The Changing Landscape for Stroke\ua0Prevention in AF: Findings From the GLORIA-AF Registry Phase 2

Background GLORIA-AF (Global Registry on Long-Term Oral Antithrombotic Treatment in Patients with Atrial Fibrillation) is a prospective, global registry program describing antithrombotic treatment patterns in patients with newly diagnosed nonvalvular atrial fibrillation at risk of stroke. Phase 2 began when dabigatran, the first non\u2013vitamin K antagonist oral anticoagulant (NOAC), became available. Objectives This study sought to describe phase 2 baseline data and compare these with the pre-NOAC era collected during phase 1. Methods During phase 2, 15,641 consenting patients were enrolled (November 2011 to December 2014); 15,092 were eligible. This pre-specified cross-sectional analysis describes eligible patients\u2019 baseline characteristics. Atrial fibrillation disease characteristics, medical outcomes, and concomitant diseases and medications were collected. Data were analyzed using descriptive statistics. Results Of the total patients, 45.5% were female; median age was 71 (interquartile range: 64, 78) years. Patients were from Europe (47.1%), North America (22.5%), Asia (20.3%), Latin America (6.0%), and the Middle East/Africa (4.0%). Most had high stroke risk (CHA2DS2-VASc [Congestive heart failure, Hypertension, Age  6575 years, Diabetes mellitus, previous Stroke, Vascular disease, Age 65 to 74 years, Sex category] score  652; 86.1%); 13.9% had moderate risk (CHA2DS2-VASc = 1). Overall, 79.9% received oral anticoagulants, of whom 47.6% received NOAC and 32.3% vitamin K antagonists (VKA); 12.1% received antiplatelet agents; 7.8% received no antithrombotic treatment. For comparison, the proportion of phase 1 patients (of N = 1,063 all eligible) prescribed VKA was 32.8%, acetylsalicylic acid 41.7%, and no therapy 20.2%. In Europe in phase 2, treatment with NOAC was more common than VKA (52.3% and 37.8%, respectively); 6.0% of patients received antiplatelet treatment; and 3.8% received no antithrombotic treatment. In North America, 52.1%, 26.2%, and 14.0% of patients received NOAC, VKA, and antiplatelet drugs, respectively; 7.5% received no antithrombotic treatment. NOAC use was less common in Asia (27.7%), where 27.5% of patients received VKA, 25.0% antiplatelet drugs, and 19.8% no antithrombotic treatment. Conclusions The baseline data from GLORIA-AF phase 2 demonstrate that in newly diagnosed nonvalvular atrial fibrillation patients, NOAC have been highly adopted into practice, becoming more frequently prescribed than VKA in Europe and North America. Worldwide, however, a large proportion of patients remain undertreated, particularly in Asia and North America. (Global Registry on Long-Term Oral Antithrombotic Treatment in Patients With Atrial Fibrillation [GLORIA-AF]; NCT01468701

Тhe effect of Cr substitution for Fe on ferroelectric and magnetic properties of PbFe0.5Nb0.5O3, PbFe0.5Sb0.5O3 and BiFeO3 multiferroics

Проведены диэлектрические и мессбауэровские исследования сегнетоэлектрических и магнитных фазовых переходов в твердых растворах PbFe0.5-xCrxNb0.5O3, BiFe1-xCrxO3, PbFe0.5-xCrxSb0.5O3. Во всех этих системах замещение железа хромом разрушает как сегнетоэлектрический, так и магнитный дальний порядок.PbFe0.5-xCrxNb0.5O3, BiFe1-xCrxO3, PbFe0.5-xCrxSb0.5O3 solid solutions have been carried out. In all the systems studied Cr substitution for Fe destroys both ferroelectric and magnetic long-range order.Работа выполнена при поддержке Российского Фонда Фундаментальных Исследований (грант 16-52-0072 Бел_a) и Белорусского Республиканского Фонда Фундаментальных Исследований (грант T16R-079)

How adolescents read and understand discrepant texts : Information sources awareness and representation

