Yoxas/statistical_literacy huggingface dataset:
Recent lockdown situations have highlighted social relationship deprivation of schoolchildren and the need to develop the teaching-learning process in informal contexts. The aim of this study was to analyze differential socioemotional and educational profiles in Early Childhood and Primary Education students using variables relating to academic performance during the COVID-19 pandemic. Correlational, descriptive, and inferential statistical analyses were performed that yielded differential explanatory models depending on the stage of education. The results reveal statistically significant differences in all the variables except for family-school relationship. In the linear regression models, the most statistically significant variable for school performance in both stages was family-school relationship. However, differences were found between both profiles: emotional impact for Early Childhood Education students and social impact for Primary Education students. Lastly, leisure activities at home were included as an explanatory variable only in the Primary Education regression model. The final conclusions highlight the need to attend to the evolutionary characteristics of students in each stage to improve school performance in similar lockdown situations.
Recent movements like #MeToo and #TimesUp have surfaced and challenged ideas about masculinity in popular conversations. In particular, these ideas have centered around "toxic masculinity"-a version of masculinity that reflects stereotyped, dated, and even dangerous expectations for manhood. This notion of masculinity can be reinforced in a number of ways, especially through pop culture, where it runs the risk of becoming commonly accepted or normalized. This study evaluates the narratives of masculinity in three different novels that are marketed toward high school-aged students in the United States: Lord of the Flies; Gabi, A Girl in Pieces; and Aristotle and Dante Discover the Secrets of the Universe. Using a critical literacy lens, this study considers the symbols, behaviors, expectations, and meanings given to masculinity in and through each novel and considers the implications of this analysis for adolescent readership inside and outside of schooling. The study concludes that the more contemporary novels showcase a range of masculine portrayals, including positive, affirming versions of masculinity, compared to a more singular and pessimistic one found in a novel traditionally used in schools. Thus, the study concludes that formal schooling may be an important way to address and disrupt unhealthy versions of masculinity.
Recent neuroimaging studies have found a broad network of brain regions involved in deception, including the prefrontal cortex, insula, anterior cingulate cortex (ACC), and inferior parietal lobule (IPL). Although deception can be conceptualized as the attempt to deliberately cause another person to accept a false belief, research to date has mainly focused on executive control processes when participants are instructed to lie under certain conditions. Recently, more ecologically valid and interactive experimental paradigms have been used in which subjects were also requested to take the perspective of another person, read his or her intentions, and make a self-determined decision to deceive that person and break a moral rule. To investigate the influence of these socio-cognitive processes on the neural network of deception, we performed a quantitative meta-analysis combining the data from 416 participants across 22 fMRI and two PET studies. Based on the description of the experimental paradigm, studies were divided in social interactive and non-interactive deception studies. Increased activation in the dorsal ACC, the right temporo-parietal junction (TPJ)/angular gyrus, and the bilateral temporal pole (TP) was found to be greater in social interactive than in non-interactive deception. These results demonstrate the important role of perspective taking, theory of mind, and moral reasoning processes in deception as well as conflict processing. In addition to the role of executive control processes determined by previous meta-analyses, our findings show the importance of these socio-cognitive processes in deception and give new insight into the function and interpretation of the brain regions involved.
Recent research has begun to investigate the impact of different formats for rational numbers on the processes by which people make relational judgments about quantitative relations. DeWolf, Bassok, and Holyoak (Journal of Experimental Psychology: General, 144(1), 127-150, 2015) found that accuracy on a relation identification task was highest when fractions were presented with countable sets, whereas accuracy was relatively low for all conditions where decimals were presented. However, it is unclear what processing strategies underlie these disparities in accuracy. We report an experiment that used eye-tracking methods to externalize the strategies that are evoked by different types of rational numbers for different types of quantities (discrete vs. continuous). Results showed that eye-movement behavior during the task was jointly determined by image and number format. Discrete images elicited a counting strategy for both fractions and decimals, but this strategy led to higher accuracy only for fractions. Continuous images encouraged magnitude estimation and comparison, but to a greater degree for decimals than fractions. This strategy led to decreased accuracy for both number formats. By analyzing participants' eye movements when they viewed a relational context and made decisions, we were able to obtain an externalized representation of the strategic choices evoked by different ontological types of entities and different types of rational numbers. Our findings using eye-tracking measures enable us to go beyond previous studies based on accuracy data alone, demonstrating that quantitative properties of images and the different formats for rational numbers jointly influence strategies that generate eye-movement behavior.
