Mathematische und naturwissenschaftlich-technische Bildung im Kindergarten: Untersuchung der Wirksamkeit einer beruflichen Weiterbildung von Erzieherinnen

'Mathematische und naturwissenschaftlich-technische Themen halten in jüngster Zeit vermehrt Einzug in die Kindergärten. Erzieherinnen aus dem Raum Hohenlohe-Franken haben dazu an einer berufsbegleitenden Weiterbildung teilgenommen. Ziel der hier vorliegenden Untersuchung war es, abzubilden, welche Veränderungen sich im Kindergarten aufgrund dieser Weiterbildung ergeben können. Dazu wurden 35 Erzieherinnen und 217 Eltern befragt. Für 70 Kinder wurden an einem standardisierten Test die mathematischen Vorläuferkompetenzen erfasst. Die Ergebnisse zeigen für die Kinder aus den Modelleinrichtungen einen signifikant stärkeren Zuwachs in ihrer Leistungsentwicklung. Darüber hinaus interessieren sich die Kinder vermehrt für die mathematisch-naturwissenschaftlichen Themen und zeigen ein entsprechendes neugierig-forschendes Verhalten. Dies sind Hinweise darauf, dass die Kinder von einer stärkeren Betonung der mathematischen und naturwissenschaftlich-technischen Themenfelder in Bezug auf ihre Entwicklung profitieren können.' (Autorenreferat)'German kindergartens recently started to introduce mathematics, science and technology into their curricula. The Richard-von-Weizsäcker-Schule-Öhringen has offered an in-service training for kindergarten teachers addressing these topics. This study investigates the impact of the program in reaching the children in kindergarten. 35 teachers in 12 kindergartens and parents of 217 children filled out questionnaires. 70 children were tested regarding the development of their mathematical concepts twice: before and after the kindergarten teachers from the intervention group took part in their in-service training for a year. The children in the eight intervention kindergartens showed faster/ more advanced development of their mathematical concepts than the children of the four control kindergartens. Furthermore, parents and kindergarten teachers report that children in the intervention group show an increased interest in numbers and other mathematical concepts whereas these changes were not found in the control group. The findings suggest that children might benefit from the introduction of concepts of mathematical concepts and technology in their kindergarten.' (author's abstract)

Optimized identification of advanced chronic kidney disease and absence of kidney disease by combining different electronic health data resources and by applying machine learning strategies

Automated identification of advanced chronic kidney disease (CKD ≥ III) and of no known kidney disease (NKD) can support both clinicians and researchers. We hypothesized that identification of CKD and NKD can be improved, by combining information from different electronic health record (EHR) resources, comprising laboratory values, discharge summaries and ICD-10 billing codes, compared to using each component alone. We included EHRs from 785 elderly multimorbid patients, hospitalized between 2010 and 2015, that were divided into a training and a test (n = 156) dataset. We used both the area under the receiver operating characteristic (AUROC) and under the precision-recall curve (AUCPR) with a 95% confidence interval for evaluation of different classification models. In the test dataset, the combination of EHR components as a simple classifier identified CKD ≥ III (AUROC 0.96[0.93–0.98]) and NKD (AUROC 0.94[0.91–0.97]) better than laboratory values (AUROC CKD 0.85[0.79–0.90], NKD 0.91[0.87–0.94]), discharge summaries (AUROC CKD 0.87[0.82–0.92], NKD 0.84[0.79–0.89]) or ICD-10 billing codes (AUROC CKD 0.85[0.80–0.91], NKD 0.77[0.72–0.83]) alone. Logistic regression and machine learning models improved recognition of CKD ≥ III compared to the simple classifier if only laboratory values were used (AUROC 0.96[0.92–0.99] vs. 0.86[0.81–0.91], p < 0.05) and improved recognition of NKD if information from previous hospital stays was used (AUROC 0.99[0.98–1.00] vs. 0.95[0.92–0.97]], p < 0.05). Depending on the availability of data, correct automated identification of CKD ≥ III and NKD from EHRs can be improved by generating classification models based on the combination of different EHR components

Embodied Cognition and the Direct Induction of Affect as a Compliment to Cognitive Behavioural Therapy

We make the case for the possible integration of affect experience induced via embodiment techniques with CBT for the treatment of emotional disorders in clinical settings. Theoretically we propose a possible integration of cognitive behavioural theory, neuroscience, embodied cognition and important processes of client change outcomes such as the therapeutic alliance to enhance client outcomes. We draw from evidence of bidirectional effects between embodiment modes of bottom-up (sensory-motor simulations giving rise to important basis of knowledge) and top-down (abstract mental representations of knowledge) processes such as CBT in psychotherapy. The paper first describes the dominance and success of CBT for the treatment of a wide range of clinical disorders. Some limitations of CBT, particularly for depression are also outlined. There is a growing body of evidence for the added value of experiential affect-focused interventions combined with CBT. Evidence for the embodied model of cognition and emotion is reviewed. Advantages of embodiment is highlighted as a complimentary process model to deepen the intensity and valence of affective experience. It is suggested that an integrated embodiment approach with CBT enhances outcomes across a wide range of emotional disorders. A description of our embodiment method integrated with CBT for inducing affective experience, emotional regulation, acceptance of unwanted emotions and emotional mastery is given. Finally, the paper highlights the importance of the therapeutic alliance as a critical component of the change process. The paper ends with a case study highlighting some clinical strategies that may aid the therapist to integrate embodiment techniques in CBT that can further explore in future research on affective experience in CBT for a wider range of clinical disorders

Functional brain network abnormalities during verbal working memory performance in adolescents and young adults with dyslexia

ehavioral and functional neuroimaging studies indicate deficits in verbal working memory (WM) and frontoparietal dysfunction in individuals with dyslexia. Additionally, structural brain abnormalities in dyslexics suggest a dysconnectivity of brain regions associated with phonological processing. However, little is known about the functional neuroanatomy underlying cognitive dysfunction in dyslexia. In this study, functional magnetic resonance imaging and multivariate analytic techniques were used to investigate patterns of functional connectivity during a verbal WM task in individuals with dyslexia (n = 12) and control subjects (n = 13). Dyslexics were not significantly slower than controls; however, they were less accurate with increasing WM demand. Independent component analysis identified 18 independent components (ICs) among which two ICs were selected for further analyses. These ICs included functional networks which were positively correlated with the delay period of the activation task in both healthy controls and dyslexics. Connectivity abnormalities in dyslexics were detected within both networks of interest: within a "phonological" left-lateralized prefrontal network, increased functional connectivity was found in left prefrontal and inferior parietal regions. Within an "executive" bilateral frontoparietal network, dyslexics showed a decreased connectivity pattern comprising bilateral dorsolateral prefrontal and posterior parietal regions, while increased connectivity was found in the left angular gyrus, the left hippocampal cortex and the right thalamus. The functional connectivity strength in the latter regions was associated with WM task accuracy and with the numbers of errors during a spelling test. These data suggest functional connectivity abnormalities in two spatiotemporally dissociable brain networks underlying WM dysfunction in individuals with dyslexi