scholarly journals Maternal Odor Reduces the Neural Response to Fearful Faces in Human Infants

2019 ◽  
Author(s):  
Sarah Jessen
Keyword(s):  
Odor Control ◽  
Human Infants ◽  
Fearful Faces ◽  
Brain Responses ◽  
Early Human Development ◽  
Infant Brain ◽  
Maternal Odor ◽  
The Impact ◽  
Experimental Group ◽  
Specific Odor

AbstractMaternal odor is known to play an important role in mother-infant-interaction in many altricial species such as rodents. However, we only know very little about its role in early human development. The present study therefore investigated the impact of maternal odor on infant brain responses to emotional expression. We recorded the electroencephalographic (EEG) signal of seven-month-old infants watching happy and fearful faces. Infants in two control groups exposed to no specific odor (control 1) or the odor of a different infant’s mother (control 2) showed the expected EEG fear response. Crucially, this response was markedly absent in the experimental group exposed to their mother’s odor. Thus, infants respond differently to fear signals in the presence of maternal odor. Our data therefore suggest that maternal odor can be a strong modulator of social perception in human infants.

scholarly journals Impression Formation in the Human Infant Brain

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Kathleen M Krol ◽  
Tobias Grossmann
Keyword(s):  
Impression Formation ◽  
Person Perception ◽  
Near Infrared ◽  
Preference Test ◽  
Human Infant ◽  
Functional Near Infrared Spectroscopy ◽  
Human Infants ◽  
Brain Responses ◽  
Infant Brain ◽  
Neutral Expression

Abstract Forming an impression of another person is an essential aspect of human social cognition linked to medial prefrontal cortex (mPFC) function in adults. The current study examined the neurodevelopmental origins of impression formation by testing the hypothesis that infants rely on processes localized in mPFC when forming impressions about individuals who appear friendly or threatening. Infants’ brain responses were measured using functional near-infrared spectroscopy while watching 4 different face identities displaying either smiles or frowns directed toward or away from them (N = 77). This was followed by a looking preference test for these face identities (now displaying a neutral expression) using eyetracking. Our results show that infants’ mPFC responses distinguish between smiling and frowning faces when directed at them and that these responses predicted their subsequent person preferences. This suggests that the mPFC is involved in impression formation in human infants, attesting to the early ontogenetic emergence of brain systems supporting person perception and adaptive behavior.

scholarly journals Impression formation in the human infant brain

2020 ◽  
Author(s):  
Kathleen Marie Krol ◽  
Tobias Grossmann
Keyword(s):  
Impression Formation ◽  
Person Perception ◽  
Near Infrared ◽  
Preference Test ◽  
Human Infant ◽  
Functional Near Infrared Spectroscopy ◽  
Human Infants ◽  
Brain Responses ◽  
Infant Brain ◽  
Neutral Expression

Forming an impression of another person is an essential aspect of human social cognition linked to medial prefrontal cortex (mPFC) function in adults. The current study examined the neurodevelopmental origins of impression formation by testing the hypothesis that infants rely on processes localized in mPFC when forming impressions about individuals who appear friendly or threatening. Infants’ brain responses were measured using functional near-infrared spectroscopy (fNIRS) while watching four different face identities displaying either smiles or frowns directed toward or away from them (N = 77). This was followed by a looking preference test for these face identities (now displaying a neutral expression) using eyetracking. Our results show that infants’ mPFC responses distinguish between smiling and frowning faces when directed at them and that these responses predicted their subsequent person preferences. This suggests that the mPFC is involved in impression formation in human infants, attesting to the early ontogenetic emergence of brain systems supporting person perception and adaptive behavior.

