Air-Leak Syndrome with Spontaneous Tension Pneumothorax and Pneumomediastinum Caused by Bleomycin-Induced Organizing Pneumonia

Teaching Point: The appearance of pneumatoceles in a patient with organizing pneumonia is an early sign of leak syndrome and is a significant finding as its rupture can lead to a life-threatening tension pneumothorax. Air leak syndrome (ALS), consisting of pneumothorax, subcutaneous emphysema and pneumomediastinum, is a rare complication of organizing pneumonia (OP). We report a case of a patient with bleomycin-induced OP who develops a tension pneumothorax due to a ruptured pneumatocele caused by ALS and correlate with histopathological analysis. This is the third case in the literature with these findings and the first with a tension pneumothorax

Children Base Their Investment on Calculated Pay-Off

To investigate the rise of economic abilities during development we studied children aged between 3 and 10 in an exchange situation requiring them to calculate their investment based on different offers. One experimenter gave back a reward twice the amount given by the children, and a second always gave back the same quantity regardless of the amount received. To maximize pay-offs children had to invest a maximal amount with the first, and a minimal amount with the second. About one third of the 5-year-olds and most 7- and 10-year-olds were able to adjust their investment according to the partner, while all 3-year-olds failed. Such performances should be related to the rise of cognitive and social skills after 4 years

Can Monkeys Make Investments Based on Maximized Pay-off?

Animals can maximize benefits but it is not known if they adjust their investment according to expected pay-offs. We investigated whether monkeys can use different investment strategies in an exchange task. We tested eight capuchin monkeys (Cebus apella) and thirteen macaques (Macaca fascicularis, Macaca tonkeana) in an experiment where they could adapt their investment to the food amounts proposed by two different experimenters. One, the doubling partner, returned a reward that was twice the amount given by the subject, whereas the other, the fixed partner, always returned a constant amount regardless of the amount given. To maximize pay-offs, subjects should invest a maximal amount with the first partner and a minimal amount with the second. When tested with the fixed partner only, one third of monkeys learned to remove a maximal amount of food for immediate consumption before investing a minimal one. With both partners, most subjects failed to maximize pay-offs by using different decision rules with each partner' quality. A single Tonkean macaque succeeded in investing a maximal amount to one experimenter and a minimal amount to the other. The fact that only one of over 21 subjects learned to maximize benefits in adapting investment according to experimenters' quality indicates that such a task is difficult for monkeys, albeit not impossible

Le développement des compétences économiques chez l'enfant

Given the importance of economic interactions in European societies, we have relatively little knowledge about children’s decision-making in an economic context. In this work, I tested 802 children aged from 14 months to 10 years in experimental situations based on an exchange task in order (1) to determine the age from which children understand that they can use gifts and exchanges as means to maximize their gain, (2) to test whether they understand the temporal cost associated with an exchange, (3) to study whether they are able to adjust their investment according to the exchange partner(s), and (4) to evaluate their capacity to take a risk during an exchange. For each question, I aimed at identifying potential parallels between the efficiency of economic decisions and the stages of cognitive development already known in children. Results revealed a major shift between 18 and 22 months in the ability to give and exchange. Children were able to adjust their waiting time to the quantity of reward being offered from the age of 3. Finally, I found that children aged over 5 could adapt their investment according to the behavior of partners and the risk of losing related to an exchange. It appears that children’s competencies match what is known of the stages of development in numeric competency, temporal judgment and understanding of others’ mental states. This work should be conducted in other societies with different cultural and economic norms in order to assess the generality of the results found in this thesis.Malgré l’importance des interactions économiques dans les sociétés humaines, l’étude de la prise de décision dans le contexte économique chez les enfants reste rare. Dans ce travail, j’ai testé 802 enfants âgés de 14 mois à 10 ans dans des situations expérimentales faisant intervenir une tâche d’échange afin (1) de déterminer l’âge auquel les enfants comprennent l’utilisation du don et de l’échange comme des outils permettant de maximiser leur gain, (2) de tester s’ils intègrent le coût temporel associé à un échange, (3) de rechercher s’ils sont capables d’ajuster leur investissement aucomportement du ou des partenaires d’échange, et (4) d’évaluer leur aptitude à prendre en compte le risque inhérent à la situation d’échange. Pour chacune de ces questions, j’ai cherché à identifier d’éventuels parallèles entre l’efficacité des décisions économiques chez l’enfant et les stades connus du développement cognitif. Les résultats montrent un changement majeur entre 18 et 22 mois dans la capacité à donner et échanger. Les enfants sont capables d’ajuster leur temps d’attente à la quantité de récompense offerte à partir de trois ans. Enfin, on constate que les enfants de plus decinq ans peuvent adapter leur choix d’investissement selon le comportement des partenaires et le risque de perte associé à un échange. Il apparaît que les compétences des enfants correspondent à ce que l’on connaît des stades de développement dans les facultés de calcul numérique, de jugement temporel et de compréhension des états mentaux d’autrui. Ce travail devra se poursuivre chez d'autres sociétés aux normes économiques différentes de manière à évaluer la généralité des résultats obtenus dans cette thèse

