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NEW TRENDS AND SIMPLIFICATION IN ENDODONTICS: ARE THEY MEANT TO STAY OR IS IT JUST A HYPE?
No full text1 Scopo della tesi
Lo scopo della tesi è stato quello di valutare se le nuove tendenze in endodonzia avessero delle limitazioni rispetto alle tecniche tradizionali e se rappresentassero sempre la scelta migliore nella pratica clinica.
2 Strumenti Reciproc
Efficacia di sagomatura e topografia superficiale di strumenti reciprocanti dopo utilizzi multipli in vitro:
Questo studio in vitro ha valutato le alterazioni morfologiche e l’efficacia di strumenti Reciproc R25 dopo diversi utilizzi in vitro.
3 Nuovi modelli di cavità d’accesso in endodonzia
3.1 Influenza della morfologia della cavità d’accesso sulla resistenza a fatica di strumenti endodontici Reciproc blue: accesso conservativo vs. accesso truss.
Questo studio ha valutato l’influenza del disegno della cavità di accesso endodontica e della sostanza dentale rimanente sulla resistenza a frattura dei denti trattati endodonticamente.
3.2 Influenza del disegno della cavità di accesso endodontica e della sostanza dentale residua sulla resistenza a frattura di incisivi mascellari trattati endodonticamente e sulla resistenza a fatica di strumenti Reciproc blue: accesso tradizionale vs. accesso conservativo.
Lo scopo di questo studio è stato quello di confrontare l’influenza di due differenti disegni di cavità d’accesso sulla resistenza a frattura di denti trattati endodonticamente e sulla resistenza a fatica ciclica degli strumenti endodontici Reciproc blue.
4 Il restauro adesivo post-endodontico
4.1 Forza di adesione immediata e ritardata di un adesivo universale alla dentina profonda intracamerale a seguito di detersione con diversi sistemi di irrigazione canalare:
Questo studio ha valutato gli effetti del sistema di irrigazione canalare e del momento del restauro post-endodontico adesivo sulla forza di legame di un adesivo universale alla dentina coronale profonda di denti trattati endodonticamente.
4.2 Resistenza al push-out di perni in fibra cementati fotopolimerizzazione e in autopolimerizzazione, utilizzando nuovi adesivi universali su dentina intraradicolare mordenzata e non mordenzata.
Questo studio ha valutato se la modalità di polimerizzazione e la mordenzatura potessero influenzare la resistenza al push-out di perni in fibra cementati utilizzando due adesivi universali.
5 Conclusioni
Esiste la possibilità che alcuni strumenti endodontici non siano esenti da difetti di fabbricazione, annullando la precisione dell'operatore durante il loro utilizzo.Dovrebbe essere introdotto un indicatore sulla superficie dello strumento, che rifletta la sua sollecitazione meccanica, permettendo al clinico di valutare se continuare a utilizzarlo o meno.
Nella maggior parte dei casi il disegno della cavità di accesso è guidato dalla presenza di carie, vecchi restauri, pertanto, i disegni cavitari eccessivamente contratti non possono essere applicati quasi mai nella pratica clinica, oltre ad essere di difficile esecuzione.
L' uso di adesivi universali in modalità self-etch per la cementazione dei perni in fibra rappresenta una valida alternativa all'utilizzo degli adesivi Total-etch, e il protocollo di irrigazione con acido Etidronico (HEDP) risulta semplificato con conseguente riduzione dei tempi operativi senza alterare le relative proprietà antimicrobiche e solventi
Silence is golden: exploring the effects of background speech noise on verbal working memory and reading
No full textSuccessfully completing cognitive tasks in noisy environments can be particularly challenging and may negatively affect academic success, even when the tasks do not directly involve processing auditory information. With increasing urbanization, background noise from traffic, construction, and daily activities has become an unavoidable presence, especially in densely populated cities. The universal and constant exposure to background noise, whether it is environmental (e.g., road and air traffic, construction) or verbal (e.g., intelligible or unintelligible speech noise), can undermine executive functioning, such as working memory and attention, or generate significant cognitive effort, leading to lower performance in complex cognitive tasks like reading. This issue is particularly critical for students, who are in the process of acquiring and developing essential skills crucial for both their academic success and overall cognitive development. In classroom settings, the presence of background noise – particularly speech – can significantly interfere with students’ ability to focus, process verbal instructions and engage in activities effectively, ultimately compromising their comprehension and overall learning outcomes.
