Genetic Testing for Early Detection of Individuals at Risk of Coronary Heart Disease and Monitoring Response to Therapy: Challenges and Promises

Coronary heart disease (CHD) often presents suddenly with little warning. Traditional risk factors are inadequate to identify the asymptomatic high-risk individuals. Early identification of patients with subclinical coronary artery disease using noninvasive imaging modalities would allow the early adoption of aggressive preventative interventions. Currently, it is impractical to screen the entire population with noninvasive coronary imaging tools. The use of relatively simple and inexpensive genetic markers of increased CHD risk can identify a population subgroup in which benefit of atherosclerotic imaging modalities would be increased despite nominal cost and radiation exposure. Additionally, genetic markers are fixed and need only be measured once in a patient’s lifetime, can help guide therapy selection, and may be of utility in family counseling

Change Detection: Training and Transfer

Observers often fail to notice even dramatic changes to their environment, a phenomenon known as change blindness. If training could enhance change detection performance in general, then it might help to remedy some real-world consequences of change blindness (e.g. failing to detect hazards while driving). We examined whether adaptive training on a simple change detection task could improve the ability to detect changes in untrained tasks for young and older adults. Consistent with an effective training procedure, both young and older adults were better able to detect changes to trained objects following training. However, neither group showed differential improvement on untrained change detection tasks when compared to active control groups. Change detection training led to improvements on the trained task but did not generalize to other change detection tasks

Tracking students’ visual attention on manga-based interactive e-book while reading: an eye-movement approach

[[abstract]]This study employed an eye tracking technology to explore university students’ visual attention and learning performance while learning Japanese using an interactive manga-based e-book. The developed e-book consisted of 8 pages accompanied by 13 annotations with both text and graphical formats. The subjects consisted of 60 students whose eye movements were tracked and recorded by the eye tracking system. These students came from the applied foreign language department in a northern university in Taiwan, of which 30 were assigned to high prior knowledge (PK) group and the other 30 were assigned to low PK group. Eye tracking measurements, including total contact time, number of fixations, latency of first fixation, and number of clicks on the defined regions of interest of the two groups were compared to indicate their visual attention. The results revealed that overall students spent more time on reading text and annotation than graphic information. The high PK students showed longer fixation durations on the texts, while the low PK students showed longer fixation durations on the graphics and annotations. Meanwhile, the low PK students used more clicks to look up underlined annotations whenever they didn’t know words or phrases on the e-book. In addition, with respect to the latency of the first fixation, the graphic captured the attention faster than the text because of the size and its appeal to the students. Further analysis of saccade paths indicated that the low PK students showed more inter-scanning transitions not only between the text dialog and the annotation zone but also within annotation zone. Finally, the results of reading comprehension pretest and posttest found that there was a significant difference in learning outcomes between each PK group.[[notice]]補正完