The development of economic skills in children

Malgré l’importance des interactions économiques dans les sociétés humaines, l’étude de la prise de décision dans le contexte économique chez les enfants reste rare. Dans ce travail, j’ai testé 802 enfants âgés de 14 mois à 10 ans dans des situations expérimentales faisant intervenir une tâche d’échange afin (1) de déterminer l’âge auquel les enfants comprennent l’utilisation du don et de l’échange comme des outils permettant de maximiser leur gain, (2) de tester s’ils intègrent le coût temporel associé à un échange, (3) de rechercher s’ils sont capables d’ajuster leur investissement aucomportement du ou des partenaires d’échange, et (4) d’évaluer leur aptitude à prendre en compte le risque inhérent à la situation d’échange. Pour chacune de ces questions, j’ai cherché à identifier d’éventuels parallèles entre l’efficacité des décisions économiques chez l’enfant et les stades connus du développement cognitif. Les résultats montrent un changement majeur entre 18 et 22 mois dans la capacité à donner et échanger. Les enfants sont capables d’ajuster leur temps d’attente à la quantité de récompense offerte à partir de trois ans. Enfin, on constate que les enfants de plus decinq ans peuvent adapter leur choix d’investissement selon le comportement des partenaires et le risque de perte associé à un échange. Il apparaît que les compétences des enfants correspondent à ce que l’on connaît des stades de développement dans les facultés de calcul numérique, de jugement temporel et de compréhension des états mentaux d’autrui. Ce travail devra se poursuivre chez d'autres sociétés aux normes économiques différentes de manière à évaluer la généralité des résultats obtenus dans cette thèse.Given the importance of economic interactions in European societies, we have relatively little knowledge about children’s decision-making in an economic context. In this work, I tested 802 children aged from 14 months to 10 years in experimental situations based on an exchange task in order (1) to determine the age from which children understand that they can use gifts and exchanges as means to maximize their gain, (2) to test whether they understand the temporal cost associated with an exchange, (3) to study whether they are able to adjust their investment according to the exchange partner(s), and (4) to evaluate their capacity to take a risk during an exchange. For each question, I aimed at identifying potential parallels between the efficiency of economic decisions and the stages of cognitive development already known in children. Results revealed a major shift between 18 and 22 months in the ability to give and exchange. Children were able to adjust their waiting time to the quantity of reward being offered from the age of 3. Finally, I found that children aged over 5 could adapt their investment according to the behavior of partners and the risk of losing related to an exchange. It appears that children’s competencies match what is known of the stages of development in numeric competency, temporal judgment and understanding of others’ mental states. This work should be conducted in other societies with different cultural and economic norms in order to assess the generality of the results found in this thesis