Impact of an educative program on dialysis patients’ knowledge and mental health: controlled before and after program

2018 ◽  
Vol 10 (2) ◽  
pp. 20204
Author(s):  
Laetitia Idier ◽  
Aurélie Untas ◽  
Nicole Rascle ◽  
Michèle Koleck ◽  
Maider Aguirrezabal ◽  
...  
Keyword(s):  
Mental Health ◽  
Depressive Symptoms ◽  
Vascular Access ◽  
Educational Program ◽  
Psychological State ◽  
Control Group ◽  
Dialysis Patients ◽  
Emotional Change ◽  
The Impact ◽  
Experimental Group

Introduction:Psychological impact of Therapeutic Patient Education (TPE) for dialysis patients is rarely evaluated since the focus of many studies is on medical variables (i.e., adherence).Objectives:The aims of this study were: 1) to estimate the impact of a TPE program on knowledge, depression and anxiety, 2) to examine change in knowledge as a mediator of the effects of a TPE program on mental health.Method:This study was conducted in three hemodialysis units and comprised two groups: an experimental group with education and a control group with routine care. The program was based of 5 educative sessions. Knowledge, depressive and anxious symptoms were assessed with self-reported outcomes measured before and 3 months after the program.Results:The sample comprised 125 patients. Knowledge about vascular access and nutrition (p < 0.01) and depressive symptoms increased in the experimental group (p < 0.01). Analysis of mediation showed that changes in knowledge about vascular access were a significant mediator of the effects of the program on depressive symptoms (F = 4.90;p = 0.01).Discussion:Knowledge acquired during an educational program could lead to an emotional change. Improving knowledge often leads to an awareness of the risks that can modify the psychological state of patients by reminding them of their vulnerability. This study shows that it is required to be attentive to the way of transmitting knowledge. It’s necessary adapting this transmission to the needs of patients and promoting the acquisition of psychosocial competence too.Conclusion:This study shows that knowledge acquired during an educational program can lead to an emotional change in the short term. A long-term follow-up of the population should be interesting to observe these emotional effects.

Influence of DAFS-25+polizon composition on blood and functional state of liver of steers at fattening

2020 ◽  
pp. 15-18
Author(s):  
Inna R. Kilmetova ◽  
◽  
Igor A. Rodin ◽  
Nazira I. Khayrullina ◽  
Nikolay G. Fenchenko ◽  
...  
Keyword(s):  
Functional State ◽  
White Blood Cells ◽  
Live Weight ◽  
The Body ◽  
Farm Animals ◽  
Control Group ◽  
Standard Diet ◽  
The Impact ◽  
Experimental Group ◽  
Stimulation Of

Summary. The disbalanced feeding and the uneven distribution of micro- and macroelements in the environment leads to a trace element, in particular hypomelanosis. To accelerate the growth and preservation of young farm animals include in the diet of various biological additives and drugs, which include selenium. For stimulation of weight gain in the livestock industry, as well as for the prevention and treatment of pathological processes in addition to micro - and macrouse amino acids, primarily methionine. The aim of this work was to study the influence of composition of DAFS-25+Polizon on morpho-biochemical parameters of blood and functional state of the liver in fattening bulls of black-motley breed in the conditions of the Republic of Bashkortostan. Experiments using were conducted on bull-calves of black-motley breed of the properties in the properties age from 6 to 15 months. The first experimental group during the experiment was additionally given the composition of DAFS-25+Polizon at a dose of 2 mg/kg, the animals of the control group received a standard diet. To assess the impact of the composition DAFS-25+Polizon on metabolism cattle studied morphological and biochemical indicators of blood and conducted histological examination of the liver. It is established that the use of the composition of DAFS-25+Polizon at a dose of 2 mg/kg increases the number of erythrocytes and hemoglobin in the experimental group and reduces the amount of white blood cells. The serum content of total protein, phosphorus and calcium increases in the group of experimental animals. Microscopic examination of the liver revealed no changes in the structure of the organ and hepatocytes in the experimental group, whereas in the control group hemodynamic disorders and dystrophic changes in liver cells were observed. Thus, the use of the composition DAFS-25+Polizon at a dose of 2 mg/kg of live weight in fattening bulls black-and-white breed contributes to the increase of redox processes in the body, stimulation of metabolism, prevent the development of liver disorders of cellular mechanisms of metabolism, optimizes the structure of the liver, which generally provides higher productivity.

