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The present study investigated (1) the mediating role of attention in the associations between children's sleep problems and classroom learning behaviors in elementary school, and (2) the moderating role of gender in these associations. Results from structural equation modeling showed that children's sleep problems had a significant and negative association with their attention level ([beta] = -0.08), and their attention level had a significant and positive association with their classroom learning behaviors ([beta] = 0.20). The indirect effect of sleep problems on classroom learning behaviors, however, was not significant ([beta] = 0.02). Gender of a child had significant moderating effects on the associations between sleep problems and attention level and between attention level and classroom learning behaviors. Related intervention programs can be implemented to reduce children's sleep problems and to improve their academic performance.

Unlike the other studies on emotional design in multimedia learning, the present study differentiated the two confounding variables of visual interface design and structured content to manipulate the instructional material. Specifically, we investigated how the visual aesthetics of positive emotional interface design influenced learners' cognitive processes, emotional valences, learning outcomes, and subjective experience. Eighty-one college students took part in the experimental study. They were divided into the three experimental groups: a holistic layout of positive emotional design group (HPED), a local layout of positive emotional design group (LPED), and a neutral emotional design group (ND). By using a mixed approach of questionnaires and eye tracking, we further explored the differences among the three groups in cognitive processing, learning outcomes, and subjective experience. Results indicated that the LPED group invested higher cognitive effort, put more attentional focus in the relevant knowledge content module, and achieved better learning performance (i.e., retention and transfer tests) in contrast to the HPED group and the ND group. However, no significant difference in dynamic changes of emotional state among the three groups was detected. The analytical results can provide researchers and practitioners with valuable insights into the positive emotional design of multimedia learning, which allows for the facilitation of mental engagement, learning outcomes and subjective perception.

Learning constitutes a main developmental context for children everywhere. Learning-related emotions can affect cognition, motivation, and achievement and are associated with parenting. Studies on learning-related emotions and how parenting is associated with a child's emotional development in learning have been less conclusive for Chinese children. This article provides an overview of the literature on related emotions as experienced in academic settings in Chinese culture and their relations with parenting. The research on academic, achievement, and domain-specific emotions is presented from a culture-specific perspective. After stressing the functions of emotions for learning and achievement, we discuss the complex relationship between emotions and parenting in the learning context. We propose an integrated model of emotion, parenting, self, and achievement in learning to understand the mechanisms of the interactions between emotions and parenting from a culture-specific perspective. Implications for future research are identified.

A hierarchical cluster analysis of the time course of the videotaped reactions of 75 Chinese 2-4-year olds to mothers' toy-removal identified Distress, Low Anger, and High Anger behavior clusters. Anger often begins at low intensity; some children then escalate. The face-validity of Low and High Anger-cluster classifications was supported in that High Anger was displayed by a subset of the children who had first showed Low Anger. The three clusters had different and interpretable correlations with mothers' temperament ratings. Developmentally, 2-year-olds displayed more Distress, including crying; 3-year-olds showed more Low Anger, including stamp-jump. While Low Anger is predominant during toy-removal in Chinese children, it is, contrastingly, the least-frequent component in the tantrums of North American children. (Contains 1 table, 1 figure, and 1 note.)

This study investigated anger expression during toy removal (TR) in 92 young Chinese children, two to five years of age, and its relations to their persistence in responding to obstacles during two challenging tasks with highly desirable goals [TR and locked box (LB)] and one challenging task with a less desirable goal [impossible perfect circles (IPC)]. Anger expression during TR was positively associated with persistence during TR and LB but not during IPC. The results highlighted the positive effects of anger in the development of persistence.

Large quantities of textual posts are increasingly generated in course discussion forums, and the accumulation of these data greatly increases the cognitive loads on online participants. It is imperative for them to automatically identify the potential semantic information derived from these textual discourse interactions. Moreover, existing topic models can discover the latent topics or sentimental polarities from textual data, but these models typically ignore the interactive ways of discussing topics, thus making it difficult to further construct topics' semantic space from the perspective of document generation. To solve this issue, we proposed a joint sentiment and behaviour topic model called SBTM, which was an unsupervised approach for automatic analysis of learners' discussed posts. The results demonstrated that SBTM was quantitatively effective on both model generalisation and topic exploration, and rich topic content was qualitatively characterised. Furthermore, the model can be potentially employed in some practical applications, such as information summarisation and behaviour-oriented personalised recommendation. [ABSTRACT FROM AUTHOR]

Physical activity may improve cognitive control and episodic memory. Cognitive control could exert positive or negative influences on episodic memory. This study aimed to test whether physical activity modulated the effect of proactive and reactive control on episodic memory. Participants reported their physical activity in the past week, encoded episodic memory incidentally in proactive and reactive conditions, and subsequently retrieved their memories of items and sources. Subsequent item memory was better when items were encoded in proactive vs. reactive condition. Smaller condition difference in subsequent item memory was related to better cognitive control ability. Cognitive control completely mediated the relation between physical activity and the condition difference in subsequent item memory. Additionally, condition difference in subsequent source memory was negatively related to cognitive control. After controlling for cognitive control, greater physical activity was positively related to the difference in subsequent source memory between proactive and reactive conditions. Altogether, the findings suggested that physical activity modulated the effect of proactive and reactive control on subsequent item memory through improving cognitive control ability, but it was independent of cognitive control for subsequent source memory. [ABSTRACT FROM AUTHOR]