The development of economic skills in children

Malgré l’importance des interactions économiques dans les sociétés humaines, l’étude de la prise de décision dans le contexte économique chez les enfants reste rare. Dans ce travail, j’ai testé 802 enfants âgés de 14 mois à 10 ans dans des situations expérimentales faisant intervenir une tâche d’échange afin (1) de déterminer l’âge auquel les enfants comprennent l’utilisation du don et de l’échange comme des outils permettant de maximiser leur gain, (2) de tester s’ils intègrent le coût temporel associé à un échange, (3) de rechercher s’ils sont capables d’ajuster leur investissement aucomportement du ou des partenaires d’échange, et (4) d’évaluer leur aptitude à prendre en compte le risque inhérent à la situation d’échange. Pour chacune de ces questions, j’ai cherché à identifier d’éventuels parallèles entre l’efficacité des décisions économiques chez l’enfant et les stades connus du développement cognitif. Les résultats montrent un changement majeur entre 18 et 22 mois dans la capacité à donner et échanger. Les enfants sont capables d’ajuster leur temps d’attente à la quantité de récompense offerte à partir de trois ans. Enfin, on constate que les enfants de plus decinq ans peuvent adapter leur choix d’investissement selon le comportement des partenaires et le risque de perte associé à un échange. Il apparaît que les compétences des enfants correspondent à ce que l’on connaît des stades de développement dans les facultés de calcul numérique, de jugement temporel et de compréhension des états mentaux d’autrui. Ce travail devra se poursuivre chez d'autres sociétés aux normes économiques différentes de manière à évaluer la généralité des résultats obtenus dans cette thèse.Given the importance of economic interactions in European societies, we have relatively little knowledge about children’s decision-making in an economic context. In this work, I tested 802 children aged from 14 months to 10 years in experimental situations based on an exchange task in order (1) to determine the age from which children understand that they can use gifts and exchanges as means to maximize their gain, (2) to test whether they understand the temporal cost associated with an exchange, (3) to study whether they are able to adjust their investment according to the exchange partner(s), and (4) to evaluate their capacity to take a risk during an exchange. For each question, I aimed at identifying potential parallels between the efficiency of economic decisions and the stages of cognitive development already known in children. Results revealed a major shift between 18 and 22 months in the ability to give and exchange. Children were able to adjust their waiting time to the quantity of reward being offered from the age of 3. Finally, I found that children aged over 5 could adapt their investment according to the behavior of partners and the risk of losing related to an exchange. It appears that children’s competencies match what is known of the stages of development in numeric competency, temporal judgment and understanding of others’ mental states. This work should be conducted in other societies with different cultural and economic norms in order to assess the generality of the results found in this thesis

Decision-making under risk of loss in children

The research was supported by a grant from the Agence Nationale de la Recherche (ANR-08-412 BLAN-0042-01)In human adults, judgment errors are known to often lead to irrational decision-making in risky contexts. While these errors can affect the accuracy of profit evaluation, they may have once enhanced survival in dangerous contexts following a "better be safe than sorry" rule of thumb. Such a rule can be critical for children, and it could develop early on. Here, we investigated the rationality of choices and the possible occurrence of judgment errors in children aged 3 to 9 years when exposed to a risky trade. Children were allocated with a piece of cookie that they could either keep or risk in exchange of the content of one cup among 6, visible in front of them. In the cups, cookies could be of larger, equal or smaller sizes than the initial allocation. Chances of losing or winning were manipulated by presenting different combinations of cookie sizes in the cups (for example 3 large, 2 equal and 1 small cookie). We investigated the rationality of children's response using the theoretical models of Expected Utility Theory (EUT) and Cumulative Prospect Theory. Children aged 3 to 4 years old were unable to discriminate the profitability of exchanging in the different combinations. From 5 years, children were better at maximizing their benefit in each combination, their decisions were negatively induced by the probability of losing, and they exhibited a framing effect, a judgment error found in adults. Confronting data to the EUT indicated that children aged over 5 were risk-seekers but also revealed inconsistencies in their choices. According to a complementary model, the Cumulative Prospect Theory (CPT), they exhibited loss aversion, a pattern also found in adults. These findings confirm that adult-like judgment errors occur in children, which suggests that they possess a survival value.Publisher PDFPeer reviewe

Are Monkeys Sensitive to the Regularity of Pay-off?

