Training for Coherence Formation When Learning From Text and Picture and the Interplay With Learners’ Prior Knowledge

Learning with text and pictures requires learners to integrate the given information into one coherent mental representation. Since learners often fail to integrate text and pictures, the study investigates the effects of a training for text processing strategies, picture processing strategies and strategies to map text and picture onto each other. It was assumed that learners’ prior knowledge would affect the effects of such a training with more beneficial effects for learners with high prior knowledge. The training comprised an introduction on how to process, integrate and reflect on texts and pictures with an additional training phase of 3 weeks. The study (N = 30) analyzed the effects of the training with regard to recall and comprehension performance in contrast to the no training group, which received an alternative program that was not related to text-picture integration. A regression analysis showed that the integration training was not overall beneficial but only for learners with increased levels of prior knowledge. Hence, training for coherence formation is beneficial for learning only when adequate knowledge structures are available to conduct the recommended steps of understanding and integrating text and picture

Effekte eines tutorenbasierten Lernstrategietrainings für Studierende

Um Erstsemester/innen in ihrer Orientierungsphase zu helfen, erhielten sie vor Studienbeginn eine Einführung in Lernstrategien. Diese empirische Studie untersucht, ob ein tutorenbasiertes Lernstrategietraining positive Effekte auf den Lernstrategieeinsatz der Studierenden aufweist. Während eines Trainingscamps wurden sie (n=207) von geschulten Tutorinnen und Tutoren in Lernstrategien trainiert. Ein Teil erhielt das Training mit denselben Lernstrategien über das Semester hinweg. Die Ergebnisse zeigen, dass das Training vor Studienbeginn zu negativen Effekten bezüglich der Entwicklung des Strategieeinsatzes führte. Im Verlauf des Semesters zeigten sich dann für das fortgeführte Strategietraining positive Effekte. 14.02.2014 | Cornelia Gutmann, Marion Geiger & Tina Seufert (Ulm

Semaglutide and Cardiovascular Outcomes in Patients with Type 2 Diabetes

Background: Regulatory guidance specifies the need to establish cardiovascular safety of new diabetes therapies in patients with type 2 diabetes in order to rule out excess cardiovascular risk. The cardiovascular effects of semaglutide, a glucagon-like peptide 1 analogue with an extended half-life of approximately 1 week, in type 2 diabetes are unknown. Methods: We randomly assigned 3297 patients with type 2 diabetes who were on a standard-care regimen to receive once-weekly semaglutide (0.5 mg or 1.0 mg) or placebo for 104 weeks. The primary composite outcome was the first occurrence of cardiovascular death, nonfatal myocardial infarction, or nonfatal stroke. We hypothesized that semaglutide would be noninferior to placebo for the primary outcome. The noninferiority margin was 1.8 for the upper boundary of the 95% confidence interval of the hazard ratio. Results: At baseline, 2735 of the patients (83.0%) had established cardiovascular disease, chronic kidney disease, or both. The primary outcome occurred in 108 of 1648 patients (6.6%) in the semaglutide group and in 146 of 1649 patients (8.9%) in the placebo group (hazard ratio, 0.74; 95% confidence interval [CI], 0.58 to 0.95; P<0.001 for noninferiority). Nonfatal myocardial infarction occurred in 2.9% of the patients receiving semaglutide and in 3.9% of those receiving placebo (hazard ratio, 0.74; 95% CI, 0.51 to 1.08; P=0.12); nonfatal stroke occurred in 1.6% and 2.7%, respectively (hazard ratio, 0.61; 95% CI, 0.38 to 0.99; P=0.04). Rates of death from cardiovascular causes were similar in the two groups. Rates of new or worsening nephropathy were lower in the semaglutide group, but rates of retinopathy complications (vitreous hemorrhage, blindness, or conditions requiring treatment with an intravitreal agent or photocoagulation) were significantly higher (hazard ratio, 1.76; 95% CI, 1.11 to 2.78; P=0.02). Fewer serious adverse events occurred in the semaglutide group, although more patients discontinued treatment because of adverse events, mainly gastrointestinal. Conclusions: In patients with type 2 diabetes who were at high cardiovascular risk, the rate of cardiovascular death, nonfatal myocardial infarction, or nonfatal stroke was significantly lower among patients receiving semaglutide than among those receiving placebo, an outcome that confirmed the noninferiority of semaglutide. (Funded by Novo Nordisk; SUSTAIN-6 ClinicalTrials.gov number, NCT01720446.)Sin financiación72.406 JCR (2016) Q1, 1/155 Medicine, General & InternalUE

Evaluation of a health promotion program in children: Study protocol and design of the cluster-randomized Baden-Württemberg primary school study [DRKS-ID: DRKS00000494]

