The Relation Between Spatial Language During Informal Learning and Children’s STEM-Related School Readiness Scores

Young children’s interest in STEM (science, technology, engineering, and math) can develop through everyday experiences; often in science-related informal settings and museums. Verdine et al. found that parental spatial language is important in creating a foundation in STEM learning. The relation between children’s school readiness scores, informal play at home, and spatial language use during caregiver-child play with an open-ended block task was examined. The first hypothesis was that families who use more spatial language during informal block play will report playing more with the spatial, STEM-related toys at home, which may be related to school readiness scores. The second hypothesis was that there will be a link between spatial language and STEM-related school readiness scores in which families who use more spatial language will have children who score higher in school readiness. The third hypothesis was that over the course of the school year, school readiness will increase during the children’s enrollment in the Head Start program based on previous results by Kachuro et al. The quantity of spatial language was determined using transcripts of the videos of the dyads’ interactions. School readiness was conducted through an observational assessment that was performed at the beginning and end of the program. At home play was measured through caregivers’ self-report on a questionnaire. The sample consisted of 23 children (12 females) who participated with their parent (12 females) and were recruited at Family Engagement events held monthly at the Sciencenter for families enrolled in Head Start. A correlational analysis along with descriptive statistics will be presented between school readiness scores, play questionnaire, and spatial language analysis. Finally, we will examine measured variables for emerging sex differences.https://orb.binghamton.edu/research_days_posters_2021/1012/thumbnail.jp

A Head Start in Science: Parent-child interactions and children’s science process skills

Supporting early STEM learning in children is important in formal and informal settings, especially for underrepresented families. Head Start partnered with the Sciencenter to engage parents and children in STEM related activities once a month during free Family Engagement Night. It was hypothesized that children’s school readiness was related to the amount of science-process language used between parents and children. Children’s school readiness scores were evaluated throughout the academic year. Science process language was categorized into observations, predictions, categorization, math and measurements, and spatial. It was found that school readiness scores were correlated with math related conversation but not science and technology, rs\u3e .53, ps\u3c .05. Gender differences were also found in overall STEM related conversation, F(1,21)=13.27, p\u3c .05, ��2=.43. Future studies will evaluate the significance between gender differences on STEM related assessments and parent-child interactions during Family Engagement Night.https://orb.binghamton.edu/research_days_posters_spring2020/1037/thumbnail.jp

Gender Differences in Children’s Prior Play Experiences as a Predictor of Success in Engineering Tasks

Studies have shown that female student’s science and mathematical achievements are consistent with those of their male peers. Nevertheless, women are dramatically underrepresented in STEM professions, with women making up just 12 percent of working engineers. Since it has been found that early exposure to STEM concepts and practice leads to later success in the field, it is important that we understand the differences in engineering skills and levels of interest in young children. This study examines gender differences between young children in multiple measured variables of building tasks at an engineering exhibit in a museum. The sample consists of 68 families, child M age = (5.5 years). In this study researchers asked children to fix a wobbly skyscraper or bridge, and also asked parents to complete a questionnaire regarding their child’s play interests. Children’s attempts at fixing the structures were coded from videotape records at the museum. It is hypothesized that parents will report male children having greater prior experience and interest with engineering games than females, which may predict greater success in the building tasks. We will report results on potential gender differences in children’s prior play experiences and interest as a predictor of success in these building tasks.https://orb.binghamton.edu/research_days_posters_2021/1100/thumbnail.jp

Are You Two Just Friends? Emotional and Sexual Infidelity Across Sexual Orientations