Recent research has confirmed a positive relationship between levels of physical activity and academic achievement. Some of these studies have been informed by neurological models of Executive Functioning (EF). There is a general consensus within the literature that the three core EF skills are; working memory, inhibitory control and cognitive flexibility. The development of these core EF skills has been linked with learning and academic achievement and is an essential component in the delivery of PE using a new and innovative approach called 'Better Movers and Thinkers (BMT).' A mixed methods design was used to investigate the effectiveness and feasibility of a 16-week intervention programme using BMT where 46 children were tested on two separate occasions for coordination and balance control, academic skills, working memory and non-verbal reasoning skills. One school acted as the control condition (21 students, aged 9 - 10 years) and another school acted as the intervention condition (25 students, aged 9 - 10 years). Quantitative data revealed an effect between pre and post-test conditions in the areas of phonological skills (p = .042), segmentation skills (p = .014) and working memory (p = .040) in favour of the intervention condition. Further analysis identified a gender-interaction with male students in the intervention condition making significant gains in phonological skills (p = .005) segmentation skills (p = .014) and spelling (p = .007) compared to boys in the control condition. Analysis of qualitative data from a sample of students from the intervention condition and their class teacher indicated good acceptability of BMT as an alternative approach to PE.
Recent research has documented that the effect of parental separation on children's educational outcomes depends on socioeconomic background. Yet, parental separation could lead to a stable single-parent family or to a further transition to a stepfamily. Little is known about how the effect of family structure transitions on educational outcomes depends on the education of parents and stepparents, and there has been limited empirical research into the mechanisms that explain heterogeneity in the effects of family transitions. Using longitudinal data from the German Socio-Economic Panel and models with entropy balancing and sibling fixed effects, I explore the heterogeneous effects of family transitions during early and middle childhood on academic secondary school track attendance, grades and aspirations. I find that family transitions only reduce the academic school track attendance among children of less educated parents living in stepfamilies or with a single mother after parental separation, and among children of highly educated fathers living in single-mother families. The mechanisms that partly explain these effects relate to reduced income and exposure to poverty after parental separation. The findings underscore the importance of considering the stepparent's educational level, indicating that the adverse consequences of parental separation on educational outcomes are mitigated when a highly educated stepfather becomes part of the family. Overall, these findings align more closely with the resource perspective than the family stability perspective.
Recent research has emphasized the importance of addressing specific victim-related factors to reduce victims' vulnerability and prevent future revictimization experiences. This study aimed to analyze the vulnerability profiles of women who were victims of intimate partner violence, including those who had experienced a single incident of violence and those who had endured revictimization. Participants were 338 women with active judicial protection measures registered in the system of support for victims of gender violence (VioGén) in Madrid, Spain. The analysis considered sociodemographic characteristics, victimization history, perceived triggers of violence, women's responses and feelings, as well as clinical outcomes linked to revictimization history. The study revealed that many victims faced socioeconomic vulnerability. Furthermore, the findings underscored the intricate link between the likelihood of enduring chronic violence and women's awareness of early indicators of violence risk, their initial responses to aggression, communication skills, and recurrent behaviors in the context of an established violent dynamic. This study offers valuable insights for law enforcement to identify the risk of revictimization. Furthermore, findings raise awareness about the particularly vulnerable situation of some women to repeated victimization experiences and provide relevant information for clinical intervention.
Recent research has found that gender parity (i.e., the ratio of women to men) in Science, Technology, Engineering, and Math (STEM) disciplines is associated with sexual violence (SV) victimization for women. This finding may reflect a type of backlash wherein SV is a means of punishing women who are perceived to be violating their gender roles and threatening the male hegemony. Sexual minorities, who are likewise disproportionately victims of SV, report experiencing heterosexist hostility and harassment in STEM disciplines. There is reason to suspect that the combination of these marginalized identity positions (e.g., a sexual minority woman in gender-balanced STEM) may amplify perceived gender role violations and exacerbate the risk of SV victimization. Data were collected from undergraduate women at five institutions of higher education in the United States. Sampling was stratified by STEM vs. non-STEM majors and male-dominated vs. gender-balanced majors. Sexual violence was measured via the revised Sexual Experiences Survey. We tested the interaction of sexual minority status and gender parity in STEM on SV via fixed effects OLS regression. Sexual minority women in gender-balanced STEM were most frequently victims of SV. Women in male-dominated STEM majors were at no greater risk of SV victimization, regardless of sexual minority status, than their peers in non-STEM majors. These findings suggest the possibility of a compound form of backlash, wherein women are exponentially victimized because their sexual identity and their membership in these STEM fields are seen as dual challenges to the male hegemony. If true, this could exacerbate health disparities rather than promote health equity for these sexual minority women. Findings point to the ongoing need to challenge hegemonic gender norms, focus prevention programs on populations most at risk, and ensure they are provided the appropriate resources for support.
