Do You Approach Positive Events or Do They Approach You? Linking Event Valence and Time Representations in a Dutch Sample

In order to think and talk about time, people often use the ego- or time-moving representation. In the ego-moving representation, the self travels through a temporal landscape, leaving past events behind and approaching future events; in the time-moving representation, the self is stationary and temporal events pass by. Several studies contest to the psychological ramifications of these two representations by, inter alia, demonstrating a link between them and event valence. These studies have, however, been limited to English speakers, even though language has been found to affect time representation. The present study therefore replicated Margolies and Crawford’s (2008) experiment on event valence and time representation amongst speakers of Dutch. Unlike Margolies and Crawford (2008), we do not find that positive valence leads to the endorsement of an ego-moving statement. Future studies will need to determine the ways through which language might moderate the relation between event valence and time representation

Research avenues supporting embodied cognition in learning and instruction

Research on embodied cognition acknowledges that cognitive processing is tightly coupled with bodily activities and the environment. An important implication for education is that learning can be enhanced when the brain, body, and environment mutually influence each other, such as when making or observing human actions, especially those involving hand gestures and manipulation of objects. In this narrative review article, we describe the evidence from six research avenues that can help explain why embodied cognition can enhance learning and instruction. Through the exploration of these six interconnected research pathways, we aim to make a significant contribution by proposing innovative directions for learning and instruction research, all rooted in the principles of embodied cognition. We establish a direct link between the six research pathways and embodied phenomena, both in the contexts of making and observing human movements. When making human movements, the research avenues explaining the learning benefits due to these movements are physical activity, generative learning, and offloaded cognition. When observing human movements, the avenues researching these phenomena are specialized processor and signaling. Lastly, the research avenue social cognition is integral to both making and observing human movements. With originality in focus, we also include research that has not been traditionally associated with embodied cognition or embodiment. This article offers comprehensive discussions, substantiated with evidence and influencing features, for each of these research avenues. We conclude by outlining the implications of these findings for instruction and charting potential directions for future investigation

Agency and time representation in English and Dutch speakers

Research reveals that the ego- and time-moving representations, two divergent ways to talk and think about time, are psychologically meaningful: they are, for example, linked to agency. This research has, however, mainly been correlational in nature and only been conducted amongst English speakers, even though cross-linguistic differences are readily observed in research on time representation. The present research addresses these limitations. In the first study, we explore the causal relation amongst English speakers and show that feelings of personal agency lead to the adoption of the ego-moving representation. In the second and third study, we replicate the first study and conduct a correlational study amongst Dutch speakers. We find no proof for a similar relation between agency and time representation amongst Dutch speakers. In discussing the findings, the role language plays in shaping preferences is considered as well as the methodological issues that need to be addressed by future research

Educational Theories and Learning Analytics : From Data to Knowledge

Under embargo until 17.01.21.acceptedVersio

Evaluating The Effectiveness of the Texas Medicaid First Dental Home Program Regarding Parental Knowledge and Practice of Oral Health Care for Children

Early childhood caries (ECC) is a problematic disease that has been on the rise in young pre-school age children within the last decade. Children who have untreated dental disease early in life, are at increased risk of having poor oral health throughout their lifetimes. Approximately 70% of dental disease is found in only 20% of the nation’s high-risk children. Professional organizations and governing bodies have formed several initiatives in order to help lower the prevalence of ECC in children. One such initiative, early preventive dental visits, i.e. dental home, has proven to be successful; yet, the evidence is limited in documenting its effectiveness. First Dental Home (FDH) is the state of Texas Medicaid initiative to improve access to care for children. FDH was initiated to improve oral healthcare for children aged 6 months to 35 months of age by providing simple, consistent messages regarding proper oral healthcare to the parents/caregivers of the children. Despite the large fiscal budget allocated towards the success of FDH, no studies regarding the program’s effectiveness have been published to date. This study aimed to evaluate the effectiveness of the FDH by comparing the knowledge, practice and opinions of participating vs. non-participating parents regarding their young children. A 29-question survey was given to mostly low-income parents who visited qualifying Medicaid clinics in North Texas (Dallas/Fort Worth) and South Texas (Harlingen). A total of 165 parents completed the survey. Several significant results emerged between the knowledge and practices responses of the parents sampled. On the knowledge section, FDH parents responded correctly more often than the non-FDH parents when asked about the recommended amount of toothpaste recommended for toddlers (p=0.023). In addition, 79.6% of FDH parents vs. 21.1% of non-FDH parents knew that tap water is a potential source of fluoride (p< 0.001). Regarding oral health practices, 80 % of FDH parents did not let their child go to sleep with anything such as a bottle, sippy cup or pacifier (p=0.01). Furthermore, FDH parents scored higher on the overall knowledge score (p<0.001) and practice score (p<0.001). Based on our preliminary findings, FDH visits are having a positive impact on parents by not only increasing their oral healthcare knowledge, but also helping them implement what they have learned

Does gesture strengthen sensorimotor knowledge of objects? The case of the size-weight illusion

