An Enquiry into Using Supplementary Bioscience Resources in Health

The learning and teaching of bioscience subjects has been recognised to be problematic for well over 20-30 years. Various reasons have been suggested but it is evident that better support for learning at least is required. Various strategies have been tried and effective online support looks promising, especially as an aid to help those students who struggle with science and for whom English is not their first language. This project sought to introduce an online module designed to support student self-efficacy on the basics of science that are fundamental to gaining an understanding of more advanced bioscience processes. The module went ‘live’ in February 2013 as a voluntary adjunct to curriculum teaching. Though designed with students in mind the subsequent access has been disappointing and raises questions about the willingness of some students to voluntarily access extracurricular material. This might be a focus for further exploration

Joint engagement modulates object discrimination in toddlers: a pilot electrophysiological investigation

Joint engagement (JE) is a state in which two people attend to a common target. By supporting an infant’s attention to the target, JE promotes encoding of information. This process has not been studied in toddlers despite the fact that language and social interaction develop rapidly in this period. We asked whether JE modulates object discrimination in typically developing toddlers. In a pilot evaluation of a novel, naturalistic paradigm, toddlers (n = 11) were introduced to toys by an examiner with or without JE. Toddlers then viewed images of the toys while high-density electroencephalography (EEG) was recorded. Analysis focused on the differential neural response to objects presented in the two conditions. EEG components of interest included frontal positive component (Pb), negative component (Nc), and positive slow wave. Toddlers discriminated between conditions with a larger Pb peak amplitude to stimuli presented with JE and a larger Nc mean amplitude to the stimuli presented without JE, reflecting greater familiarity with the toys presented socially. Our findings suggest that JE supports object learning in toddlers, and supports the potential utility of this novel paradigm in both the assessment and the potential to detect impairment in social learning among toddlers

Joint engagement modulates object discrimination in toddlers: a pilot electrophysiological investigation.

Joint engagement (JE) is a state in which two people attend to a common target. By supporting an infant's attention to the target, JE promotes encoding of information. This process has not been studied in toddlers despite the fact that language and social interaction develop rapidly in this period. We asked whether JE modulates object discrimination in typically developing toddlers. In a pilot evaluation of a novel, naturalistic paradigm, toddlers (n = 11) were introduced to toys by an examiner with or without JE. Toddlers then viewed images of the toys while high-density electroencephalography (EEG) was recorded. Analysis focused on the differential neural response to objects presented in the two conditions. EEG components of interest included frontal positive component (Pb), negative component (Nc), and positive slow wave. Toddlers discriminated between conditions with a larger Pb peak amplitude to stimuli presented with JE and a larger Nc mean amplitude to the stimuli presented without JE, reflecting greater familiarity with the toys presented socially. Our findings suggest that JE supports object learning in toddlers, and supports the potential utility of this novel paradigm in both the assessment and the potential to detect impairment in social learning among toddlers