Animals commonly face fluctuations in their environment and resources. To maximize their benefits,they need to integrate the risks attached to potential pay-offs. We do not know, however, to what extent individuals account for irregularity in the latter. We tested the sensitivity of monkeys (Cebusapella, Macaca tonkeana, M. fascicularis) to the irregularity of pay-offs in two different tasks. In a first experiment, the subjects were given an exchange task where the reward probability varied between different conditions, but yielded the same average pay-off. There was no evidence of subjects favoring either condition, meaning that they behaved in accordance with the predictions ofthe classical decision theory (Expected Utility Theory). In a second experiment, we offered to subjects a choice between two options involving different pay-off regularity. In this case, a wide range of inter-individual variation was found in the choices of individuals. Whereas monkeys accepted irregular pay-off in a rational way, there were individual biases in their preferences. These results indicate that the preferences of animals in a risky situation were not unequivocally shaped by the environment in which species have evolved

Le développement des compétences économiques chez l'enfant

Malgré l importance des interactions économiques dans les sociétés humaines, l étude de la prise de décision dans le contexte économique chez les enfants reste rare. Dans ce travail, j ai testé 802 enfants âgés de 14 mois à 10 ans dans des situations expérimentales faisant intervenir une tâche d échange afin (1) de déterminer l âge auquel les enfants comprennent l utilisation du don et de l échange comme des outils permettant de maximiser leur gain, (2) de tester s ils intègrent le coût temporel associé à un échange, (3) de rechercher s ils sont capables d ajuster leur investissement aucomportement du ou des partenaires d échange, et (4) d évaluer leur aptitude à prendre en compte le risque inhérent à la situation d échange. Pour chacune de ces questions, j ai cherché à identifier d éventuels parallèles entre l efficacité des décisions économiques chez l enfant et les stades connus du développement cognitif. Les résultats montrent un changement majeur entre 18 et 22 mois dans la capacité à donner et échanger. Les enfants sont capables d ajuster leur temps d attente à la quantité de récompense offerte à partir de trois ans. Enfin, on constate que les enfants de plus decinq ans peuvent adapter leur choix d investissement selon le comportement des partenaires et le risque de perte associé à un échange. Il apparaît que les compétences des enfants correspondent à ce que l on connaît des stades de développement dans les facultés de calcul numérique, de jugement temporel et de compréhension des états mentaux d autrui. Ce travail devra se poursuivre chez d'autres sociétés aux normes économiques différentes de manière à évaluer la généralité des résultats obtenus dans cette thèse.Given the importance of economic interactions in European societies, we have relatively little knowledge about children s decision-making in an economic context. In this work, I tested 802 children aged from 14 months to 10 years in experimental situations based on an exchange task in order (1) to determine the age from which children understand that they can use gifts and exchanges as means to maximize their gain, (2) to test whether they understand the temporal cost associated with an exchange, (3) to study whether they are able to adjust their investment according to the exchange partner(s), and (4) to evaluate their capacity to take a risk during an exchange. For each question, I aimed at identifying potential parallels between the efficiency of economic decisions and the stages of cognitive development already known in children. Results revealed a major shift between 18 and 22 months in the ability to give and exchange. Children were able to adjust their waiting time to the quantity of reward being offered from the age of 3. Finally, I found that children aged over 5 could adapt their investment according to the behavior of partners and the risk of losing related to an exchange. It appears that children s competencies match what is known of the stages of development in numeric competency, temporal judgment and understanding of others mental states. This work should be conducted in other societies with different cultural and economic norms in order to assess the generality of the results found in this thesis.STRASBOURG-Bib.electronique 063 (674829902) / SudocSudocFranceF