Intra-and inter-group differences in the cognitive skills of toddler twins with birth weight discordance: the need to enhance their future from early education

Strengthening of early schooling enhances Equal and Inclusive Education (Sustainable Development Goal 4). Early education protects infant development and learning, especially for children suffering from pathologies and risk factors, such as twin birth weight discordance (BWD). These children—particularly the lighter twin—frequently show disadvantages in their cognitive skills. However, research about this issue is particularly scarce. The aims of this study were to (1) analyze the development of cognitive skills in each type of birth weight discordant twins (heavier and lighter ones) at 18, 21, and 24 months; and (2) discover whether there were differences between the two groups of twins in their cognitive skills. A nomothetic, follow-up, and multidimensional observational design was used. The cognitive skills of 32 birth weight discordant twins were observed while they played at 18, 21, and 24 months. The T-pattern analysis was performed using Thème software (Reykjavík, Iceland) to detect the sequential and temporal structure of infant behavior; indicative of cognitive skills. Results showed: (1) longitudinal intra-group differences in both groups of twins; and (2) some inter-group differences, mainly favoring the heavier twins. These results must be considered for designing early educational practices that allow all twins to be prepared for successful future learning

Academic achievement in spanish secondary school students: The inter-related role of executive functions, physical activity and gender

There is a growing interest in determining which variables contribute to students’ academic performance, since this performance is associated with their wellbeing and with the progress of the nation. This study analyzed whether different variables (executive functions and physical activity levels, gender and academic year) of 177 Spanish Compulsory Secondary School students contributed to their academic performance. The Behavior Rating Inventory of Executive Function 2 (BRIEF-2), Physical Activity Questionnaire for Adolescents (PAQ-A) and an ad hoc questionnaire were used to determine the students’ executive functioning, physical activity level, gender and academic year, respectively. Students’ grades were considered to be indicators of their academic achievement. Seven multiple linear regression models were constructed using the R computing language to examine the association between academic achievement (considered in each of the 5 subjects: Language, Mathematics, Geography and History, English and Physical Education; the mean of the instrumental subjects—Language and Mathematics—and the mean of all the subjects) and the independent variables. The results indicated that executive functions, physical activity and gender contributed to academic performance, but academic year did not. This suggests that students with good executive functions, who perform physical activity and are female, would have better academic achievement. This information should be considered when designing interventions to improve student academic achievement

Observational data analysis using generalizability theory and general and mixed linear models: An empirical study of infant learning and development

Accurate evaluation of early childhood competencies is essential for favoring optimal development, as the first years of life form the foundations for later learning and development. Nonetheless, there are still certain limitations and deficiencies related to how infant learning and development are measured. With the aim of helping to overcome some of the difficulties, in this article we describe the potential and advantages of new data analysis techniques for checking the quality of data collected by the systematic observation of infants and assessing variability. Logical and executive activity of 48 children was observed in three ages (18, 21 and 24 months) using a nomothetic, follow-up and multidimensional observational design. Given the nature of the data analyzed, we provide a detailed methodological and analytical overview of generalizability theory from three perspectives linked to observational methodology: intra- and inter-observer reliability, instrument validity, and sample size estimation, with a particular focus on the participant facet. The aim was to identify the optimal number of facets and levels needed to perform a systematic observational study of very young children. We also discuss the use of other techniques such as general and mixed linear models to analyze variability of learning and development. Results show how the use of Generalizability Theory allows controlling the quality of observational data in a global structure integrating reliability, validity and generalizability. Una adecuada evaluación de las competencias infantiles tem-pranas es esencial para potenciar un desarrollo óptimo, pues los primeros años de vida son la base de todo el desarrollo y aprendizaje posterior. Sin embargo, todavía existen ciertas limitaciones y deficiencias en el ámbito de la medición del desarrollo y aprendizaje infantil. Con el objetivo último de contribuir a la mejora de esta situación, este trabajo presenta las posibilida-des y ventajas que ofrecen nuevas técnicas de análisis de datos, tanto para controlar la calidad de los datos infantiles registrados a través de observa-ción sistemática como para analizar su variabilidad. Se ha observado en tres edades diferentes (18, 21 y 24 meses) la actividad lógica y ejecutiva de 48 niños usando un diseño observacional nomotético, de seguimiento y mul-tidimensional. Dadas las particularidades de los datos del estudio que presentamos, desde el punto de vista metodológico y su análisis, realizamos análisis pormenori-zados a través de la Teoría de la Generalizabilidad en tres vertientes posi-bles en un estudio observacional: Análisis de la fiabilidad intra e inter-observadores, Análisis de la validez del instrumento de observación y Es-timación muestral de las facetas estudiadas (en concreto, la de participan-tes). De esta forma, se pretende optimizar el número de facetas y niveles necesarios para llevar a cabo un estudio de tales características. Además, se utilizan otras técnicas analíticas para conocer la variabilidad del desarrollo y aprendizaje infantil, como son el Modelo Lineal General y el Modelo MIXED. Los resultados indican cómo el uso de la Teoría de la Generalizabilidad permite controlar la calidad de los datos observacionales en una estructura única que integra la fiabilidad, validad y generalizabilidad