A l'ère de l'écrit numérique, la capacité à réfléchir de façon critique aux sources d'information (faire attention à « qui dit quoi ») par les collégiens est décrite comme un objectif important par les systèmes éducatifs. Les facteurs qui favorisent la lecture critique des sources restent pourtant très peu documentés à ce jour. Sur la base de travaux antérieurs menés chez l'adulte, nous proposons que la présence d'une contradiction entre plusieurs informations sur un même sujet favorise la prise en compte des sources lors de la compréhension d'un texte. Nous faisons par ailleurs l'hypothèse que la prise en compte des sources dépend de la position épistémique des élèves face à la tâche (est-il important de relativiser l'information pour réussir la tâche et pourquoi ?). Quatre expériences basées sur divers protocoles (réponses papier-crayon, oculométrie, entretien, atelier de discussion) et menées auprès d'une population d'élèves de Cinquième, de Troisième, et de jeunes adultes, ont permis de vérifier ces hypothèses tout en les nuançant. La présence d'une contradiction favorise l'attention accordée aux sources d'informations à partir de la classe de Troisième. Demander à l'élève de justifier son positionnement face à une situation controversée augmente la fréquence de citation et d'évaluation explicites des sources chez les élèves de Cinquième et de Troisième. Ces résultats montrent que la situation de lecture (type de textes, contenu de la tâche) est déterminante dans la prise en compte des sources d'information par les adolescents. Les implications théoriques et pratiques de ce constat sont discutéesIn the digital era, leading secondary school students to develop a critical awareness on information sources (paying attention to « who says what ») is described as an important goal by educational systems. There are however very few studies about the cognitive factors triggering such a development. On the basis on previous research with adults, we propose that a discrepancy between several pieces of information on the same topic promotes students' integration of sources in their representation of a text. In addition, we put forward the hypothesis that attention to sources depends on students' epistemic position vis a vis the task (is it important to question the information in order to succeed at the task and why?). Four experiments using different protocols (paper-and-pencil answers, oculometry, interviews, discussion workshop) with a diverse population of 7th graders, 9th graders and young adults, confirmed these hypotheses in a nuanced way. Discrepancy does trigger the attention paid to information sources from the 9th grade on. Asking participants to justify their position towards a controversial situation leads 7th and 9th graders to explicitly quote and evaluate the sources more frequently. Together, theses results show that the reading situation (kind of texts, task contents) is decisive for source awareness among teenagers. Theoretical and educational implications are discussed.In the digital era, leading secondary school students to develop a critical awareness on information sources (paying attention to « who says what ») is described as an important goal by educational systems. There are however very few studies about the cognitive factors triggering such a development. On the basis on previous research with adults, we propose that a discrepancy between several pieces of information on the same topic promotes students' integration of sources in their representation of a text. In addition, we put forward the hypothesis that attention to sources depends on students' epistemic position vis a vis the task (is it important to question the information in order to succeed at the task and why?). Four experiments using different protocols (paper-and-pencil answers, oculometry, interviews, discussion workshop) with a diverse population of 7th graders, 9th graders and young adults, confirmed these hypotheses in a nuanced way. Discrepancy does trigger the attention paid to information sources from the 9th grade on. Asking participants to justify their position towards a controversial situation leads 7th and 9th graders to explicitly quote and evaluate the sources more frequently. Together, theses results show that the reading situation (kind of texts, task contents) is decisive for source awareness among teenagers. Theoretical and educational implications are discusse

Reader's memory for information sources in simple news stories: Effects of text and task features

International audienceTwo experiments examined readers' memory for information sources in short news stories. Based on current theories of text comprehension, we assumed that sources involved in the situation described (e.g. a witness or a participant) would be better remembered than remote sources (e.g. someone commenting on the topic from a distance). We additionally tested the assumption that less plausible stories would enhance readers' memory for remote information sources. Experiment 1 found that readers remembered sources involved in the situation better than remote sources. Although sources of less plausible stories were not better remembered than sources of more plausible stories, implausible details were. In Experiment 2, source-focusing instructions increased readers' memory for sources but did not affect the overall pattern of effects. We discuss the findings with respect to theories of text comprehension and knowledge elaboration. We conclude that comprehension theories and task-oriented reading theories can be extended to account for the encoding of source as well as content information

