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Intrinsic motivation plays a unique mediating role in student academic performance. An inquiry-based learning (IBL) physics practical is studied in terms of effects on secondary school students' intrinsic motivation towards performing science practicals. After performing IBL experiments on ionizing radiation, 38 secondary school physics students were interviewed and expressed their need for support in two main areas: the inquiry process and non-salient tasks, i.e., operating the equipment. The IBL experiments were revised accordingly, providing scaffolding through revised worksheets and videos on the use of the equipment. Subsequently, a quasi-experiment was carried out. One experimental group received both a revised worksheet and a video (N = 88), the other only received the worksheet (N = 67). Students performing the same practical on the basis of a step-by-step instruction sheet were used as a control group (N = 87). Five subscales of the intrinsic motivation inventory were used as a pre- and post-test for all three groups. Results show significant gains in the Interest/Enjoyment as well as Effort/Importance subscales favouring both IBL groups. With an instructional video, all five subscales show a significant increase as compared to the control group. The results point to the advantages of using an IBL approach for practicals, provided appropriate scaffolding is used in terms of equipment operation and inquiry process.

Retrieval practice—the process of actively calling information to mind rather than passively studying materials—has been proven to be a highly effective learning strategy. However, only recently, researchers have started to examine differences between learners in terms of the optimal conditions of retrieval practice in applied educational settings. In this study (N = 118), we focus on learners with dyslexia: a group that is usually not included in the retrieval practice literature. We compare their performance to the performance of typical learners in an adaptive, retrieval practice-based word learning task using both typing-based and speech-based response conditions. We find that typical learners outperform learners with dyslexia when they are asked to respond by typing, but that this difference is much smaller when learners can respond by speech. These results can contribute to the development of educational technology that allows for effective and inclusive learning in neurodivergent individuals.

How does globalization impact the interaction between perception and language? Building on Berlin and Kay's foundational study of color naming, we recruited 2,280 online participants speaking 22 different languages. We show that color naming maps differ structurally across languages, even among internet users living in (mostly) industrial societies. We use Large Language Models (LLMs) to simulate the limits of globalization by reproducing the naming task with a highly multilingual artificial agent with access to global digital information. We show that while the LLM has access to all languages, it has language-specific color representations and the number of color terms is correlated across humans and LLMs. However, LLMs use more color terms than humans, indicating differences in the representation. These results suggest that globalization has not removed cultural distinctions in color concepts, as language continues to be a key factor in the diversity of perception and meaning.

We demonstrate an application for learning multiplication problems with an adaptive algorithm that is based on a computational cognitive model of the learner's memory. The application helps learners automatise and memorise multiplications through repeated practice over three levels of difficulty. In a naturalistic setting involving more than 500 primary school students (ages 6-10) who together recorded over 300,000 responses, we observed that performance improved as learners using the application progressed through the levels. A model-based analysis of performance revealed that learners' estimated speed of forgetting decreased from the second to the third level. This is consistent with a shift towards stronger declarative knowledge and/or more efficient computation procedures. The model also identified consistent differences in the difficulty of individual multiplication facts that persisted across levels. This study demonstrates the feasibility of using an adaptive fact learning application to help young learners master multiplication, an essential mathematical skill.

In personalized-schedule learning, previous research has shown the benefit of initial attempted retrieval of study-items on short-term retention and later test performance. As a way of prior-knowledge identification, initial attempted retrieval may help to optimize learning and long-term performance further, through the removal (or ‘drop') of items from the learning set that are answered correctly on the first attempt. This study sought to support this hypothesis through a real-world, within-subjects experiment, comparing vocabulary test performance of Dutch middle school students after the use of a drop- and non-drop adaptive learning algorithm. The results show that short- and long-term item retention was higher for material studied using the drop-algorithm, while dropping items did not lead to worse retention compared to items that were kept upon initial correct responses. This suggests that initially-known items are correctly identified as ‘mastered', and that their removal from the learning material allows students to focus their efforts on unknown items, leading to increased learning gains.

While students typically prefer multiple-choice learning, open-answer questions have frequently been found to be more effective, attributed to their role in promoting recall as opposed to recognition. Here, we examine increasing the effectiveness of multiple-choice testing as a learning tool, by using foils (incorrect answer options) that are similar in meaning and word form to the correct answer. Participants studied French-Dutch vocabulary in three learning conditions: one with unrelated foils, another with open questions, and a third using multiple choice questions with related foils. The related foils were either semantically or orthographically similar to the correct answer. The results showed no significant difference between the open questions and the related foils condition, indicating comparable effectiveness. Replicating earlier studies, the unrelated foils condition yielded significantly poorer learning outcomes. Overall, these results suggest that multiple-choice testing can be a viable alternative to open answer testing when utilizing related foils.