Recent research in educational neuroscience has established the correlation between the way the human brain works and the process of perceiving and learning mathematical concepts. In this chapter, a research approach is proposed, based on the principles of educational neuroscience, and focuses on the way students deal with new knowledge in mathematics. Initially, using neuroscientific techniques and a multidimensional approach to new knowledge, data will be collected from students. By collecting neurophysiological measurements and analyzing the data, an attempt will be made to formulate learning paths for a better understanding of fractional concepts, based on the needs of each student.
Recent research indicated that fraction understanding is an important predictor of later mathematical achievement. In the current study we investigated associations between basic numerical skills and students' fraction processing. We analyzed data of 939 German secondary school students (age range = 11.92 to 18.00 years) and evaluated the determinants of fraction processing considering basic numerical skills as predictors (i.e., number line estimation, basic arithmetic operations, non-symbolic magnitude comparison, etc.). Additionally, we controlled for general cognitive ability, grade level, and sex. We found that multiplication, subtraction, conceptual knowledge, number line estimation, and basic geometry were significantly associated with fraction processing beyond significant associations of general cognitive ability and sex. Moreover, relative weight analysis revealed that addition and approximate arithmetic should also be considered as relevant predictors for fraction processing. The current results provide food for thought that further research should focus on investigating whether recapitulating basic numerical content in secondary school mathematics education can be beneficial for acquiring more complex mathematical concepts such as fractions.
Recent research investigating the benefits of being outdoors and contact with nature in children showed strong associations with children's health and development. More teachers are choosing to integrate outdoor learning (OL) into their practice in Quebec, but few studies have focused on OL in the school environment, particularly in Canada and more specifically in Quebec, despite the fact that the school context lends itself favorably to this practice. The purpose of this study was to portray OL in preschool and primary schools in Québec by identifying three key elements: (1) teachers' perception of the outdoors, (2) the uses of OL in schools, and (3) teaching strategies and factors that influence teachers' integration of OL. Semi-structured group interviews (n = 4) conducted with 14 teachers and participant observations (n = 4) were used for data collection. Inclusion criteria were to be a preschool or primary school teacher, to have taught at least eight sessions of OL in the past year, and to have no connection or contact with the research team prior to the start of the study. First, the results showed that teachers commonly understood the outdoors as being in the open air, practicing a physical activity, having the presence of nature, providing physical freedom and targeting a pedagogical intention. Second, teachers appeared to incorporate a variety of pedagogical intentions in OL (e.g., environmental awareness, interdisciplinary learning), in a variety of settings (e.g., city parks, woodlands), and with a variety of academic subjects (e.g., French, mathematics) and learning tasks (e.g., walking, nature shelter building). Third, teachers used a wide range of teaching strategies in OL (e.g., flexible planning, well-established routines). Participants also identified multiple factors specific to their setting that appeared to facilitate (e.g., parental support) or limit (e.g., storage of materials) their integration of OL into the school environment. This study provided a better understanding of the current use of the OL in the Quebec school environment by identifying the common characteristics, limitations and winning strategies of its use in schools. Teachers and schools interested in OL could benefit from the results of this study, particularly those interested in adopting a Forest School or Udeskole approach.
Recent research suggests that working memory (WM), the mental sketchpad underlying thinking and communication, is maintained by multiple regions throughout the brain. Whether parts of a stable WM representation could be distributed across these brain regions is, however, an open question. We addressed this question by examining the content-specificity of connectivity-pattern matrices between subparts of cortical regions-of-interest (ROI). These connectivity patterns were calculated from functional MRI obtained during a ripple-sound auditory WM task. Statistical significance was assessed by comparing the decoding results to a null distribution derived from a permutation test considering all comparable two- to four-ROI connectivity patterns. Maintained WM items could be decoded from connectivity patterns across ROIs in frontal, parietal, and superior temporal cortices. All functional connectivity patterns that were specific to maintained sound content extended from early auditory to frontoparietal cortices. Our results demonstrate that WM maintenance is supported by content-specific patterns of functional connectivity across different levels of cortical hierarchy.