Exogenous Neonatal Erythropoietin Mitigates Brain Damage After a Combination of Prenatal Hypoxic-Ischemia and Lipopolysaccharide Inflammation in Rats

2008 ◽  
Vol 1 (4) ◽  
pp. A353
Author(s):  
Shenandoah Robinson ◽  
Qing Li
Keyword(s):  
Brain Damage ◽  
Intracellular Signaling ◽  
System Development ◽  
Intrauterine Infection ◽  
Artery Occlusion ◽  
Nervous System Development ◽  
Human Infants ◽  
Hypoxic Ischemia ◽  
Show Evidence ◽  
The Impact

Introduction Many infants born very preterm who suffer brain damage most likely experienced a combined insult from intrauterine infection and placental insufficiency. Damage is thought to be synergistic rather than additive but the mechanisms of combined injury remain elusive. A combination of lipopolysaccharide-induced inflammation and hypoxia-ischemia has been used in rats to model the dual insult that occurs in human infants prenatally. Erythropoietin, a pleiotrophic cytokine that is essential for central nervous system development, ameliorates brain injury after isolated hypoxic-ischemic or inflammatory insults through different intracellular signaling pathways. We hypothesized that exogenous neonatal EPO administration would lessen the damage of a combined prenatal insult in rats. Methods On embryonic Day 18 fetal rats experienced 60 minutes of transient uterine artery occlusion with or without intracervical LPS administration with sham controls receiving surgery but no occlusion and saline for LPS. Survival was recorded and histological biochemical and functional assays were performed. Means were compared with ANOVA with Tukey HSD post hoc analysis. Results After a combined insult of HI and 0.15-mg/kg LPS on E18 the survival of pups by postnatal Day 1 (P1) decreased from 77% with HI alone to 22% for LPS plus HI. When exogenous systemic EPO was administered P1–P3 survival to P9 improved markedly from 40% (2 of 5) for saline-treated insult pups to 100% (6 of 6) for EPO-treated. Initial histological analyses show EPO decreases the number of brain activated caspase 3 and activated microglia by P9. Additional analyses will be presented. Conclusion As at least 60% of placentas from infants born pre-term show evidence of chorioamnionitis, assessment of the impact of exogenous EPO on a model of a combination injury is essential prior to proceeding with a clinical trial. Initial results indicate neonatal exogenous EPO mitigates damage from the combined insult.

scholarly journals The Impact of Game-Based, Modeling, and Collaborative Learning Methods on the Achievements, Motivations, and Visual Mathematical Literacy Perceptions

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110035
Author(s):  
Aziz İlhan
Keyword(s):  
Collaborative Learning ◽  
Control Group ◽  
Conventional Instruction ◽  
Game Based Learning ◽  
Mathematical Literacy ◽  
Learning Methods ◽  
Learning Groups ◽  
The Mean ◽  
The Impact ◽  
Experimental Group

The present study aimed to investigate the effects of geometry instruction activities conducted in nature based on modeling, game-based, and cooperative learning methods on achievement, mathematical motivation, and visual mathematical literacy perceptions of third-grade elementary school students. The present study is a quantitative study conducted with a pre-test/post-test experimental design with a control group. The study was conducted with 61 students (35 students in the experimental group and 26 students in the control group). Modeling-, game-, and collaborative learning-based activities were conducted with the students in the experimental group. It was determined that the achievements of students who were instructed with modeling-based activities in geometry were high when compared to that of the students instructed with collaborative learning- and game-based methods, and those in the control group where no intervention was applied. This group was followed by the game-based and collaborative learning groups. Based on the variable of motivation, the mean motivation of the students in the modeling group was higher when compared to that of the students in the collaborative learning, game-based, and conventional instruction groups. This group was followed by the collaborative and game-based learning groups. Also, based on the visual mathematical literacy perception variable, the mean visual mathematics literacy perception of the students in the collaborative learning group was higher when compared to that of the students in the groups where the modeling, game-based, and conventional instruction methods were used. This group was followed by the modeling and game-based learning groups.

scholarly journals From Instructed Writing to Free-Writing: A Study of EFL Learners

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110071
Author(s):  
Saleh Alharthi
Keyword(s):  
Control Group ◽  
Writing Program ◽  
Structured Interviews ◽  
Writing Assignments ◽  
Efl Learners ◽  
Free Writing ◽  
Efl Students ◽  
Structured Writing ◽  
The Impact ◽  
Experimental Group

