Maloneennis3107

Online data collection with infants raises special opportunities and challenges for developmental research. One of the most prevalent methods in infancy research is eye-tracking, which has been widely applied in laboratory settings to assess cognitive development. Technological advances now allow conducting eye-tracking online with various populations, including infants. However, the accuracy and reliability of online infant eye-tracking remain to be comprehensively evaluated. No research to date has directly compared webcam-based and in-lab eye-tracking data from infants, similarly to data from adults. The present study provides a direct comparison of in-lab and webcam-based eye-tracking data from infants who completed an identical looking time paradigm in two different settings (in the laboratory or online at home). We assessed 4-6-month-old infants (n = 38) in an eye-tracking task that measured the detection of audio-visual asynchrony. Webcam-based and in-lab eye-tracking data were compared on eye-trackingmposition of both samples differed from the generic population on caregiver education our samples comprised caregivers with higher-than-average education levels, challenging the notion that online studies will per se reach more diverse populations.Background Cinematherapy and video treatments are artistic therapeutic techniques by which the individuals are exposed to their psycho-physical difficulties through the stories of the characters on the screen who are coping with the same issues that the patients are. Although these techniques are increasingly common within modern art therapies, there are neither comprehensive classifications of the different approaches nor agreement on their effectiveness. We performed a scoping review, describing different methodological approaches and outcome measures in cinematherapy and video treatments. Methodology We searched articles in PubMed, PsycINFO and Google Scholar. We included (i) articles in which subjects were treated for their difficulties with videos or films, (ii) articles written in English. Review articles and papers describing a research protocol without data collection were not included. Results We analyzed 38 studies. Thirty-six reported a positive effect of the treatment. Seven studies used classical cinematherapy, adopting a qualitative approach to measure the therapy outcome. Thirty-one studies used different video treatments, 8 of which were defined as randomized controlled trials with specific objective therapy outcomes. Studies were mainly focused on behavioral and psychological difficulties in Autism Spectrum Disorders and Schizophrenia. Conclusion Studies using video treatments more often rely upon structured experimental designs; on the contrary, those who used classical cinematherapy produced descriptive results. A more standardized methodological approach in terms of experimental design, procedure, and objective outcome measure is needed to provide evidence on the effectiveness of these techniques, promoting its application in the clinical field.In this study, we accessed information about the university credits of all teachers born after 1971 in Sweden as a means of ascertaining the development of their subject knowledge. We examined the university credits they earned during pre-service and in-service training. Data comes from registers Gothenburg Educational Longitudinal Database (GOLD) and the teacher register. We linked GOLD to the teacher register in order to describe the knowledge development of teachers in compulsory school 1998-2014. Special focus was on Swedish language and mathematics. Multiple regression and multilevel growth modeling were used as our main methods. Results show an increase in pre-service credits during the time period and more credits in Swedish language than in mathematics. H3B-120 nmr To analyze teachers' in-service training, we followed the development of their university credits over time. Teachers with higher prerequisites in terms of grade point average tended to gain more credits in-service. The study included discussions on ideas and the implications for future research.The present research examines how children's time spent online is associated with their perceived life satisfaction accounting for their age, gender, socio-economic status (SES), emotional problems, country, and family environmental factors. This article is based on the data of the large scale cross-sectional EU Kids Online survey from 16 European countries with nationally representative samples of children aged 9-17 (N = 11,200, M age = 13.3, SD = 2.36; 50.6% boys, 49.4% girls). The results indicated that the time children spent online appeared to have no considerable negative effect on their self-reported life satisfaction (SRLS). Comparatively, the positive effects of children's SES and family environment accounted for 43% of the overall 50% of the variance in children's SRLS scores. Considering that children's SES alone accounted for 42% of the variance, children's emotional problems, country of residence, and enabling parental mediation accounted for the remaining 3, 4, and 1% of the variance, respectively. In line with previous studies that urge caution when discussing the negative influence of time spent online on children's mental health and overall wellbeing, the current findings suggest that social-ecological characteristics and how children use the Internet, need to be examined further.Drawing on social information processing theory, the present study examines how and when leader coaching can be beneficial for team performance. Based on a sample of 58 teams from a sanitary product company in China, we found that peer coaching served as a mediator linking leader coaching and team performance. Moreover, the team individualistic/collectivism value moderated the first-stage relationship that the relationship between leader coaching