Connection of Dynamic Quality Modeling and Total Service Management in Railway Transport Operation

Improving the quality of transport services should be based on the procedure leading to the formation of future better services and define processes to ensure quality so that they comply with the requirements of the customers. The technology of transport and carriage process is one of the elements of the transport system, the quality of which can be influenced actively through the use of new advanced technology. This paper is focused on the new approach in designing the preparation of processes and services in accordance with customer''s needs. New software solution was created for the achievement of the complexity of the preparation, effective implementation and timely indication of any diversions from quality in railway transport. The principles of the dynamic quality modeling and total service management were used as an important support for new software in railway transport operation

Preschool Metacognitive Skill Assessment in Order to Promote Educational Sensitive Response From Mixed-Methods Approach: Complementarity of Data Analysis

A child''s metacognitive skills contribute significantly to their learning and success. However, very few studies are focused on these skills at early education andmost of them are carried out from inappropriate methodological perspectives for the characteristics of the youngest students. To overcome such limitations, it is essential to carry out observational studies that analyze children''s metacognitive behaviors in the natural and habitual context of children''s learning, as well as appropriate tasks for their level of development. The aim of this study was to analyze the sequential and associative structure of the metacognitive skills used by 5-year-old children throughout the resolution of a playful task (a puzzle). It was interesting to know if there were different hidden structures in the use of metacognitive skills in the children who solved the puzzle and those who did not. From the methodological approach, this work was located in the perspective of mixed methods which is characterized by the integration of qualitative and quantitative elements. This integration was carried out from the "connect" option. The integration involved developing quantitizing, as one of its possibilities. Recent scientific literature has considered systematic observation, in which the QUAL-QUAN-QUAL macro stages take place, as a mixed method itself. Consequently, systematic observation was applied, because it was suitable for our aim. A Nomothetic/Punctual/Multidimensional observational design was used. The playful activity of 44 preschool children solving the puzzle individually was coded. It allowed us to obtain data matrices that respond to the QUAL stage. Regarding the QUAN stage, once the quality of data was controlled, the records were further analyzed by differentiating two groups of participants (those who had solved the puzzle and those who did not) using three quantitative techniques of observational analysis (T-pattern detection, lag sequential analysis, polar coordinate analysis). Finally data was returned to a QUAL stage to interpret the results. The use of these three techniques allowed a detailed and in-depth analysis of the children''s activity. Results reveal differences in the metacognitive abilities of the children that solved and didn''t solve the puzzle. These results have important implications for educational practice