Writing is an intricate process that encompasses various factors and is a key skill for English as a Foreign Language (EFL) students. Thus, writing assignments are vital for any curriculum. One of the essential aspects of effective writing includes good grammar knowledge. Advocates of process writing argue that a free-writing journal is a practical approach to teaching EFL students writing. This study is intended to examine the impact of the free-writing journal on EFL learners. This study was conducted on 80 students from a writing course at the University. Thirty-five students were randomly selected to join the free-writing program—the experimental group—and 45 students were kept in their regular structured writing program—the control group. The experimental group selected topics of interest to them and was encouraged to write in English freely without concern for errors, whereas the control group followed a regular structured writing program where the topics were selected for them and they wrote following a clear guideline. Five major areas were investigated to evaluate students’ progress: the number of words written, spelling, capitalization, subject-verb agreement, and punctuation. The researcher conducted semi-structured interviews with 10 students of the experimental group to elicit their perception of the free-writing program. According to the analysis, students in the free-writing program acquired better grammar acquisition than the control group. The researcher also observed students’ perception of free-writing at the end of the study and found that free-writing improved their writing skills.

scholarly journals The Impact of Scientific Creative Thinking Skills on Scientific Process Skills

2018 ◽  
Vol 48 ◽  
pp. 01060
Author(s):  
Sibel Demir Kaçan ◽  
Fatma Şahin
Keyword(s):  
Teacher Candidates ◽  
Creative Thinking ◽  
Positive Impact ◽  
Thinking Skills ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
Scientific Creativity ◽  
The Impact ◽  
Experimental Group

The research aims to determine “the Impact of Scientific Creative Thinking Skills on Scientific Process Skills”. Thus, the research was performed with 24 teacher candidates in the control group and 24 teacher candidates in the experimental group in the second class of the Department of Science Teaching in a university in Istanbul Province. In the experimental group of the research, the laboratory program to be designed by the researchers on the basis of scientific discussion and research; and in the control group, the conventionally designed laboratory program were applied for an academic semester. The research data was gained through “Scientific Creativity Test” to be developed by Hu and Adey [14] and adapted by Kadayıfçı [16]; “Scientific Process Skills Test” to be developed by Okey, Wise and Burns, and adapted by Geban, Aşkar and Özkan into Turkish. The conclusions to be reached by the research are in favour of the experimental group and the last application, and it has positive impact on the opinions of the teacher candidates related with the development of the scientific creativity skills.

scholarly journals The impact of mediated learning on the academic writing performance of medical students in flipped and traditional classrooms: scaffolding techniques

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Laleh Khojasteh ◽  
Seyyed Ali Hosseini ◽  
Elham Nasiri
Keyword(s):  
Medical Students ◽  
Academic Writing ◽  
Flipped Classroom ◽  
Second Language Learners ◽  
Control Group ◽  
Mediated Learning ◽  
Writing Classes ◽  
Writing Group ◽  
The Impact ◽  
Experimental Group

AbstractWriting as a multiple-step process is one of the most complex and demanding skills for graduate students to master. Foreign or second language learners who are required to write for academic purposes at the university level may even find it more demanding to master. One of the ways of decreasing the burden of mastering this skill for learners is mediation, using scaffolding techniques to teach writing. Hence, having a good understanding of the impact(s) of adopting mediating or scaffolding techniques in writing classes is absolutely indispensable. To this end, the present study employed an experimental research design to investigate the impact of mediation in the flipped writing classrooms of the students of medicine. To peruse this goal, 47 medical students were selected through purposive sampling and put into control and treatment groups. Medical students in the treatment group watched teacher-made video content(s) before their writing classes. The students in this group experienced organized-interactive writing group activities in their classes. Unlike the experimental group, the students in the control group received all the instructions in the classroom and were assigned homework. The findings obtained through the ANOVA and t-test indicated that the students in the experimental group significantly outperformed their counterparts in the control group in terms of their writing. A probable conclusion could be that by requiring students to study in advance and take responsibility for their learning, flipped classroom can provide the opportunity for learners to actively construct knowledge rather than receive the information passively in the classroom. Flipped classroom can also cultivate interactive class time for teachers and enable them to invest in more fruitful academic practices, instead of asking students to spend a substantial amount of time each week doing homework independently.

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