Snowbloom0582
This has been paired with a profusion of novel therapeutic agents antagonizing complement components, including approved inhibitors against complement components (C)1, C3, C5 and C5aR1. A number of clinical trials have investigated the use of these more targeted approaches for the management of kidney diseases. In this review we present and summarize the evidence for the roles of complement in kidney diseases and discuss the available clinical evidence for complement inhibition.This study aimed to evaluate the feasibility and added value of transcatheter dynamic contrast-enhanced magnetic resonance (MR) lymphangiography for nontraumatic lymphatic disorders. Five patients (2 males and 3 females; median age, 16.0 years; range, 3-74 years) who underwent both intranodal and transcatheter dynamic contrast-enhanced MR lymphangiography for suspected nontraumatic lymphatic leakages from June 2017 to January 2020 were included in this retrospective study. buy TVB-3166 The imaging findings of both dynamic contrast-enhanced MR lymphangiography techniques were assessed for the presence of chylolymphatic reflux or direct sign of leakage. Intranodal dynamic contrast-enhanced MR lymphangiography demonstrated chylolymphatic reflux into the thoracic area in 2 patients (40%) but no direct evidence of leakage in any of the 5 patients. Transcatheter dynamic contrast-enhanced MR lymphangiography revealed chylolymphatic reflux and extravasation of the contrast agent in all 5 patients (100%). In conclusion, transcatheter dynamic contrast-enhanced MR lymphangiography may reveal additional signs of reflux and extravasation even when the findings of intranodal dynamic contrast-enhanced MR lymphangiography are negative.
The COVID-19 pandemic induced many governments to close schools for months. Evidence so far suggests that learning has suffered as a result. Here, it is investigated whether forms of computer-assisted learning mitigated the decrements in learning observed during the lockdown.
Performance of 53,656 primary school students who used adaptive practicing software for mathematics was compared to performance of similar students in the preceding year.
During the lockdown progress was faster than it had been the year before, contradicting results reported so far. These enhanced gains were correlated with increased use, and remained after the lockdown ended. This was the case for all grades but more so for lower grades and for weak students, but less so for students in schools with disadvantaged populations.
These results suggest that adaptive practicing software may mitigate, or even reverse, the negative effects of school closures on mathematics learning.
These results suggest that adaptive practicing software may mitigate, or even reverse, the negative effects of school closures on mathematics learning.
People often perceive a quantity of specific objects that appear as part of an overall group of items (a subset). This study investigates this type of perception among a population with mathematical leaning difficulties (MLD).
Sixty-two participants (mean age 26.82) reported the general and subset quantity of items using a subset quantity detection task or a conjunction visual search task.
MLD had difficulties perceiving both the general quantity presented and the subset quantity of items. They also had difficulties preforming a conjunction visual search task, even when the task did not involve numerical processing.
MLD has spatial difficulties in the form of visual search and subset quantity detection. The current study suggests that MLD might experience greater difficulties in daily tasks, which might be related to those tasks (e.g., detecting the amount of forks among other items of silverware on the table).
MLD has spatial difficulties in the form of visual search and subset quantity detection. The current study suggests that MLD might experience greater difficulties in daily tasks, which might be related to those tasks (e.g., detecting the amount of forks among other items of silverware on the table).
Due to the COVID-19 pandemic schools all over the world were closed and thereby students had to be instructed from distance. Consequently, the use of online learning environments for online distance learning increased massively. However, the perseverance of using online learning environments during and after school closures remains to be investigated.
We examined German students' (n≈300,000 students; ≈ 18 million computed problem sets) engagement in an online learning environment for mathematics by means of survival analysis.
We observed that the total number of students who registered increased considerably during and after school closures compared to the previous three years. Importantly, however, the proportion of students engaged also decreased more rapidly over time.
The application of survival analysis provided valuable insights into students' engagement in online learning - or conversely students' increased dropout rates - over time. Its application to educational settings allows to address a broader range of questions on students' engagement in online learning environments in the future.
The application of survival analysis provided valuable insights into students' engagement in online learning - or conversely students' increased dropout rates - over time. Its application to educational settings allows to address a broader range of questions on students' engagement in online learning environments in the future.
There is evidence indicating beneficial effects of mental simulation on athletic and musical performance. We evaluated whether such beneficial effects of mental simulation generalize to the cognitive domain in terms of embodied (finger-based) numerical representations.
