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Adaptive help-seeking as a learning strategy can influence learners' learning outcomes. Learners in online learning environments need more self-regulation and especially more help-seeking strategies. A systematic review was conducted to explore help-seeking strategies in online learning environments. A search on help-seeking strategies in online environments in Educational Research Information Center (ERIC) and PsycInfo yielded 36 peer-reviewed articles that met the inclusion criteria for this study. Karabenick and Knapp's categories of help-seeking (formal help-seeking, informal help-seeking, instrumental activities, lowering performance aspirations, and altering goals) were used to review the strategies employed by students in online learning. The results show that there is an extreme lack of research on learners' psychological decision-making process when they lower performance aspirations or alter their goals. Moreover, most studies focus on the learners' formal and informal help-seeking behaviors in online settings. Since much research has been limited to small case studies that are not always generalizable, future studies are encouraged to include more instructional contexts and personal variables like gender, age, educational background, and mastery of computer skills. To avoid biases that may occur in self-reporting studies, recommendations are made for future studies that use more subjective methods to trace their actual help-seeking behaviors.

Little is known about how and when preschoolers master the concept of teaching, particularly in relation to the acquisition of theory of mind (ToM). We investigated the relationship between the two in children aged 3-6 years old. One hundred and seventeen French preschool pupils answered questions about different teaching situations illustrated in ten stories involving knowledge differences and/or false belief. Four change-of-location ToM stories were also administered. Our results indicate a developmental progression from understanding teaching situations to grasping the notion of knowledge gaps. Moreover, they confirm that ToM seems to be involved in understanding more complex teaching situations. (Contains 2 figures and 5 tables.)

The article offers information on the painting "Virgin of the Rocks," by Leonardo da Vinci. It is stated that Leonardo produced the first version of the painting between 1483 and 1486. Most scholars identify the painting in the Musee du Louvre, Paris, France, as that work. The second version of the painting which is slightly variant, was painted from 1495 to 1508, which is in the National Gallery, London.