Local quantification of mesoporous silica microspheres using multiscale electron tomography and lattice Boltzmann simulations

The multiscale pore structure of mesoporous silica microspheres plays an important role for tuning mass transfer kinetics in technological applications such as liquid chromatography. While local analysis of a pore network in such materials has been previously achieved, multiscale quantification of microspheres down to the nanometer scale pore level is still lacking. Here we demonstrate for the first time, by combining low convergence angle scanning transmission electron microscopy tomography (LC-STEM tomography) with image analysis and lattice Boltzmann simulations, that the multiscale pore network of commercial mesoporous silica microspheres can be quantified. This includes comparing the local tortuosity and intraparticle diffusion coefficients between different regions within the same microsphere. The results, spanning more than two orders of magnitude between nanostructures and entire object, are in good agreement with bulk characterization techniques such as nitrogen gas physisorption and add valuable local information for tuning mass transfer behavior (in liquid chromatography or catalysis) on the single microsphere level

Developmental differences in children’s interpersonal emotion regulation

Previous research on interpersonal emotion regulation (ER) in childhood has been rather unsystematic, focusing mainly on children’s prosocial behaviour, and has been conducted in the absence of an integrative emotion theoretical framework. The present research relied on the interpersonal affect classification proposed by Niven, Totterdell, and Holman (2009) to investigate children’s use of different interpersonal ER strategies. The study drew on two samples: 180 parents of children aged between 3 and 8 years reported about a situation where their child was able to change what another person was feeling in order to make them feel better. In addition, 126 children between 3- and 8-years old answered two questions about how they could improve others’ mood. Results from both samples showed age differences in children’s use of interpersonal ER strategies. As expected, ‘affective engagement’ (i.e., focusing on the person or the problem) and ‘cognitive engagement’ (i.e., appraising the situation from a different perspective) were mainly used by 7-8 years-old, whereas ‘attention’ (i.e., distracting and valuing) was most used by 3-4 and 5-6 years-old. ‘Humor’ (i.e., laughing with the target) remained stable across the different age groups. The present research provides more information about the developmental patterns for each specific interpersonal emotion regulation strategy

When Trust Fails: The Relation Between Children’s Trust Beliefs in Peers and their Peer Interactions in a Natural Setting

One hundred and forty-nine 8–11 year-old children (86 males; M=9 years - 4 months and SD=7 months) from the UK were administered the Trust Beliefs in Peers scale and were observed in the playground over one school year. Quadratic relations were found between trust beliefs in peers and peer interaction, which varied by gender. Compared to girls with the middle range of trust beliefs, girls with very low beliefs and those with very high beliefs (a) were less accepted/ more rejected by the peer group (i.e., lower group interaction, and greater negatively received bids), (b) showed greater indi- rect aggression (engaged in and received), (c) showed greater non-engagement (i.e., being alone), and (d) showed greater concomitant distress. Compared to children with the middle range of trust beliefs, children with those extreme trust beliefs in peers demonstrated greater direct aggression (engaged in and received) and showed passive behavior (for boys only). The findings supported the conclusion that children, primarily girls, who trust peers too little and those who trust too much are at risk for psychosocial maladjustment