Infancia y aprendizaje

Título, resumen y palabras clave también en inglésResumen basado en el de la publicaciónSe explora el desarrollo de las habilidades de evaluación de las fuentes en cuatro grupos de estudiantes de 10 a 19 años. Se diseñan una serie de tareas basadas en la diferenciación de tres componentes de la evaluación de las fuentes: la identificación de parámetros relacionados con las fuentes, la evaluación de aspectos de las fuentes tales como la competencia o la intención de la fuente mediante instrucciones explícitas y el uso de ciertos aspectos de las fuentes para evaluar la relevancia de un documento respecto a una tarea determinada. Un total de 245 adolescentes de 5º, 7º y 9º (12–13 años, 14–15 años y 16–17 años), así como estudiantes universitarios, completan el cuestionario utilizado. Durante la adolescencia se observa el desarrollo de todo tipo de habilidades relacionadas con la evaluación, algunas de ellas insuficientes para los lectores de mayor edad.Biblioteca del Ministerio de Educación y Formación Profesional; Calle San Agustín, 5 - 3 planta; 28014 Madrid; Tel. +34917748000; [email protected]

Whose story is this? Discrepancy triggers readers’ attention to source information in short narratives

International audienceThree experiments investigated the role of source information (i.e., who said what) in readers’ comprehension of short informational texts. Based on the Discrepancy-Induced Source Comprehension assumption (Braasch, Rouet, Vibert, & Britt, 2012), we hypothesized that readers would be more likely to make use of source information when summarizing stories that included discrepant statements. Readers would also memorize source information more accurately. Experiments 1 and 2 found that American and French college students were more likely to refer to source information when they summarized news reports containing discrepant assertions. A detailed content analysis of the summaries also indicated that students use hedging and several other tactics to resolve contradictions. Experiment 3 replicated Braasch et al.’s finding that sources of discrepant stories were more likely to be recalled than sources of consistent stories. Experiment 3 also extended these findings using longer texts and a different reading task. Altogether the data support the Documents Model framework of multiple source comprehension

Relevance versus big numbers: Students’ criteria for selecting scholarly references online.

International audienceThis study examined the effect of the number of citations attributed to documents on third year psychology students’ selection of bibliographical references. Our main assumption was that students would take high numbers of citations as accessible relevance cues and use them heuristically to facilitate decision making, potentially bypassing deeper relevance assessment based on semantic processing. Experiment 1 presented the students with a reference selection task while manipulating the number of citations attributed to references, and found that the number of citations had a strong impact on reference selection. Moreover, the effect was independent from topic familiarity and even from students’ prior knowledge of what the number of citations meant. Experiment 2 used eye-tracking data to show that this “big number” effect was contingent upon the participants fixating the numbers of citations attributed to documents. Experiment 3 manipulated the semantic relevance of references to the search topic, and demonstrated that the less relevant references were 3 times more likely to be selected when they came with a high number of citations. Overall, the study shows that the number of citations significantly influences students’ selections, competing with the semantic relevance of references. Implications for the teaching of online search skills are discusse

El desarrollo de las habilidades de evaluación de las fuentes durante la adolescencia: una exploración de los distintos niveles de procesamiento de las fuentes y sus relaciones

International audienceThis study examines the development of source evaluation skills in four groups of students from 10 to 19 years of age. We designed a set of tasks based on a distinction between three components of source evaluation: the identification of source parameters; the evaluation of source features such as the source’s competence or benevolence under explicit instructions; and the use of source features in assessing a document’s relevance with respect to a given task. This inventory was administered to 245 teenagers in grades 5, 7 and 9 and to undergraduate students. All types of source evaluation skills developed throughout adolescence, with some of them remaining suboptimal for older readers. Furthermore, we found weak relationships between students’ identification of source parameters and their use of source features in the absence of any specific prompt. Finally, source evaluation tasks were weakly related to teenagers’ word reading skills. Taken together, these results document teenagers’ acquisition of source evaluation skills and warrant a distinction between readers’ ability to comprehend source features and to use these features when assessing information quality

Bénéfices du guidage d’un logiciel de géométrie (IntuiGéo) sur les performances d’élèves de cycle 4

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Prompting Teenagers to Justify their Position Towards Conflicting Claims Improves their Assessment of Source Information

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