We assessed 70 preschoolers (36 girls, mean age 5;9) on tasks assessing different basic numerical skills (e.g., counting, cardinality understanding, number composition, etc.) as well as different aspects of finger-based numerical representations. A subgroub completed a mental simulation phase prior to testing finger-based representations.
Children who completed the mental simulation phase, performed better on the tasks assessing finger-based representations compared to, children who did not complete the simulation phase. This held even when controlling for performance in basic numerical skills.
This study provides evidence that beneficial effects of mental simulation generalize to embodied (finger-based) numerical representations. Mental simulation may be useful to integrate in the instruction of basic numerical skills.
This study provides evidence that beneficial effects of mental simulation generalize to embodied (finger-based) numerical representations. Mental simulation may be useful to integrate in the instruction of basic numerical skills.
Policy makers have long considered how to best educate children for success. Thus, this research explored whether imaginative play serves as a positive context for developing executive functions (EF) and prosocial behaviors necessary for academic success. Specifically, we hypothesized that EF would explain links between imaginative play and prosocial behaviors.
284 preschool children and their teachers completed measures of imaginative play, EF, and prosocial behaviors. Structural Equation Modeling examined mediational links between these constructs.
Imaginative play predicted both hot and cool EF, as well as prosocial behavior, even after controlling for age and vocabulary; furthermore, the relationship between imaginative play and prosocial behavior was fully mediated by hot EF.
Results suggest that imaginative play may serve as a positive context for developing EF and prosocial behaviors. Curricula and teachers should consider encouraging imaginative play to facilitate the development of EF and prosocial behaviors.
Results suggest that imaginative play may serve as a positive context for developing EF and prosocial behaviors. Curricula and teachers should consider encouraging imaginative play to facilitate the development of EF and prosocial behaviors.We examined the relation between different kinds of play behavior (video games, exergames, board games) in kindergarten (T1) and components of executive function (EF; inhibition, switching, verbal and visuospatial updating) in kindergarten and second grade (T1 and T2). Ninety-seven children participated in this longitudinal study. Parents were asked to complete a questionnaire regarding children's play behavior, reporting frequency, duration, and game type. The results indicate that play behavior is associated with EF development in children; however, only exergames, electronic puzzle games, and board games predicted EF at T2. Additionally, the time spent on electronic games was negatively related to visuospatial updating at T1 but did not predict EF at T2. The results support further investigation of a potential link between board game and exergame play behavior and EF development.
Research with adults suggests that executive function (EF) might play a role in the development of divergent thinking, a key component of creativity, by helping children override canonical knowledge.
We examined this possibility in two experiments, by manipulating the familiarity of objects used in the Alternate Uses test of divergent thinking both between-participants (Experiment 1 N=53 4-year-olds and 50 6-year-olds) and within-participants (Experiment 2 N=74 5-year-olds).
We found evidence that younger children generated more and/or more original ideas for novel than familiar objects. However, this effect disappeared with age and did not depend on child EF. Further, EF was inversely associated with divergent thinking, controlling for age, intelligence, and income.
These results call into question a simple executive account of children's divergent thinking and suggest that, among predominantly White, socioeconomically advantaged 4-6-year-olds, divergent idea-generation might be a primarily bottom-up process that can be hindered by top-down thinking.
These results call into question a simple executive account of children's divergent thinking and suggest that, among predominantly White, socioeconomically advantaged 4-6-year-olds, divergent idea-generation might be a primarily bottom-up process that can be hindered by top-down thinking.
Although breaks are essential to restoring cognitive and psychological conditions for learning, short breaks within school lessons are not established and the specificity of effects has not often been investigated. Therefore, the effects of a physical activity (Study 1) and a mindfulness intervention (Study 2) were investigated.
By an intervention-control group design, the effects of daily 10-min physical activity (Study 1 N=162, 4th grade) and mindfulness breaks (Study 2 N=79, 5th grade) were implemented within regular school lessons over a 2-week time period to research the impact on attention, reading comprehension, and self-esteem.
In the physical activity intervention children's attention improved (attention-processing speed p < .004, η
=.05, attention-performance p < .025, η
=.03), and in the mindfulness intervention reading comprehension improved (p < .012, η
=.08) compared to the controls. Results further indicated that self-esteem moderated the relationship between groups and attention improvement in study 1.
