arrays, we identified osteopontin as one of the genes that significantly distinguishes IPF from normal lungs. Osteopontin was localized to alveolar epithelial cells in IPF lungs and was also significantly elevated in bronchoalveolar lavage from IPF patients. To study the fibrosis-relevant effects of osteopontin we stimulated primary human lung fibroblasts and alveolar epithelial cells (A549) with recombinant osteopontin. Osteopontin induced a significant increase of migration and proliferation in both fibroblasts and epithelial cells. Epithelial growth was inhibited by the pentapeptide Gly-Arg-Gly-Asp-Ser (GRGDS) and antibody to CD44, while fibroproliferation was inhibited by GRGDS and antibody to α(v)β(3) integrin. Fibroblast and epithelial cell migration were inhibited by GRGDS, anti-CD44, and anti-α(v)β(3). In fibroblasts, osteopontin up-regulated tissue inhibitor of metalloprotease-1 and type I collagen, and down-regulated matrix metalloprotease-1 (MMP-1) expression, while in A549 cells it caused up-regulation of MMP-7. In human IPF lungs, osteopontin colocalized with MMP-7 in alveolar epithelial cells, and application of weakest link statistical models to microarray data suggested a significant interaction between osteopontin and MMP-7. CONCLUSIONS: Our results provide a potential mechanism by which osteopontin secreted from the alveolar epithelium may exert a profibrotic effect in IPF lungs and highlight osteopontin as a potential target for therapeutic intervention in this incurable disease

Controversies concerning the diagnosis and treatment of bipolar disorder in children

This commentary grows out of an interdisciplinary workshop focused on controversies surrounding the diagnosis and treatment of bipolar disorder (BP) in children. Although debate about the occurrence and frequency of BP in children is more than 50 years old, it increased in the mid 1990s when researchers adapted the DSM account of bipolar symptoms to diagnose children. We offer a brief history of the debate from the mid 90s through the present, ending with current efforts to distinguish between a small number of children whose behaviors closely fit DSM criteria for BP, and a significantly larger number of children who have been receiving a BP diagnosis but whose behaviors do not closely fit those criteria. We agree with one emerging approach, which gives part or all of that larger number of children a new diagnosis called Severe Mood Dysregulation or Temper Dysregulation Disorder with Dysphoria

Regulation of Coronary Blood Flow

The heart is uniquely responsible for providing its own blood supply through the coronary circulation. Regulation of coronary blood flow is quite complex and, after over 100 years of dedicated research, is understood to be dictated through multiple mechanisms that include extravascular compressive forces (tissue pressure), coronary perfusion pressure, myogenic, local metabolic, endothelial as well as neural and hormonal influences. While each of these determinants can have profound influence over myocardial perfusion, largely through effects on end-effector ion channels, these mechanisms collectively modulate coronary vascular resistance and act to ensure that the myocardial requirements for oxygen and substrates are adequately provided by the coronary circulation. The purpose of this series of Comprehensive Physiology is to highlight current knowledge regarding the physiologic regulation of coronary blood flow, with emphasis on functional anatomy and the interplay between the physical and biological determinants of myocardial oxygen delivery. © 2017 American Physiological Society. Compr Physiol 7:321-382, 2017

Language endangerment and language documentation in Africa

Non peer reviewe

Making the Most of Errors in First-Grade Mathematics Classrooms

This research examines teacher-student discourse surrounding errors in 10 first-grade mathematics lessons. The qualitative analysis begins with a teacher???s initial response to an error and continues until the error is resolved. The goal of this exploration is to gain a deeper understanding of how teacher and student contributions shape the discourse following an error until its resolution. The study identifies three common teaching strategies that may present challenges for the exploration of errors. If teachers can be shown the value as well as the possible obstacles involved in discourse surrounding errors, they may be encouraged to welcome student errors into mathematical discourse