1,720,974 research outputs found
Figure 3
No full textData for Figure 3
All data files are standard TIFF files or text files. The TIFF files can be opened in ImageJ or Fiji. The super-resolved ISM images have been obtained from the raw data with the software provided at https://projects.gwdg.de/projects/csdism-2020
Figure 4
No full textData for Figure 4
All data files are standard TIFF files or text files. The TIFF files can be opened in ImageJ or Fiji. The super-resolved ISM images have been obtained from the raw data with the software provided at https://projects.gwdg.de/projects/csdism-2020.
Note:
Fig. 4 g) and h) are regions in e) and f) and have therefore no individual raw data.
"blue", "green", "red" refers to the color channel in the final figure
Mothers optimally sample information for their child and children learn best from maternal sampling
No full textAccording to recent computational approaches, when children are presented with information by knowledgeable others, children can make the pedagogical inference that their partner has chosen the best possible data in order for them to learn from (Bonawitz &Shafto, 2016, 2017). But do caregivers –the child’s first teachers –really choose the best possible data for their child to learn? The current study examined the extent to which caregivers (and their children)sample information to fill gaps in children’s knowledge of object-label associations. Furthermore, we examined the repercussions of such pedagogical sampling in terms of children’s retention of labels for objects they elicited as opposed to labels elicited by their mothers. The results suggest that mothers are worthy of the pedagogical assumption in that they not only choose information tailored to fill their child’s knowledge gaps, but that children also appear to learn best when information is specifically elicited by their caregivers. In contrast, children did not sample information that fills gaps in their knowledge of the object-label associations presented. Our findings speak to the pedagogical role of caregivers in interactions with their childrenand the power of social learning in early childhood
Doubling the resolution of a confocal spinning-disk microscope using image scanning microscopy
No full textDead-time correction of fluorescence lifetime measurements and fluorescence lifetime imaging
No full textWe present a comprehensive theory of dead-time effects on Time-Correlated Single Photon Counting (TCSPC) as used for fluorescence lifetime measurements, and develop a correction algorithm to remove these artifacts. We apply this algorithm to fluorescence lifetime measurements as well as to Fluorescence Lifetime Imaging Microscopy (FLIM), where rapid data acquisition is necessarily connected with high count rates. There, dead-time effects cannot be neglected, and lead to distortions in the observed lifetime image. The algorithm is quite general and completely independent of the particular nature of the measured signal. It can also be applied to any other single-event counting measurement with detector and/or electronics dead-time
Quantifying Microsecond Transition Times Using Fluorescence Lifetime Correlation Spectroscopy
No full textMany complex luminescent emitters such as fluorescent proteins exhibit multiple emitting states that result in rapid fluctuations of their excited-state lifetime. Here, we apply fluorescence lifetime correlation spectroscopy (FLCS) to resolve the photophysical state dynamics of the prototypical fluorescence protein enhanced green fluorescent protein (EGFP). We quantify the microsecond transition rates between its two fluorescent states, which have otherwise highly overlapping emission spectra. We relate these transitions to a room-temperature angstrom-scale rotational isomerism of an amino acid next to its fluorescent center. With this study, we demonstrate the power of FLCS for studying the rapid transition dynamics of a broad range of light-emitting systems with complex multistate photophysics, which cannot be easily done by other methods
Little scientists & social apprentices: Active word learning in dynamic social contexts using a transparent dyadic interaction platform
No full textPrevious tablet studies indicate that children learn object labels better through active initiation rather than passive observation. However, as children typically learn object labels through interactions with familiar partners, this study examines whether the active learning advantage persists in dynamic face-to-face interactions and is influenced by the social partner's identity (mother or friend). Using the Dyadic Interaction Platform for children (DIPc), we observed 4- to 5-year-old children and their social partners (Nfriend = 47, Nmum = 44) during a word learning task. Participants could actively select objects for labelling and passively observe their partner's choices. Results showed that children initially recognized actively sampled object names better, but later, they showed stronger recognition for passively observed names. The initial active benefit primarily occurred during interactions among children, while the later passive benefit was predominantly rooted in interactions with children and their mothers. Together, these findings identify the temporal and social dynamics of an active learning benefit within children's social interaction
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