Psychological Functioning in Pediatric Patients with Single Ventricle Congenital Heart Disease: A Meta-Analysis and Systematic Review Protocol

Mental health is an important yet understudied area of care for patients with congenital heart disease. Through limited studies, it is known that children and adults with congenital heart disease have increased incidence of mental health disorders when compared to their peers [1-3]. Some studies estimate that over half of adult patients with congenital heart disease have significant symptoms of a mood or anxiety disorder [3], although it is very likely that these symptoms are underrecognized. It is also known that in adults with congenital heart disease, depression is responsible for the variability of self-reported health status of patients, including physical functioning [4]. A prior review and meta-analysis of patient with complex congenital heart disease showed an increased risk of internalizing and externalizing behavior problems, however this review was not specific to the single ventricle population [5]. A recent review and meta-analysis of patients with children and adults with single ventricle physiology found worse health-related quality of life outcomes in this population [6], however currently less is known about psychological functioning specifically in the pediatric single ventricle population. The aim of this systematic review is to summarize and meta-analyze the existing literature of psychological outcomes in pediatric single ventricle patients. It is hypothesized that pediatric patients with single ventricle heart disease will have an increased risk of internalizing and externalizing problems as compared to their peers.No funding associated with this projecthttp://deepblue.lib.umich.edu/bitstream/2027.42/167623/3/SVSysRevProposal2021.pdfDescription of SVSysRevProposal2021.pdf : This is a protocol for an evidence sythesis project on Psychological Functioning in Pediatric Patients with Single Ventricle Congenital Heart DiseaseSEL

Let’s Chat: On-Screen Social Responsiveness Is Not Sufficient to Support Toddlers’ Word Learning From Video

Joint engagement with a speaker is one cue children may use to establish that an interaction is relevant to them and worthy of attention. People on pre-recorded video cannot engage contingently with a viewer in shared experiences, possibly leading to deficits in learning from video relative to learning from responsive face-to-face encounters. One hundred and seventy-six toddlers (24 and 30 months old) were offered referential social cues disambiguating a novel word’s meaning in one of four conditions: responsive live (a speaker was present and engaged with children); unresponsive video (a speaker on video looked at the camera and smiled at scripted times); unresponsive live (although present, the speaker behaved as she did on the unresponsive video), and responsive video (a speaker on closed-circuit video engaged with children, as in video chat). Children of both ages reliably learned the word in the responsive live condition, and older children (30 months) learned in the unresponsive live condition. Neither group learned in the responsive or unresponsive video conditions. The results show that the addition of communicative social cues to the video presentation via video chat was not sufficient to support learning in this case. Rather, toddlers’ transfer and generalization of words presented on video chat may depend on other contextual factors, such as co-viewers who scaffold their learning. Live, responsive video as implemented in this and prior studies is compared, with implications for the use of video chat via the Internet with young children

Let’s Chat: On-Screen Social Responsiveness Is Not Sufficient to Support Toddlers’ Word Learning From Video

Joint engagement with a speaker is one cue children may use to establish that an interaction is relevant to them and worthy of attention. People on pre-recorded video cannot engage contingently with a viewer in shared experiences, possibly leading to deficits in learning from video relative to learning from responsive face-to-face encounters. One hundred and seventy-six toddlers (24 and 30 months old) were offered referential social cues disambiguating a novel word’s meaning in one of four conditions: responsive live (a speaker was present and engaged with children); unresponsive video (a speaker on video looked at the camera and smiled at scripted times); unresponsive live (although present, the speaker behaved as she did on the unresponsive video), and responsive video (a speaker on closed-circuit video engaged with children, as in video chat). Children of both ages reliably learned the word in the responsive live condition, and older children (30 months) learned in the unresponsive live condition. Neither group learned in the responsive or unresponsive video conditions. The results show that the addition of communicative social cues to the video presentation via video chat was not sufficient to support learning in this case. Rather, toddlers’ transfer and generalization of words presented on video chat may depend on other contextual factors, such as co-viewers who scaffold their learning. Live, responsive video as implemented in this and prior studies is compared, with implications for the use of video chat via the Internet with young children

Provenance of Pennsylvanian–Permian sedimentary rocks associated with the Ancestral Rocky Mountains orogeny in southwestern Laurentia: Implications for continental-scale Laurentian sediment transport systems

International audienceThe Ancestral Rocky Mountains system consists of a series of basement-cored uplifts and associated sedimentary basins that formed in southwestern Laurentia during Early Pennsylvanian-middle Permian time. This system was originally recognized by aprons of coarse, arkosic sandstone and conglomerate within the Paradox, Eagle, and Denver Basins, which surround the Front Range and Uncompahgre basement uplifts. However, substantial portions of Ancestral Rocky Mountain-adjacent basins are filled with carbonate or fine-grained quartzose material that is distinct from proximal arkosic rocks, and detrital zircon data from basins adjacent to the Ancestral Rocky Mountains have been interpreted to indicate that a substantial proportion of their clastic sediment was sourced from the Appalachian and/or Arctic orogenic belts and transported over long distances across Laurentia into Ancestral Rocky Mountain basins. In this study, we present new U-Pb detrital zircon data from 72 samples from strata within the Denver Basin, Eagle Basin, Paradox Basin, northern Arizona shelf, Pedregosa Basin, and Keeler-Lone Pine Basin spanning ~50 m.y. and compare these to published data from 241 samples from across Laurentia. Traditional visual comparison and inverse modeling methods map sediment transport pathways within the Ancestral Rocky Mountains system and indicate that proximal basins were filled with detritus eroded from nearby basement uplifts, whereas distal portions of these basins were filled with a mix of local sediment and sediment derived from marginal Laurentian sources including the Arctic Ellesmerian orogen and possibly the northern Appalachian orogen. This sediment was transported to southwestern Laurentia via a ca. 2,000-km-long longshore and aeolian system analogous to the modern Namibian coast. Deformation of the Ancestral Rocky Mountains slowed in Permian time, reducing basinal accommodation and allowing marginal clastic sources to overwhelm the system