Recent results have evidenced that spontaneous brain activity signals are organized in bursts with scale free features and long-range spatio-temporal correlations. These observations have stimulated a theoretical interpretation of results inspired in critical phenomena. In particular, relying on maximum entropy arguments, certain aspects of time-averaged experimental neuronal data have been recently described using Ising-like models, allowing the study of neuronal networks under an analogous thermodynamical framework. This method has been so far applied to a variety of experimental datasets, but never to a biologically inspired neuronal network with short and long-term plasticity. Here, we apply for the first time the Maximum Entropy method to an Integrate-and-fire (IF) model that can be tuned at criticality, offering a controlled setting for a systematic study of criticality and finite-size effects in spontaneous neuronal activity, as opposed to experiments. We consider generalized Ising Hamiltonians whose local magnetic fields and interaction parameters are assigned according to the average activity of single neurons and correlation functions between neurons of the IF networks in the critical state. We show that these Hamiltonians exhibit a spin glass phase for low temperatures, having mostly negative intrinsic fields and a bimodal distribution of interaction constants that tends to become unimodal for larger networks. Results evidence that the magnetization and the response functions exhibit the expected singular behavior near the critical point. Furthermore, we also found that networks with higher percentage of inhibitory neurons lead to Ising-like systems with reduced thermal fluctuations. Finally, considering only neuronal pairs associated with the largest correlation functions allows the study of larger system sizes.
Recent scientific literature points out that religiosity and spirituality play a relevant role in many aspects of life, including health issues. We aimed to evaluate the healthcare students' perceptions about approaching spirituality in their training and patient care in Brazilian universities. A cross-sectional observational study was conducted following the STROBE guidelines. Through an anonymous online survey, adult healthcare students from two universities in the city of Pelotas (Brazil) answered a questionnaire about their perceptions on approaching spirituality in their training and patient care. Chi-squared tests were performed, and P ≤ .05 was considered statistically significant. A total of 163 students were included in the analysis. Most believed that spirituality is important for their training (74.8%) and patient care (84%). However, a minority had had contact with the theme of spirituality during their training (48.5%) or had experienced a situation in which the spiritual aspects of a patient were addressed (47.2%). The students from the private university had more contact with the theme of spirituality in healthcare during their training. Nursing students had significantly more contact with the theme of spirituality in healthcare (P = .008) and had experienced more situations in which the spiritual aspects of a patient were addressed (P = .031) than other students. Most students believed that the theme of spirituality in healthcare is important for their training and patient care. However, they still had insufficient contact with it during their education. More studies with greater statistical power are needed to better understand this situation globally.
Recent studies have reported the effect of neonicotinoid (NEO) exposures on development in human. However, information about the risk of childhood development delays due to NEO exposures is limited. The study aimed to examine the association between NEO exposure and child development up to 4 years of age using data of the Japan Environment and Children's Study. The study employed urinary NEO and metabolite concentrations in the first and second or third trimesters; the Japanese translation of the Ages and Stages Questionnaire (third edition; J-ASQ-3) scores on developmental delay in five domains, namely communication, gross motor skills, fine motor skills, problem solving, and personal-social characteristics from 6 months to 4 years of age; and self-reported questionnaire data. The associations between urinary NEO concentrations and J-ASQ-3 results were analysed using the treed distributed lag mixture model. A total of 8538 participants were included in statistical analyses. The determination rates of urinary acetamiprid-N-desmethyl (dm-ACE), clothianidin (CLO), dinotefuran (DIN) and thiamethoxam (THX) were greater than 50%. Median urinary dm-ACE, CLO, DIN and THX concentrations were 0.34, 0.14, 0.22 and 0.05 ng/ml, respectively, in samples collected during gestational weeks < 23, and 0.28, 0.12, 0.18 and 0.04 ng/ml, respectively, in those collected during gestational weeks ≥ 23. The binomial scores divided by the cut-off values of the J-ASQ were used in the treed distributed lag mixture model. The highest percentage for a domain with a value less than the cut-off value was 'problem solving' at 6 months of age among all the J-ASQ-3 scores (10.5%). There was no statistically significant association between maternal urinary dm-ACE, CLO, DIN and THX concentrations during pregnancy and the J-ASQ-3 results up to 4 years of age. Objective assessment of child development in different populations may be warranted to confirm our findings.