Evaluating Preschoolers’ Comprehension of Educational Television: The Role of Viewer Characteristics, Stimuli Features, and Contextual Expectations

This study represents the first experimental investigation to simultaneously evaluate the impact of three key areas of a child’s television viewing experience -individual differences (story schema), the stimulus (narrative type), and the environment (perceived demand characteristics). Guided by the capacity model (Fisch, 2000, 2004), preschoolers’ comprehension of an educational television program was evaluated in a 2 (story schema: low, high) x 2 (perceived demand characteristics: fun (low), learning (high)) x 2 (narrative type: participatory cues absent, participatory cues present) between-subjects fully crossed factorial experiment. Comprehension was operationalized as both narrative (i.e. central, incidental, and inferential comprehension) and educational content comprehension. A total of 172 preschoolers (102 females) participated in the study (Mean Age = 4.2 years). Children were randomly assigned to one of four conditions created by crossing the perceived demand characteristic manipulation with the narrative type manipulation. Story schema level was assigned through a median-split procedure based on story schema scores. In addition to program comprehension, data was collected on expressive vocabulary, story schema skills, program familiarity, and engagement with and attention to stimuli. Advanced story schema supported narrative comprehension, and this reduction in narrative processing demands translated to educational content comprehension. Children’s television programmers are advised to design educational television content which conforms to a prototypical story structure while integrating educational content within the narrative. Additionally, while children seemed able to devote greater attention to content when asked to “watch to learn”, they appeared to struggle with how to differentially distribute this attention, resulting in minimally enhanced inferential processing and no additional benefits to educational content comprehension. Finally, the inclusion of participatory cues in children’s television programming was not sufficient to support comprehension. Rather, it seems that engagement with participatory cues is necessary to support comprehension – particularly for children with low story schema and children viewing “for fun”. When integrating the findings for perceived demand characteristics and narrative type, children’s television programmers are advised to use participatory cues strategically to highlight educational content

Immune cells lacking Y chromosome show dysregulation of autosomal gene expression

Funder: Kjell och Märta Beijers Stiftelse (SE)Funder: Hjärnfonden; doi: http://dx.doi.org/10.13039/501100003792Funder: Cancerfonden; doi: http://dx.doi.org/10.13039/501100002794Funder: Vetenskapsrådet; doi: http://dx.doi.org/10.13039/501100004359Funder: Alzheimerfonden; doi: http://dx.doi.org/10.13039/501100008599Funder: Konung Gustaf V:s och Drottning Victorias Frimurarestiftelse (SE)Funder: Science for Life Laboratory (SE)Funder: Fundacja na rzecz Nauki Polskiej (PL)Funder: Uppsala UniversityAbstract: Epidemiological investigations show that mosaic loss of chromosome Y (LOY) in leukocytes is associated with earlier mortality and morbidity from many diseases in men. LOY is the most common acquired mutation and is associated with aberrant clonal expansion of cells, yet it remains unclear whether this mosaicism exerts a direct physiological effect. We studied DNA and RNA from leukocytes in sorted- and single-cells in vivo and in vitro. DNA analyses of sorted cells showed that men diagnosed with Alzheimer’s disease was primarily affected with LOY in NK cells whereas prostate cancer patients more frequently displayed LOY in CD4 + T cells and granulocytes. Moreover, bulk and single-cell RNA sequencing in leukocytes allowed scoring of LOY from mRNA data and confirmed considerable variation in the rate of LOY across individuals and cell types. LOY-associated transcriptional effect (LATE) was observed in ~ 500 autosomal genes showing dysregulation in leukocytes with LOY. The fraction of LATE genes within specific cell types was substantially larger than the fraction of LATE genes shared between different subsets of leukocytes, suggesting that LOY might have pleiotropic effects. LATE genes are involved in immune functions but also encode proteins with roles in other diverse biological processes. Our findings highlight a surprisingly broad role for chromosome Y, challenging the view of it as a “genetic wasteland”, and support the hypothesis that altered immune function in leukocytes could be a mechanism linking LOY to increased risk for disease

Large expert-curated database for benchmarking document similarity detection in biomedical literature search