The present thesis aims to explore the effects of background verbal noise on tasks involving verbal working memory, such as reading. Specifically, the first study evaluates the effects of unintelligible multi-talker babble noise on verbal working memory in primary school children. Using a range of verbal working memory tasks, including word recall and serial recall, and visual attention tasks, the study assesses if and how verbal noise affects performance in simple and more complex verbal working memory tasks, and whether domain-general visual attentional skills influence children’s working memory performance. Results showed that multi-talker babble noise significantly impairs performance only on complex verbal working memory tasks, suggesting that the complexity of the task amplifies the detrimental effects of background noise. The second study tested the effects of intelligible speech noise on college students’ reading, specifically examining how such noise influences the processing of idiomatic expressions presented in figurative and literal contexts. Using eye-tracking technology to record eye movements and reading times, the study aimed to explore whether and how intelligible speech noise, which competes for the same cognitive resources required for language processing, disrupts reading processing in expert readers. The study also examined how individual differences in verbal working memory capacity influenced readers’ performance in quiet and noise. The results revealed that intelligible speech noise does not significantly disrupt sentence reading time in general; however, it affected selectively the reading performance of participants with lower working memory capacity, indicating a differential effect of noise based on individual cognitive resources.
Overall, this thesis highlights the detrimental impact of background verbal noise on cognitive tasks, emphasizing the essential role of working memory capacity in modulating these effects. The findings from both studies underscore the importance of creating optimal learning and working environments, particularly for children and students whose cognitive development and academic performance may be hindered by constant exposure to background noise
Controllo biologico del Tetranychus urticae Kock con Phytoseiulus persimilis Athias-Henriot su fragola in coltura protetta nel metapontino.
No full textThe effects of multitalker babble noise on children's cognitive performance
No full textClassroom noise, particularly irrelevant speech or background babble noise, can have detrimental effects on academic tasks and learning more generally. Researchers have proposed two alternative explanations of the interference of babble noise on non-auditory academic tasks, such as reading or math: i) Babble noise may generate interference on these tasks due to the automatic access of speech sounds (babbling) to phonological short-term memory; or ii) by capturing children’s attention, thereby diverting general attentional resources from the task. To test these hypotheses, we asked children aged 8, 9, and 10 years old to perform two visual attention tasks and two verbal working memory tasks (digit span and reading span) under both quiet and noisy conditions. Multitalker babble noise was administered through headphones at 65dB. The results revealed significant noise effects only in the most complex verbal working memory task (reading span). Interestingly, a significant difference between conditions was also observed in one of the visual attention tasks, where higher scores were, however, achieved in the presence of noise. These preliminary findings will be discussed in light of the current literature
How noise affect cognitive performances of children with additional learning needs: a preliminary study
No full textThe goal of the study is to investigate how background noise can affect children’s cognitive performance, and whether it affects in similar way the cognitive performance of children without and with additional learning need, like a learning disability (LD) or an attentional deficit disorder (ADHD).
Two visual attentional tasks, an inhibition task and a verbal WM task have been administered by a serious game App (“Cognitive Effort in Noise” – CoEN) to 62 typically developing children and to 17 children with a diagnosis of LD or ADHD, between 7 and 12 years of age. All tasks have been performed in both quiet and noise (multitalker babble at 60dB through headphones). The data analysis revealed a detrimental effect of noise on children’s WM performance in both groups. However, noise had also a positive influence on the attentional performance of children with additional needs
sj-docx-1-eab-10.1177_00139165241245823 – Supplemental material for The Effects of Noise on Children’s Cognitive Performance: A Systematic Review
No full textSupplemental material, sj-docx-1-eab-10.1177_00139165241245823 for The Effects of Noise on Children’s Cognitive Performance: A Systematic Review by Flavia Gheller, Gaia Spicciarelli, Pietro Scimemi and Barbara Arfé in Environment and Behavior</p
Lotta biologica contro il Tetranychus urticae con il Phytoseiulus persimilis su fragola.
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