• Development of CT-based radiomic models that can efficiently distinguish between multiple primary lung cancers (MPLC) and intrapulmonary metastasis (IPM). • Development of radiomic algorithms aggregated tumor-level features into patient-level features representation. • Combining radiomic-clinical models for diagnosing multiple lung cancers diagnosis in real clinic scenario. To develop CT-based radiomics models that can efficiently distinguish between multiple primary lung cancers (MPLCs) and intrapulmonary metastasis (IPMs). This retrospective study included 127 patients with 254 lung tumors pathologically proved as MPLCs or IPMs between May 2009 and January 2020. Radiomics features of lung tumors were extracted from baseline CT scans. Particularly, we incorporated tumor-focused, refined radiomics by calculating relative radiomics differences from paired tumors of individual patients. We applied the L1-norm regularization and analysis of variance to select informative radiomics features for constructing radiomics model (RM) and refined radiomics model (RRM). The performance was assessed by the area under the receiver operating characteristic curve (AUC-ROC). The two radiomics models were compared with the clinical-CT model (CCM, including clinical and CT semantic features). We incorporated both radiomics features to construct fusion model1 (FM1). We also, build fusion model2 (FM2) by combing both radiomics, clinical and CT semantic features. The performance of the FM1 and FM2 were further compared with that of the RRM. On the validation set, the RM achieved an AUC of 0.857. The RRM demonstrated improved performance (validation set AUC, 0.870) than the RM, and showed significant differences compared with the CCM (validation set AUC, 0.782). Fusion models further led prediction performance (validation set AUC, FM1:0.885; FM2:0.889). There were no significant differences among the performance of the FM1, the FM2 and the RRM. The CT-based radiomics models presented good performance on the discrimination between MPLCs and IPMs, demonstrating the potential for early diagnosis and treatment guidance for MPLCs and IPMs. [ABSTRACT FROM AUTHOR]

We examined two aspects of temperamental approach in early infancy, positive reactivity and anger, and their unique and combined influences on maternal reports of child surgency and attention focusing at 4 years of age. One hundred and fourteen infants were observed for their positive reactions to novel stimuli at 4 months, and their anger expressions during arm restraint at 9 months. Child surgency and attention focusing at age 4 years were assessed by maternal report. Infants who expressed more anger to restraint were rated higher in surgency during early childhood relative to infants who expressed less anger. The effects of positive reactivity to novelty on attention focusing were moderated by anger to restraint. These findings suggest that infant temperamental approach tendencies are multifaceted and have both unique and combined influences on later maternal report of attention and social behavior. [ABSTRACT FROM AUTHOR]

The relations among infant anger reactivity, approach behavior, and frontal electroencephalogram (EEG) asymmetry, and their relations to inhibitory control and behavior problems in early childhood were examined within the context of a longitudinal study of temperament. Two hundred nine infants' anger expressions to arm restraint were observed at 4 months of age. Infants' approach behaviors during play with an unpredictable toy and baseline frontal EEG asymmetry were assessed at 9 months of age. Inhibitory control during a Go/No-Go task and parent report of behavior problems were evaluated at 4 years of age. High anger-prone infants with left, but not right, frontal EEG asymmetry showed significantly more approach behaviors and less inhibitory control relative to less anger-prone infants. Although a link between anger proneness in infancy and behavior problems in early childhood was not found, a combination of low approach behaviors and poor inhibitory control was predictive of internalizing behaviors. [ABSTRACT FROM AUTHOR]

In MOOCs, course reviews serve as a new interactive tool that has not yet been sufficiently exploited. Therefore, this study investigated learners' explicit behaviors and implicit discourse content derived from reviews by using a mixed approach of text mining and statistical analysis. We proposed an improved topic model called Behavior–Emotion Topic Model (BETM) to detect reviews' semantic content between two achievement groups (completers and non-completers). Then we performed statistical analysis to investigate differences in the two groups' discourse behaviors and content. Results showed significant differences in discourse behaviors and focused topics between completers and non-completers. Specifically, posting reviews was a significant behavior for completers, while replying and giving peers' reviews "thumps up" were significant behaviors for non-completers. Furthermore, completers tended to express appreciation of course-related content by posting reviews and, afterward, showing certificates, whereas non-completers tended to hold negative attitudes toward the platform construction's technical issues by replying. Finally, we conducted an evolutionary analysis to explore the dynamics of learners' focused content throughout the course over 3 years; this can provide instructors new insights for the development of online course, thus meeting future learners' needs by adjusting the teaching process. • Significant differences are shown in discourse behaviors and focused topics between completers and non-completers. • Completers are more likely to express appreciation of course-related content by posting. • Non-completers tend to hold negative attitudes toward the technical issues of platform construction by replying. • Learners' behaviors and opinions toward focused topics evolve toward a stable state throughout the course. [ABSTRACT FROM AUTHOR]