Document recommendation systems for locating relevant literature have mostly relied on methods developed a decade ago. This is largely due to the lack of a large offline gold-standard benchmark of relevant documents that cover a variety of research fields such that newly developed literature search techniques can be compared, improved and translated into practice. To overcome this bottleneck, we have established the RElevant LIterature SearcH consortium consisting of more than 1500 scientists from 84 countries, who have collectively annotated the relevance of over 180 000 PubMed-listed articles with regard to their respective seed (input) article/s. The majority of annotations were contributed by highly experienced, original authors of the seed articles. The collected data cover 76% of all unique PubMed Medical Subject Headings descriptors. No systematic biases were observed across different experience levels, research fields or time spent on annotations. More importantly, annotations of the same document pairs contributed by different scientists were highly concordant. We further show that the three representative baseline methods used to generate recommended articles for evaluation (Okapi Best Matching 25, Term Frequency-Inverse Document Frequency and PubMed Related Articles) had similar overall performances. Additionally, we found that these methods each tend to produce distinct collections of recommended articles, suggesting that a hybrid method may be required to completely capture all relevant articles. The established database server located at https://relishdb.ict.griffith.edu.au is freely available for the downloading of annotation data and the blind testing of new methods. We expect that this benchmark will be useful for stimulating the development of new powerful techniques for title and title/abstract-based search engines for relevant articles in biomedical research.Peer reviewe

Evaluating Preschoolers\u27 Comprehension of Educational Television: The Role of Viewer Characteristics, Stimuli Features, and Contextual Expectations

This study represents the first experimental investigation to simultaneously evaluate the impact of three key areas of a child’s television viewing experience—individual differences (story schema), the stimulus (narrative type), and the environment (perceived demand characteristics). Guided by the capacity model (Fisch, 2000, 2004), preschoolers’ comprehension of an educational television program was evaluated in a 2 (story schema: low, high) x 2 (perceived demand characteristics: fun (low), learning (high)) x 2 (narrative type: participatory cues absent, participatory cues present) between-subjects fully crossed factorial experiment. Comprehension was operationalized as both narrative (i.e. central, incidental, and inferential comprehension) and educational content comprehension. A total of 172 preschoolers (102 females) participated in the study (Mean Age = 4.2 years). Children were randomly assigned to one of four conditions created by crossing the perceived demand characteristic manipulation with the narrative type manipulation. Story schema level was assigned through a median-split procedure based on story schema scores. In addition to program comprehension, data was collected on expressive vocabulary, story schema skills, program familiarity, and engagement with and attention to stimuli. Advanced story schema supported narrative comprehension, and this reduction in narrative processing demands translated to educational content comprehension. Children’s television programmers are advised to design educational television content which conforms to a prototypical story structure while integrating educational content within the narrative. Additionally, while children seemed able to devote greater attention to content when asked to “watch to learn”, they appeared to struggle with how to differentially distribute this attention, resulting in minimally enhanced inferential processing and no additional benefits to educational content comprehension. Finally, the inclusion of participatory cues in children’s television programming was not sufficient to support comprehension. Rather, it seems that engagement with participatory cues is necessary to support comprehension—particularly for children with low story schema and children viewing “for fun”. When integrating the findings for perceived demand characteristics and narrative type, children’s television programmers are advised to use participatory cues strategically to highlight educational content

Content and person effects in media research: Studying differences in cognitive, emotional, and arousal responses to media content

Cognitive, emotional, and arousal responses to media content stem from two sources of variation: differences in content and differences between individuals. Although the first source of variation (content effects) has been well-studied, individual differences (person effects) in responses to media are investigated much less within communication science. To help build this comparatively thin area of scholarship, this study investigated how four theoretically relevant variables (need for cognition, affective empathy, sensation seeking, and sensory processing sensitivity) affected responses to positively and negatively valenced media entertainment. In a withinsubjects design, 243 youth aged 7–15 years (49.4% female) responded to a positive and negative film clip using both selfreported and physiological measures (heart rate and skin conductance), while parents reported on individual differences. Multilevel analysis was used to distinguish between media content effects and individual differences in responses. Results showed that more variation in responses was due to differences between participants than to differences between stimuli. However, need for cognition, affective empathy, sensation seeking, and sensory processing sensitivity did not significantly explain this between-participant variation in responses. Several conceptual and methodological take-aways are offered to advance our understanding of the relationships between stable individual differences and state responses to media

Content and person effects in media research: Studying differences in cognitive, emotional, and arousal responses to media content

Cognitive, emotional, and arousal responses to media content stem from two sources of variation: differences in content and differences between individuals. Although the first source of variation (content effects) has been well-studied, individual differences (person effects) in responses to media are investigated much less within communication science. To help build this comparatively thin area of scholarship, this study investigated how four theoretically relevant variables (need for cognition, affective empathy, sensation seeking, and sensory processing sensitivity) affected responses to positively and negatively valenced media entertainment. In a withinsubjects design, 243 youth aged 7–15 years (49.4% female) responded to a positive and negative film clip using both selfreported and physiological measures (heart rate and skin conductance), while parents reported on individual differences. Multilevel analysis was used to distinguish between media content effects and individual differences in responses. Results showed that more variation in responses was due to differences between participants than to differences between stimuli. However, need for cognition, affective empathy, sensation seeking, and sensory processing sensitivity did not significantly explain this between-participant variation in responses. Several conceptual and methodological take-aways are offered to advance our understanding of the relationships between stable individual differences and state responses to media