<p>Abstract</p> <p>Background</p> <p>Increasing prevalences of overweight and obesity in children are known problems in industrialized countries. Early prevention is important as overweight and obesity persist over time and are related with health problems later in adulthood. "Komm mit in das gesunde Boot - Grundschule" is a school-based program to promote a healthier lifestyle. Main goals of the intervention are to increase physical activity, decrease the consumption of sugar-sweetened beverages, and to decrease time spent sedentary by promoting active choices for healthy lifestyle. The program to date is distributed by 34 project delivery consultants in the state of Baden-Württemberg and is currently implemented in 427 primary schools. The efficacy of this large scale intervention is examined via the Baden-Württemberg Study.</p> <p>Methods/Design</p> <p>The Baden-Württemberg Study is a prospective, stratified, cluster-randomized, and longitudinal study with two groups (intervention group and control group). Measurements were taken at the beginning of the academic years 2010/2011 and 2011/2012. Efficacy of the intervention is being assessed using three main outcomes: changes in waist circumference, skinfold thickness and 6 minutes run. Stratified cluster-randomization (according to class grade level) was performed for primary schools; pupils, teachers/principals, and parents were investigated. An approximately balanced number of classes in intervention group and control group could be reached by stratified randomization and was maintained at follow-up.</p> <p>Discussion</p> <p>At present, "Komm mit in das Gesunde Boot - Grundschule" is the largest school-based health promotion program in Germany. Comparative objective main outcomes are used for the evaluation of efficacy. Simulations showed sufficient power with the existing sample size. Therefore, the results will show whether the promotion of a healthier lifestyle in primary school children is possible using a relatively low effort within a school-based program involving children, teachers and parents. The research team anticipates that not only efficacy will be proven in this study but also expects many other positive effects of the program.</p> <p>Trial registration</p> <p>German Clinical Trials Register (DRKS), DRKS-ID: DRKS00000494</p

Lernereigenschaften von Präsenz- und Fernstudierenden und deren Bedeutung für Lernerfolg. Eine empirische Vergleichsstudie

In dieser Studie wurden N=123 Präsenz- und Fernstudierende auf Basis des Modells erfolgsrelevanter individueller Lernvoraussetzungen (INVO) von Hasselhorn und Gold (2013) bezüglich Motivation, akademischem Selbstkonzept, Volition und Lernstrategien mittels Online-Fragebogen befragt. Untersucht wurde, ob sich Präsenz- und Fernstudierende hinsichtlich dieser Lernereigenschaften unterscheiden, welche Zusammenhänge zwischen Lernereigenschaften und Lernerfolg bestehen und ob sich diese zwischen den Gruppen unterscheiden. Die Studierenden unterscheiden sich im individuellen Selbstkonzept und dem Lernstrategiegebrauch. Zusammenhänge zwischen Selbstkonzept, Motivation, Lernstrategien und Lernerfolg sowie Zusammenhangsunterschiede zwischen den Gruppen wurden bestätigt. Implikationen zur Entwicklung von universitären Weiterbildungsangeboten werden diskutiert. (DIPF/Orig.

Making an effort versus experiencing load

In cognitive load theory (CLT), the role of different types of cognitive load is still under debate. Intrinsic cognitive load (ICL) and germane cognitive load (GCL) are assumed to be highly interlinked but provide different perspectives. While ICL mirrors the externally given task affordances which learners experience passively, germane resources are invested by the learner actively. Extraneous affordances (ECL) are also experienced passively. The distinction of passively experienced load and actively invested resources was inspired by an investigation where we found differential effects of a learning strategy training, which in fact resulted in reduced passive load and increased actively invested effort. This distinction is also mirrored in the active and passive forms for effort in German language: “es war anstrengend” (it has been strenuous) vs. “ich habe mich angestrengt” (I exerted myself). In two studies, we analyzed whether we could distinguish between these active and passive aspects of load by using these phrases and how this distinction relates to the three-partite concept of CLT. In two instructional design studies, we included the active and passive items into a differentiated cognitive load questionnaire. We found the factor structure to be stable, with the passive item loading on the ICL factor and the active item loading on the GCL factor. We conclude that it is possible to distinguish between active and passive aspects of load and that further research on this topic could be constructive, especially for learning tasks where learners act in a more self-regulated way and learner characteristics are taken into account

Perceived academic control and academic emotions predict undergraduate university student success: examining effects on dropout intention and achievement

The present study addressed concerns over the high risk of university students' academic failure. It examined how perceived academic control and academic emotions predict undergraduate students' academic success, conceptualized as both low dropout intention and high achievement (indicated by GPA). A cross-sectional survey was administered to 883 undergraduate students across all disciplines of a German STEM orientated university. The study additionally compared freshman students (N = 597) vs. second-year students (N = 286). Using structural equation modeling, for the overall sample of undergraduate students we found that perceived academic control positively predicted enjoyment and achievement, as well as negatively predicted boredom and anxiety. The prediction of dropout intention by perceived academic control was fully mediated via anxiety. When taking perceived academic control into account, we found no specific impact of enjoyment or boredom on the intention to dropout and no specific impact of all three academic emotions on achievement. The multi-group analysis showed, however, that perceived academic control, enjoyment, and boredom among second-year students had a direct relationship with dropout intention. A major contribution of the present study was demonstrating the important roles of perceived academic control and anxiety in undergraduate students' academic success. Concerning corresponding institutional support and future research, the results suggested distinguishing incoming from advanced undergraduate students