Co-speech gestures have been proposed to strengthen sensorimotor knowledge related to objects’ weight and manipulability. This pre-registered study (https://www.osf.io/9uh6q/) was designed to explore how gestures affect memory for sensorimotor information through the application of the visual-haptic size-weight illusion (i.e., objects weigh the same, but are experienced as different in weight). With this paradigm, a discrepancy can be induced between participants’ conscious illusory perception of objects’ weight and their implicit sensorimotor knowledge (i.e., veridical motor coordination). Depending on whether gestures reflect and strengthen either of these types of knowledge, gestures may respectively decrease or increase the magnitude of the size-weight illusion. Participants (N = 159) practiced a problem-solving task with small and large objects that were designed to induce a size-weight illusion, and then explained the task with or without co-speech gesture or completed a control task. Afterwards, participants judged the heaviness of objects from memory and then while holding them. Confirmatory analyses revealed an inverted size-weight illusion based on heaviness judgments from memory and we found gesturing did not affect judgments. However, exploratory analyses showed reliable correlations between participants’ heaviness judgments from memory and (a) the number of gestures produced that simulated actions, and (b) the kinematics of the lifting phases of those gestures. These findings suggest that gestures emerge as sensorimotor imaginings that are governed by the agent’s conscious renderings about the actions they describe, rather than implicit motor routines

No evidence that selection for egg production persistency causes loss of bone quality in laying hens

Background The physiological adaptations that have evolved for egg laying make hens susceptible to bone fractures and keel bone damage. In modern laying hen breeds, longer periods of egg laying could result in a greater risk of poor bone quality, and selection for increased egg production has frequently been stated to be a cause. However, the existing literature does not support this hypothesis. To test the hypothesis that egg production is associated with quality, breaking strength and density of bone, genetic correlations between these traits were estimated in White Leghorn and Rhode Island Red breeds. Genetic correlations of cortical and medullary bone material chemical properties with bone quality were also estimated, in order to identify methods to improve bone quality with appropriately targeted measurement of key traits. Results Estimates of heritability for bone quality traits were moderate (0.19-0.59) for both White Leghorn and Rhode Island Red breeds, except for the keel bone trait, which had a heritability estimate equal to zero. There was no evidence for genetic or phenotypic relationships between post-peak egg production and bone quality. In the White Leghorn breed, the estimate of the genetic correlation between pre-peak production/age at first egg and bone quality was significant and negative (- 0.7 to - 0.4). Estimates of heritability of thermogravimetric measurements of tibial medullary bone mineralisation were significant (0.18-0.41), as were estimates of their genetic correlations with tibia breaking strength and density (0.6-0.9). Conclusions The low genetic correlation of post-peak egg production with bone quality suggests that selection for increased persistency of egg production may not adversely affect bone quality. Onset of puberty and mineralisation of the medullary bone, which is a specialised adaptation for egg laying, were identified as important factors associated with the quality of the skeleton later during egg production. These are traits for which genetic, as well as environmental and management factors can positively impact the overall quality of the skeleton of laying hens

Genetic markers associated with bone composition in Rhode Island Red laying hens

BackgroundBone damage has welfare and economic impacts on modern commercial poultry and is known as one of the major challenges in the poultry industry. Bone damage is particularly common in laying hens and is probably due to the physiological link between bone and the egg laying process. Previous studies identified and validated quantitative trait loci (QTL) for bone strength in White Leghorn laying hens based on several measurements, including bone composition measurements on the cortex and medulla of the tibia bone. In a previous pedigree-based analysis, bone composition measurements showed heritabilities ranging from 0.18 to 0.41 and moderate to strong genetic correlations with tibia strength and density. Bone composition was measured using infrared spectroscopy and thermogravimetry. The aim of this study was to combine these bone composition measurements with genotyping data via a genome-wide association study (GWAS) to investigate genetic markers that contribute to genetic variance in bone composition in Rhode Island Red laying hens. In addition, we investigated the genetic correlations between bone composition and bone strength.ResultsWe found novel genetic markers that are significantly associated with cortical lipid, cortical mineral scattering, medullary organic matter, and medullary mineralization. Composition of the bone organic matter showed more significant associations than bone mineral composition. We also found interesting overlaps between the GWAS results for tibia composition traits, particularly for cortical lipid and tibia strength. Bone composition measurements by infrared spectroscopy showed more significant associations than thermogravimetry measurements. Based on the results of infrared spectroscopy, cortical lipid showed the highest genetic correlations with tibia density, which was negative (- 0.20 & PLUSMN; 0.04), followed by cortical CO3/PO4 (0.18 & PLUSMN; 0.04). Based on the results of thermogravimetry, medullary organic matter% and mineral% showed the highest genetic correlations with tibia density (- 0.25 & PLUSMN; 0.04 and 0.25 & PLUSMN; 0.04, respectively).ConclusionsThis study detected novel genetic associations for bone composition traits, particularly those involving organic matter, that could be used as a basis for further molecular genetic investigations. Tibia cortical lipids displayed the strongest genetic associations of all the composition measurements, including a significantly high genetic correlation with tibia density and strength. Our results also highlighted that cortical lipid may be a key measurement for further avian bone studies

Towards a framework for attention cueing in instructional animations: Guidelines for research and design

This paper examines the transferability of successful cueing approaches from text and static visualization research to animations. Theories of visual attention and learning as well as empirical evidence for the instructional effectiveness of attention cueing are reviewed and, based on Mayer’s theory of multimedia learning, a framework was developed for classifying three functions for cueing: (1) selection—cues guide attention to specific locations, (2) organization—cues emphasize structure, and (3) integration—cues explicate relations between and within elements. The framework was used to structure the discussion of studies on cueing in animations. It is concluded that attentional cues may facilitate the selection of information in animations and sometimes improve learning, whereas organizational and relational cueing requires more consideration on how to enhance understanding. Consequently, it is suggested to develop cues that work in animations rather than borrowing effective cues from static representations. Guidelines for future research on attention cueing in animations are presented