Lesbians are unlikely to ask if it is possible for women and women to be friends. Bisexuals have friends of each sex. It seems that it is primarily heterosexuals who have trouble with sex-of-attraction friendships. This study examined how participants perceived the emotional and sexual infidelity of their partner’s relationship with a friend differing across sexuality and biological sex. Our participants consisted of a combined sample across two studies (n = 532), participants completed measures of their perceived emotional and sexual infidelity towards 10 controlled behaviors that their partners committed with the partner’s friends. The data revealed that participants were more concerned with perceived emotional infidelity with sex(es)-of-attraction friends as a function of participants’ sexual orientation, sex, and their lover’s sexual orientation. Our evidence shows that when in relationships, people feel most threatened by the friend of the partner who possesses the same biological machinery as them. Furthermore, results suggest that people are also more likely to be threatened by their partner’s friend, who may have a mutual attraction towards their partner. The effect of the same biological machinery and the mutual attraction on perceived infidelity is additive. The pattern is seen across heterosexual, homosexual, and bisexual relationships

Experimental Group Differences in Children’s Bracing Ability

Science education research investigates young children’s understanding of materials in technological settings linking the concept of matter to tangible properties such as weight or heaviness. Children’s comprehension of elements enables them to support and reinforce the structural stability of towers when presented with wobbly structures. Young children understand the relationships between the properties of materials, stability, and bracing during construction. Sixty-eight families (M child age = 5.5 years) were recruited at the entrance of the Skyline building construction exhibit at a children’s museum and were randomly assigned to two conditions. This consisted of the demonstration group (experimental group) and the non-demonstration group (the control group). Children were then tasked with strengthening a wobbly structure of a skyscraper or a bridge, first with their parents followed by the second task to be completed independently. We will analyze the effect of the cross-bracing demonstration on children\u27s building behavior in an engineering exhibit. We will discuss the ratio of functional to total pieces used, such as cross-braces or triangle pieces. We predict that children who received the cross-bracing demonstration will exhibit greater success at properly using functional pieces to create a stable structure compared to children in the control group.https://orb.binghamton.edu/research_days_posters_2021/1097/thumbnail.jp

Recognition and Treatment of Cognitive Dysfunction in Major Depressive Disorder

Major Depressive Disorder (MDD) is a prevalent, chronic, disabling, and multidimensional mental disorder. Cognitive dysfunction represents a core diagnostic and symptomatic criterion of MDD, and is a principal determinant of functional non-recovery. Cognitive impairment has been observed to persist despite remission of mood symptoms, suggesting dissociability of mood and cognitive symptoms in MDD. Recurrent impairments in several domains including, but not limited to, executive function, learning and memory, processing speed, and attention and concentration, are associated with poor psychosocial and occupational outcomes. Attempts to restore premorbid functioning in individuals with MDD requires regular screenings and assessment of objective and subjective measures of cognition by clinicians. Easily accessible and cost-effective tools such as the THINC-integrated tool (THINC-it) are suitable for use in a busy clinical environment and appear to be promising for routine usage in clinical settings. However, antidepressant treatments targeting specific cognitive domains in MDD have been insufficiently studied. While select antidepressants, e.g., vortioxetine, have been demonstrated to have direct and independent pro-cognitive effects in adults with MDD, research on additional agents remains nascent. A comprehensive clinical approach to cognitive impairments in MDD is required. The current narrative review aims to delineate the importance and relevance of cognitive dysfunction as a symptomatic target for prevention and treatment in the phenomenology of MDD

Safety, immunogenicity, and reactogenicity of BNT162b2 and mRNA-1273 COVID-19 vaccines given as fourth-dose boosters following two doses of ChAdOx1 nCoV-19 or BNT162b2 and a third dose of BNT162b2 (COV-BOOST): a multicentre, blinded, phase 2, randomised trial

