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Background: Identifying neurological biomarkers to aid with diagnoses and treatment effect evaluation of mood and cognitive symptoms in major depressive disorder (MDD) is an unmet need. This study explores the Brain Network Analytics (BNA) tool, which provides information on cortical patterns compared to a healthy normative group, for improving MDD management. Methods: BNA was used to extract event-related potentials (ERPs) from high-density EEG, and its clinical utility to assess the effects of vortioxetine on depression and cognition was evaluated. Twenty-five MDD subjects (20–65 years old) with cognitive dysfunction underwent an 8-week open-label treatment using vortioxetine. ERP data, generated during cognitive tasks, were collected at pre-treatment, two weeks and eight weeks into treatment. Correlations with MDD symptoms and cognitive functioning were investigated. Exploratory analyses assessed the differences in baseline and endpoint ERP characteristics between MDD subjects and matched controls (N = 41). Results: Compared to controls, MDD subjects exhibited increased baseline latencies of P200 and P3b ERP components, which normalized at treatment endpoint. P200 and P300 in the MDD group were correlated with clinical assessments, and indicated a pro-cognitive effect of vortioxetine independent of its antidepressant effect. Limitations: This study was limited by a small sample size and lack of a placebo condition. Conclusions: Our results suggest that the application of BNA can potentially support MDD diagnosis and monitor treatment efficacy across various symptom and functional domains. Further studies are warranted to explore the role of BNA in clinical research and practice.

Stories are a way that children under 3 years of age learn to share meaning with others. Most research with this age group has focused on 1:1 parent-child story relationships at home, largely book reading. These studies have positioned children in the role of story listeners rather than story tellers. Here, I explore new possibilities about the nature of story roles and relationships spanning home and early childhood education settings. I present a StoryWeb model to make visible the multiple ways that 1-year-old toddlers were actively engaged in weaving stories with others in a culturally and linguistically diverse community.

With the recent and rapid transition to online teaching and learning in higher education, this explanatory study investigated the key design considerations used by business educators designing assessments suitable for online delivery. From a comprehensive literature review, we identified five key design considerations for online assessments: they must: (1) assure academic integrity; (2) allow for provision of quality feedback; (3) support a positive learning experience for students; (4) assure the integrity of student information; and (5) ensure all students have an equal chance to complete the assessment successfully. An additional consideration (authenticity) was identified through a survey of educators and four focus group discussions. Our analysis confirmed that scale of delivery and resource limitations, along with institutional policies and accreditation requirements, are broader and interrelated contextual factors that influence practices and decisions about assessment design. Focus group participants also identified constraints and trade-offs they negotiated in designing, evaluating and implementing online assessments. Based on our findings we propose a framework to assist educators in best-practice decision-making about online assessment design and contribute to the discourse between educators, higher education providers and professional accreditation bodies regarding online assessment.

Communication and literacy development of young children is shaped by the nature of social and cultural relationships in everyday situations. Few studies, however, have explored early story experiences encountered by infants and toddlers in naturalistic settings. We argue that personal stories about everyday lived experiences are a vital context for considering how toddlers develop communicative competencies as they participate in these stories within their families and communities. The paper presents selected findings from a qualitative study underpinned by a broad theoretical view of story embedded in a sociocultural, participatory framework. We contend that stories are collaborative, social endeavours in which intersubjectivity is accomplished collectively and multimodally. Evidence is offered of the communicative process enacted by 1-year-old Lexie, her parent, teacher and peers, as they shared meaning together in a personal story about eating lunch. Lexie and her family were participants in a wider study of the story experiences of 1-year-old toddlers, within and across their family home and early childhood settings, in a culturally diverse community of Aotearoa New Zealand. Drawing on multimodal ethnography and video data, findings illustrate how Lexie and her family, teacher and peers actively participated together in the weaving of a shared personal story using verbal, visual and kinaesthetic forms of communication. The study contributes to the field of early childhood literacy by providing unique insights into the potential of everyday personal stories as a valuable context for exploring ways children's communicative competencies are developed through relationships in family and community settings.