Abstract Background Most studies on injuries of professional dancers used a medical-attention and/or time-loss definition and did not analyse all health problems. Further, almost all studies included just one company. The aim was to analyse all self-reported health problems of professional ballet and contemporary dancers during one season and compare sexes and five companies in Germany. Methods Dancers of five professional companies completed weekly health questionnaires during the season (September 2022 to June 2023). Numerical rating scales were used for severity of all health problems, musculoskeletal pain, impairment of the ability to dance at full potential, physical and mental workload in the previous seven days. If the severity of all health problems were rated greater than “0”, the dancers were asked to report the type and consequences of their most severe health problem. Results During 43 weeks, 98 dancers (39.8% male) completed 3123 weekly reports (response rate 74.1%). The season prevalence of any health problem was 100% and of time-loss health problems 74.5%. The average weekly prevalence of any health problem was 62.7%, of musculoskeletal pain 83.4% and of impaired ability to dance at full potential, due to health problem 48.6%. While the season prevalence and type of health problems was similar between sexes, the average weekly prevalence of severe health problems was higher in female than in male dancers (Chi2 = 23.2; p

Argumentation skills are emphasized by the common core state standards (CCSS) and are viewed as essential for success in college, career, and life. Our project aims to develop formative assessment tasks measuring students' argumentative reading and writing skills. We used the framework of the "Discuss and Debate Ideas" key practice (describing the key argumentation skills) to guide the task development and gathered evidence of students' argumentation skills. Specifically, we designed 27 tasks targeting various argumentation skills, spanning three learning progression (LP) levels aligned with the grade level expectations for argumentation in CCSS. The goal was to evaluate the potential utility of an LP-based approach to task design in assessing argumentation skills. We conducted a study with 786 seventh- and eighth-grade students to examine how well these tasks function and identify patterns of student performance. We also examined whether student performance patterns aligned with predicted LP levels, using task progression maps derived from item response theory (IRT) models. Results suggested that the majority of tasks were reliable, and that the LP-based tasks were significantly related to students' reading skills. Student LP performance was most strongly correlated with reading comprehension as measured by the RISE assessment, and was also significantly associated with foundational reading skills, such as word recognition, decoding, and vocabulary. However, some lower-level LP tasks appeared to be unexpectedly difficult. We found evidence that such factors as topic, task format, and scoring could have contributed to item difficulty and affected student task performance. Implications for future LP research are provided.

Gender dysphoria (GD) and Autism Spectrum Disorder (ASD) co-occur relatively often, but there is no evidence-based treatment for this specific group. Therefore, we examined the effects of a group intervention for adolescents with ASD and GD in a pilot study with a pre-post-test design. The adolescents completed questionnaires on quality of life, self-esteem, gender dysphoric feelings, and social responsiveness. Results show that participating in this peer support group seems to increase aspects of quality of life, i.e., increased parent-reported psychological well-being and decreased psychological complaints. Even though more research is needed, these results indicate that peer support is an invaluable part of treatment for adolescents with ASD and GD.

In education testing, the items that examinees receive may be selected for a variety of reasons, resulting in missing data for items that were not selected. Item selection is internal when based on prior performance on the test, such as in adaptive testing designs or for branching items. Item selection is external when based on an auxiliary variable collected independently to performance on the test, such as education level in a targeting testing design or geographical location in a nonequivalent anchor test equating design. This paper describes the implications of this distinction for Item Response Theory (IRT) estimation, drawing upon missing-data theory (e.g., Mislevy & Sheehan, 1989, https://doi.org/10.1007/BF02296402; Rubin, 1976, https://doi.org/10.1093/biomet/63.3.581), and selection theory (Meredith, 1993, https://doi.org/10.1007/BF02294825). Through mathematical analyses and simulations, we demonstrate that this internal versus external item selection framework provides a general guide in applying missing-data and selection theory to choose a valid analysis model for datasets with missing data.

Abstract Determining the extent to which the perceptual world can be recovered from language is a longstanding problem in philosophy and cognitive science. We show that state-of-the-art large language models can unlock new insights into this problem by providing a lower bound on the amount of perceptual information that can be extracted from language. Specifically, we elicit pairwise similarity judgments from GPT models across six psychophysical datasets. We show that the judgments are significantly correlated with human data across all domains, recovering well-known representations like the color wheel and pitch spiral. Surprisingly, we find that a model (GPT-4) co-trained on vision and language does not necessarily lead to improvements specific to the visual modality, and provides highly correlated predictions with human data irrespective of whether direct visual input is provided or purely textual descriptors. To study the impact of specific languages, we also apply the models to a multilingual color-naming task. We find that GPT-4 replicates cross-linguistic variation in English and Russian illuminating the interaction of language and perception.