Optimization of the Floodplain Encroachment calculation with hydraulic criteria

[ES] La legislación española actual exige que en los estudios de inundabilidad se delimite la Zona de Flujo Preferente (ZFP), compuesta por envolvente de la Zona de Inundación Peligrosa (ZIP) y la Vía de Intenso Desagüe (VID). La delimitación de la VID es compleja, subjetiva, y no tiene solución única. Habitualmente se determina mediante la restricción de la zona disponible para el flujo, estrechando la zona que ocupa la avenida de 100 años de periodo de retorno, es decir, no permitiendo el flujo en las zonas más alejadas del eje del río. En el presente trabajo se analiza el concepto de VID, y se muestra cómo, en algunos casos, el método anterior no es el mejor, en especial en presencia de zonas de flujo desconectadas o en casos en los que el flujo puede tener una componente transversal importante. Finalmente, se presenta una metodología para la definición de una VID con el mayor sentido físico posible, mediante modelización numérica bidimensional.[EN] The current Spanish legislation requires flood risk assessment studies to determine the Preferential Flow Zone (ZFP), which consists of the union of the Hazardous Flood Area (ZIP) and the Intense Flow Path (VID). The definition of the VID is complex, subjective, and has no unique solution. It is usually determined by subsequently restricting the area available for flow, narrowing the area that initially occupies the flood of a 100-year return period, and controlling the increase in water depth this floodplain restriction causes. In this work the concept of VID is analysed, and it is shown how, in some cases, the common previous method is not the best, especially in the presence of disconnected flow zones or in cases where the flow may have an important transverse component. 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Modelización numérica de inundaciones fluviales, Ing. del Agua, 18(1), 71-82. https://doi.org/10.4995/ia.2014.3144Bladé, E., Sanz-ramos, M., Amengual, A., Romero, R., Roux, H., Savatier, J., Cherriere, M. 2018. Gestión integrada del riesgo de inundación y de los recursos hídricos empleando modelización integrada meteorológica, hidrológica e hidráulica, in XI Jornadas Españolas de Presas, León, Spain.Bladé, E., Sánchez-Juny, M., Arbat-Bofill, M., Dolz, J. 2019a. Computational Modeling of Fine Sediment Relocation Within a Dam Reservoir by Means of Artificial Flood Generation in a Reservoir Cascade, Water Resour. Res., 55(4), 3156-3170. https://doi.org/10.1029/2018WR024434Bladé, E., Sanz-Ramos, M., Dolz, J., Expósito-Pérez, J. M., Sánchez-Juny, M. 2019b. Modelling flood propagation in the service galleries of a nuclear power plant, Nucl. Eng. Des., 352, 110180. https://doi.org/10.1016/j.nucengdes.2019.110180BOE-A-2008-755. 2008. 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Moregrasp: Restoration of Upper Limb Function in Individuals with High Spinal Cord Injury by Multimodal Neuroprostheses for Interaction in Daily Activities

The aim of the MoreGrasp project is to develop a noninvasive, multimodal user interface including a brain-computer interface (BCI) for intuitive control of a grasp neuroprosthesis to support individuals with high spinal cord injury (SCI) in everyday activities. We describe the current state of the project, including the EEG system, preliminary results of natural movements decoding in people with SCI, the new electrode concept for the grasp neuroprosthesis, the shared control architecture behind the system and the implementation of a user-centered design

Efficacy of Neurofeedback on the Increase of Mindfulness-Related Capacities in Healthy Individuals: a Controlled Trial

Electroencephalogram (EEG) studies of mindfulness have shown it can lead to increases in alpha power, which are similar to those obtained by alpha-based neurofeedback (NF) interventions. It has been hypothesized there may be relationships between mindfulness and NF in terms of the neural pathways through which they induce salutary outcomes. The aim of the study was to evaluate possible changes in mindfulness and cognitive functioning following an alpha-based NF intervention, and the role of alpha power as a mediator of improvements. A controlled, non-randomized, trial with 50 healthy participants was conducted with two experimental conditions: a six-session NF intervention and a waiting-list control group. Both groups were administered mindfulness questionnaires (Mindful Attention Awareness Scale (MAAS), Five Facet Mindfulness Questionnaire (FFMQ)) and cognitive measures (Paced Auditory Serial Addition Task (PASAT)), at pre- and post-test. The NF intervention focused on the up-regulation of upper alpha power. Differences among groups were estimated using ANCOVAs, and mediation assessment through path analyses. Compared to controls, the NF group showed enhanced task-related upper alpha power (effect size (ES) = 1.16, p < 0.001), mindfulness outcomes (MAAS: ES = 0.94, p = 0.004; FFMQ: ES = 1.38, p < 0.001), and a trend of cognitive functioning (PASAT time: ES = 0.59, p = 0.062). Upper alpha power had a mediating effect for cognitive functioning (PASAT errors: indirect effect = 0.81, 95% CI = 0.21–1.85), but not for mindfulness. These results demonstrate the effectiveness of NF for increasing mindfulness in healthy individuals with no previous experience in mindfulness or neurofeedback training, suggesting that NF may be an acceptable method of augmenting mindfulness-related capacities in the general population