Background Some high-income countries have deployed fourth doses of COVID-19 vaccines, but the clinical need, effectiveness, timing, and dose of a fourth dose remain uncertain. We aimed to investigate the safety, reactogenicity, and immunogenicity of fourth-dose boosters against COVID-19.Methods The COV-BOOST trial is a multicentre, blinded, phase 2, randomised controlled trial of seven COVID-19 vaccines given as third-dose boosters at 18 sites in the UK. This sub-study enrolled participants who had received BNT162b2 (Pfizer-BioNTech) as their third dose in COV-BOOST and randomly assigned them (1:1) to receive a fourth dose of either BNT162b2 (30 µg in 0·30 mL; full dose) or mRNA-1273 (Moderna; 50 µg in 0·25 mL; half dose) via intramuscular injection into the upper arm. The computer-generated randomisation list was created by the study statisticians with random block sizes of two or four. Participants and all study staff not delivering the vaccines were masked to treatment allocation. The coprimary outcomes were safety and reactogenicity, and immunogenicity (antispike protein IgG titres by ELISA and cellular immune response by ELISpot). We compared immunogenicity at 28 days after the third dose versus 14 days after the fourth dose and at day 0 versus day 14 relative to the fourth dose. Safety and reactogenicity were assessed in the per-protocol population, which comprised all participants who received a fourth-dose booster regardless of their SARS-CoV-2 serostatus. Immunogenicity was primarily analysed in a modified intention-to-treat population comprising seronegative participants who had received a fourth-dose booster and had available endpoint data. This trial is registered with ISRCTN, 73765130, and is ongoing.Findings Between Jan 11 and Jan 25, 2022, 166 participants were screened, randomly assigned, and received either full-dose BNT162b2 (n=83) or half-dose mRNA-1273 (n=83) as a fourth dose. The median age of these participants was 70·1 years (IQR 51·6–77·5) and 86 (52%) of 166 participants were female and 80 (48%) were male. The median interval between the third and fourth doses was 208·5 days (IQR 203·3–214·8). Pain was the most common local solicited adverse event and fatigue was the most common systemic solicited adverse event after BNT162b2 or mRNA-1273 booster doses. None of three serious adverse events reported after a fourth dose with BNT162b2 were related to the study vaccine. In the BNT162b2 group, geometric mean anti-spike protein IgG concentration at day 28 after the third dose was 23 325 ELISA laboratory units (ELU)/mL (95% CI 20 030–27 162), which increased to 37 460 ELU/mL (31 996–43 857) at day 14 after the fourth dose, representing a significant fold change (geometric mean 1·59, 95% CI 1·41–1·78). There was a significant increase in geometric mean anti-spike protein IgG concentration from 28 days after the third dose (25 317 ELU/mL, 95% CI 20 996–30 528) to 14 days after a fourth dose of mRNA-1273 (54 936 ELU/mL, 46 826–64 452), with a geometric mean fold change of 2·19 (1·90–2·52). The fold changes in anti-spike protein IgG titres from before (day 0) to after (day 14) the fourth dose were 12·19 (95% CI 10·37–14·32) and 15·90 (12·92–19·58) in the BNT162b2 and mRNA-1273 groups, respectively. T-cell responses were also boosted after the fourth dose (eg, the fold changes for the wild-type variant from before to after the fourth dose were 7·32 [95% CI 3·24–16·54] in the BNT162b2 group and 6·22 [3·90–9·92] in the mRNA-1273 group).Interpretation Fourth-dose COVID-19 mRNA booster vaccines are well tolerated and boost cellular and humoral immunity. Peak responses after the fourth dose were similar to, and possibly better than, peak responses after the third dose

Misery Implicitly Loves Company: Implicit Homophily and Bully Victimization

This study focuses on the formation of bullied individuals’ friendships and romantic relationships. Individuals bullied in their past may be more likely to form connections with those who share similar oppressive experiences. Thus, we investigated the possibility that implicit homophily underlies the formation of interpersonal relationships amongst previously bullied individuals. Moreover, we investigated whether these individuals were aware of their friends’ and romantic partners’ similarly oppressive experiences prior to initiating the relationship. Our findings suggest that the young adults in our sample bullied in grade school are significantly more likely to have a close friend and or significant other who also experienced bullying. The findings of this study contribute to the relatively small, yet growing, body of research on implicit homophily, add to research extending homophily processes to bullies and victims, and are in line with research suggesting that deselection (a form of induced homophily) can coexist with homophily by personal preference