Mapping sea ice in the Arctic is essential for maritime navigation, and growing vessel traffic highlights the necessity of the timeliness and accuracy of sea ice charts. In addition, with the increased availability of satellite imagery, automation is becoming more important. The AutoICE Challenge investigates the possibility of creating deep learning models capable of mapping multiple sea ice parameters automatically from spaceborne synthetic aperture radar (SAR) imagery and assesses the current state of the automatic-sea-ice-mapping scientific field. This was achieved by providing the tools and encouraging participants to adopt the paradigm of retrieving multiple sea ice parameters rather than the current focus on single sea ice parameters, such as concentration. The paper documents the efforts and analyses, compares, and discusses the performance of the top-five participants’ submissions. Participants were tasked with the development of machine learning algorithms mapping the total sea ice concentration, stage of development, and floe size using a state-of-the-art sea ice dataset with dual-polarised Sentinel-1 SAR images and 22 other relevant variables while using professionally labelled sea ice charts from multiple national ice services as reference data. The challenge had 129 teams representing a total of 179 participants, with 34 teams delivering 494 submissions, resulting in a participation rate of 26.4 %, and it was won by a team from the University of Waterloo. Participants were successful in training models capable of retrieving multiple sea ice parameters with convolutional neural networks and vision transformer models. The top participants scored best on the total sea ice concentration and stage of development, while the floe size was more difficult. Furthermore, participants offered intriguing approaches and ideas that could help propel future research within automatic sea ice mapping, such as applying high downsampling of SAR data to improve model efficiency and produce better results.

Since 1998, notifiable bluetongue virus (BTV) serotypes 1–4, 6, 8, 9, 11, and 16 have been reported in Europe. In August 2006, a bluetongue (BT) outbreak caused by BTV serotype 8 began in northwestern Europe. The Netherlands was declared BT-free in February 2012, and annual monitoring continued. On September 3, 2023, typical BT clinical manifestations in sheep were notified to the Netherlands Food and Product Safety Consumer Authority. On September 6, we confirmed BTV infection through laboratory diagnosis; notifications of clinical signs in cattle were also reported. We determined the virus was serotype 3 by whole-genome sequencing. Retrospective analysis did not reveal BTV circulation earlier than September. The virus source and introduction route into the Netherlands remains unknown. Continuous monitoring and molecular diagnostic testing of livestock will be needed to determine virus spread, and new prevention strategies will be required to prevent BTV circulation within the Netherlands and Europe.

Abstract Background Several studies have investigated injuries of (pre-)professional ballet dancers, however most used a medical-attention and/or time-loss definition and did not analyse the prevalence of all health problems. The aim was to analyse the frequency and characteristics of all self-reported physical and mental health complaints (i.e. injuries, illnesses and mental health problems) of professional ballet dancers during one season. Methods Three professional ballet companies were prospectively monitored weekly during one season with the Performing artist and Athlete Health Monitor (PAHM). Numerical rating scales (ranging 0–10) were used for severity of musculoskeletal pain, all health problems and impairment of the ability to dance at full potential in the previous seven days. If dancers rated the severity of their health problems or their impairment greater than 0, they were asked to answer specific questions on the characteristics of each health problem. Results Over a period of 44 weeks, 57 dancers (57.9% female) filled in 1627 weekly reports (response rate of 64.9%), in which 1020 (62.7%) health problem were registered. The dancers reported musculoskeletal pain in 82.2% of the weeks. They felt that their ability to dance at their full potential was affected due to a health problem in about every second week (52.6%) or on at least 29.1% of the days documented in the weekly reports. Almost all dancers (96.5%) reported at least one injury, almost two thirds (64.9%) an illness and more than a quarter (28.1%) a mental health problem. On average, every dancer reported 5.6 health problems during the season. Most of the 320 health problems were injuries (73.1%), 16.9% illnesses and 10.0% mental health problems. Injuries affected mainly ankle, thigh, foot, and lower back and were mostly incurred during rehearsal (41.6%) or training (26.1%). The most frequent subjective reasons of injury were “too much workload” (35.3%), “tiredness/exhaustion” (n = 22.4%) and “stress/overload/insufficient regeneration” (n = 21.6%). Conclusion Preventive interventions are urgently required to reduce the prevalence of health problems and especially injuries of professional dancers. Injury prevention measures should regard the balance of the load capacity of professional dancers and the workload in training, rehearsals and performances.