and peer coaching was more positive when the team individualism value was low, but not significant when the team individualism value was high; while team task interdependence moderated the second-stage relationship that the relationship between peer coaching and team performance was more positive when the team task interdependence was high, but not significant when it was low. The findings enrich our understandings of the effectiveness of leader coaching behavior by uncovering the theoretical mechanism and boundary conditions. The study also provides important implications for coaching practice in organizations.Researchers have suggested that infants exhibiting baby schema are considered cute. These similar studies have mainly focused on changes in overall baby schema facial features. However, whether a change in only eye size affects the perception of cuteness across different facial expressions and ages has not been explicitly evaluated until now. In the present study, a paired comparison method and 7-point scale were used to investigate the effects of eye size on perceived cuteness across facial expressions (positive, neutral, and negative) and ages (adults and infants). The results show that stimuli with large eyes were perceived to be cuter than both unmanipulated eyes and small eyes across all facial expressions and age groups. This suggests not only that the effect of baby schema on cuteness is based on changes in a set of features but also that eye size as an individual feature can affect the perception of cuteness.While recent studies have claimed that non-referential gestures (i.e., gestures that do not visually represent any semantic content in speech) are used to mark discourse-new and/or -accessible referents and focused information in adult speech, to our knowledge, no prior investigation has studied the relationship between information structure (IS) and gesture referentiality in children's narrative speech from a developmental perspective. A longitudinal database consisting of 332 narratives performed by 83 children at two different time points in development was coded for IS and gesture referentiality (i.e., referential and non-referential gestures). Results revealed that at both time points, both referential and non-referential gestures were produced more with information that moves discourse forward (i.e., focus) and predication (i.e., comment) rather than topical or background information. Further, at 7-9 years of age, children tended to use more non-referential gestures to mark focus and comment constituents than referential gestures. In terms of the marking of the newness of discourse referents, non-referential gestures already seem to play a key role at 5-6 years old, whereas referential gestures did not show any patterns. This relationship was even stronger at 7-9 years old. All in all, our findings offer supporting evidence that in contrast with referential gestures, non-referential gestures have been found to play a key role in marking IS, and that the development of this relationship solidifies at a period in development that coincides with a spurt in non-referential gesture production.Ehlers-Danlos syndrome (EDS) comprises a series of rare hereditary connective tissue diseases characterized by joint hypermobility, joint dislocation, and hyperextensibility of the skin, as well as cardiovascular involvement. EDS is often associated with chronic widespread physical pain, which can lead to psychological pain. Poor awareness and limited diagnosis of EDS and related symptoms result in decreased self-esteem and confusion regarding physical sensation. Furthermore, EDS imposes substantial psychological burden on patients due to exercise restriction, scars, keloids, and subcutaneous fat accumulation on the extremities, which leads to parental overprotection and bullying experiences from other children at school age. Recent large-scale studies have suggested that patients with EDS have a higher risk of mood disorders than the general population. Other cohort studies indicated high prevalence of anorexia nervosa, addiction, obsessive compulsive disorder, and anxiety disorder were found in patients with EDS. Case reports instead indicated that some psychiatric disorders were secondary symptoms due to physical problems from EDS. Therefore, psychiatrists must be more knowledgeable and proactive about EDS in their practice. We review the previous case reports and literature for patients with EDS, along with our own case of complicated psychiatric problems, which are strongly related to early stressful situations through childhood and adolescence. This is to aid general psychiatrists in the discussion of appropriate medical management in such infrequent, yet challenging conditions.Dopamine has long been implicated as a critical neural substrate mediating anorexia nervosa (AN). Despite nearly 50 years of research, the putative direction of change in dopamine function remains unclear and no consensus on the mechanistic role of dopamine in AN has been achieved. We hypothesize two stages in AN- corresponding to initial development and entrenchment- characterized by opposite changes in dopamine. First, caloric restriction, particularly when combined with exercise, triggers an escalating spiral of increasing dopamine that facilitates the behavioral plasticity necessary to establish and reinforce weight-loss behaviors. Second, chronic self-starvation reverses this escalation to reduce or impair dopamine which, in turn, confers behavioral inflexibility and entrenchment of now established AN behaviors. This pattern of enhanced, followed by impaired dopamine might be a common path to many behavioral disorders characterized by reinforcement learning and subsequent behavioral inflexibility. If correct, our hypothesis has significant clinical and research implications for AN and other disorders, such as addiction and obesity.