Abstract Background Epidemiological research on fractures in children under the age of two is of great importance to help understand differences between accidental and abusive trauma. Objective This systematic review aimed to evaluate studies reporting on the incidence of fractures in children under two years of age, excluding birth injuries. Secondary outcome measures included fracture location, mechanisms of injury and fracture characteristics. Methods A systematic literature review (1946 to February 7th 2024), including prospective and retrospective cohort studies and cross-sectional cohort studies, was performed. Studies including children from other age groups were included if the actual measures for those aged 0–2 years could be extracted. We also included studies restricted to infants. Annual incidence rates of fractures were extracted and reported as the main result. Critical appraisal of was performed using the Appraisal tool for Cross-Sectional Studies. Results Twelve moderate to good quality studies met eligibility criteria, of which seven were based on data from medical records and five were registry studies. Studies investigated different aspects of fractures, making comprehensive synthesis challenging. There was an overall annual fracture incidence rate of 5.3 to 9.5 per 1,000 children from 0–2 years of age; with commonest sites being the radius/ulna (25.2–40.0%), followed by tibia/fibula (17.3–27.6%) and the clavicle (14.6–14.8%) (location based on 3 studies with a total of 407 patients). In infants, the reported incidence ranged between 0.7 to 4.6 per 1,000 (based on 3 studies), with involvement of the clavicle in 22.2% and the distal humerus in 22.2% of cases (based on 1 study). Only a single metaphyseal lesion was reported (proximal humerus of an 11-month-old infant). Fracture mechanisms were detailed in four studies, with fall from chair, bed, table, own height or fall following indoor activities causing 50–60% of fractures. Conclusions There is a paucity of good quality data on fracture incidence in children under the age of two. Larger, prospective and unbiased studies would be helpful in determining normal pattern of injuries, so that differences from abusive trauma may be better understood.

Child temperament has long been viewed as a potential susceptibility factor in the link between parenting and child disruptive behavior (CDB). Specifically, the idea is that children with higher negative emotionality, surgency, and lower effortful control are more affected by their received parenting, but experimental evidence is scarce. Also, others have argued that child temperament might not be a susceptibility factor but a factor that can change through parents' participation in a parenting intervention. To test both hypotheses, we analyzed pretest, posttest, and 4-month follow-up data from 386 mostly Dutch parents, mainly mothers (92%; M[subscript age] = 38.1, SD = 4.8) with children (M[subscript age] = 6.31, SD= 1.33; 54.2% boys). The children had above-average disruptive behavior (i.e., [greater than or equal to]75th percentile Eyberg Child Behavior Inventory questionnaire; Eyberg & Pincus, 1999). The families participated in a randomized controlled trial of the Incredible Years (IY) parenting program. Hierarchical regression analyses showed that child temperament did not moderate IY intervention effects on CDB. Furthermore, parallel process analyses showed that the IY intervention led to direct, simultaneous decreases in both negative emotionality and CDB. These findings counter the widely held belief that temperament traits are static, unchangeable modulators of the links between parenting and CDB. Instead, child temperament (negative emotionality) can at least partly be influenced by parents' participation in a parenting program.

Background: Transmural palliative care interventions aim to identify older persons with palliative care needs and timely provide advance care planning, symptom management, and coordination of care. Nurses can have an important role in these interventions; however, their expertise is currently underused. A new transmural care pathway with a central role for the community care registered nurse in advance care planning aims to contribute to the quality of palliative care for older persons. Objective: To examine the perspectives of community nurses on the feasibility of a new transmural care pathway for advance care planning for older persons. Design: A qualitative study design using semi-structured interviews. Setting(s): Interviews were performed with community nurses of three participating homecare organizations in the Netherlands between March and May 2023. Participants: 19 community nurses. Methods: A topic guide was based on (1) challenges in advance care planning identified from the literature and (2) concepts that are important in assessing the feasibility of complex healthcare interventions provided by the Normalisation Process Theory framework. A combined inductive and deductive thematic analysis was performed. Results: Four themes were identified: views on the transmural care pathway, community nurses’ needs to fulfil their role, key points regarding implementation, and evaluation of the new practice. In general, community nurses were positive about the feasibility of the new practice as it provided a more structured work process that could facilitate interprofessional collaboration and improve the quality of palliative care. Overall, the feasibility of the new practice, from community nurses perspective, was determined by (1) clear roles and responsibilities in the transmural care pathway, (2) standardized registration of advance care planning, and (3) close involvement of community nurses in the whole implementation process. Conclusions: We highlighted important factors, from the perspectives of community nurses, that need to be considered in the implementation of a new transmural care pathway for advance care planning. A clear division of roles and responsibilities, standardized registration of advance care planning, and involvement of community nurses during the whole implementation process were mentioned as important enabling factors. This knowledge might contribute to successful implementation of a transmural care pathway that aims to enhance the quality of palliative care for older persons. Tweetable abstract: Community nurses’ perspectives on the feasibility of a transmural care pathway for advance care planning for older persons.