7 research outputs found
Efficacy of Cognitive Empowerment Program: Embodiment Approach for Enhancing Pre-Mathematical Skills and Visual-Spatial Working Memory in Preschool Children
No full textThe primary objective of this study was to devise and validate a cognitive empowerment program grounded in the Embodiment approach and to investigate its effectiveness in enhancing pre-mathematical skills and visual-spatial working memory in preschool children. The chosen research methodology was a semiexperimental design consisting of a pre-test/post-test comparison with a control group. The purpose of the research was to address practical concerns, and the data collection method employed a mixed (qualitative-quantitative) approach. The target population consisted of 5 to 7-year-old preschool children residing in Tehran, and a total of 30 participants (15 experimental and 15 control groups) were selected through a multi-stage cluster sampling technique and randomly assigned to either the experimental or control groups. In the subsequent phase of the study, two assessments were administered as a pre-test to the participants: the Basic Mathematics Skills test developed by Kohan Sedgh (1997) and the Visual-Spatial Working Memory tasks, specifically the mazes memory and block recall components, from the Working Memory Test Battery for Children (WMTB-C) by Pickering & Gathercole (2001). To evaluate the proposed hypotheses, the MANCOVA (Multivariate Analysis of Covariance) and ANCOVA (Analysis of Covariance) statistical analyses were implemented using the SPSS 25 software. The findings of the study revealed a significant impact of the cognitive empowerment program with the embodied approach on enhancing pre-mathematical skills in several domains, namely numbers and operations, measurement, basic calculations, and geometry. Additionally, the program was found to have a positive effect on the visual-spatial working memory subtest. Based on these results, it can be surmised that the cognitive empowerment program, grounded in the Embodied Approach, engages multiple systems – including the nervous, sensory, motor, and cognitive systems – simultaneously through direct involvement in physical and movement experiences.Keywords: Cognitive Empowerment Program; Embodiment; Pre-Math Skills; Visual-Spatial Working Memory; Preschool Children. Extended AbstractIntroductionNumerous studies within the realm of preschool education have highlighted that children who receive ample learning experiences during this developmental stage exhibit improved academic performance in elementary school. Therefore, it is imperative to prioritize both the quality of education and the extent of children's access to education during this formative period. Preschool mathematics is particularly recognized for its significant role in fostering cognitive development among young children, with its efficacy proven by various research findings, as pointed out by Linder and Simpson (2017).The Basic Math Skills Training Program is regarded as an effective intervention method for mitigating math difficulties and promoting the mathematical progression of children with disabilities (Ahmadi et al., 2016). For instance, early counting proficiency has been identified as the strongest predictor of future advancements in mathematics (Nguyen et al., 2016). Furthermore, both counting skills and the ability to operate on numbers have been validated as key indicators of mathematical competence in the early years of elementary school (Raudenbush et al., 2017).Additionally, research findings highlight that one of the primary indicators of preschool children's proficiency in mathematics, particularly non-verbal mathematical reasoning, is visual-spatial working memory (Wiest et al., 2020). There exists a significant association between visual-spatial working memory and essential mathematical skills, such as counting and mathematical reasoning (Bull et al., 2008). Studies have also examined the impact of embodied cognition, indicating that connecting embodied movements to cognitive tasks can result in improved working memory and visual-spatial working memory functioning (Schafer, 2019; Van der Stigchel, 2020Embodied cognition is an emerging epistemological paradigm that has sparked creative educational research approaches in the design and analysis of education and learning through Science, Technology, Engineering, and Mathematics (STEM) frameworks. According to the principles of embodied cognition, conceptual learning can emerge from motor experiences, even before explicit representations of targeted concepts are achieved through movement (Abrahamson et al., 2020). A significant discovery of cognitive science is that concepts are formed indirectly through bodily experiences, rather than being abstract ideas conveyed through spoken language alone (Mirzabeygi, 2016). The Cognitive Science of Mathematics delves into how cognitive mechanisms utilized in everyday non-mathematical thinking can foster mathematical comprehension and structure mathematical concepts and ideas.The research findings highlight that mathematics challenges can be anticipated in children even before they receive formal instruction (Seo and Bryant, 2012). Children at the preschool age are highly reliant on sensory-motor experiences, suggesting that education based on embodied experiences would be more impactful during this developmental stage. In light of these considerations, the purpose of this research is to investigate the effectiveness of the Cognitive Empowerment Program, employing an Embodied Approach, in enhancing pre-mathematical skills and visual-spatial active memory among preschool children.Literature ReviewCognitive empowerment pertains to educational instructional methods aimed at enhancing cognitive functions, encompassing skills such as learning, attention, visual-spatial perception, listening comprehension, memory, and executive functions (Robertson, 1999). The concept of embodiment, proposed by phenomenologists, seeks to reject the dualism between body and mind, emphasizing that most cognitive characteristics are shaped by existing physical dimensions and developed through interactions with the environment via the movement system and physical interactions. Overall, the body and environmental stimuli play a pivotal role in cognition (Shapiro and Spalding, 2019).Pre-mathematical skills encompass foundational concepts that serve as the groundwork for grasping more advanced mathematical concepts, involving processes such as sorting, ordering, maintaining numbers mentally, sustaining quantities mentally, geometric understanding, and recognizing similarities and differences (Kohan Sedgh, 1997). Visual-spatial working memory plays a crucial role in the temporary storage of visual and spatial information, such as remembering objects and locations. It encompasses two components: the visual component is responsible for storing visual information, including details about shapes and colors, while the spatial component is accountable for remembering spatial information, like directional information, etc. (Baddeley, 2006).MethodologyThe research design for this study employed a semi-experimental approach, with a pre-test/post-test design accompanied by a control group. This research pursued practical goals, and the data collection method incorporated a mixed approach of qualitative and quantitative research methodologies. The statistical population of the study consisted of all 5-to-7-year-old preschool children in Tehran. A multi-stage cluster sampling technique was employed to randomly select 30 participants, evenly distributed into 15 experimental and 15 control groups. During the ensuing phase of the investigation, two assessments were administered as a pre-test to the participants. Specifically, Basic Mathematical Skill Test by Kohan Sedgh (1997) and Visual-Spatial Working Memory Components of the Working Memory Test Battery for Children (WMTB-C) (Pickering & Gathercole, 2001) were utilized. The Mancova and Ancova statistical analysis methods were deployed to test the hypotheses.A multi-stage selection process was applied, with random assignment of participants. The research included children from four preschools within the 5th educational district of Tehran. This approach was taken to prioritize the selection of children aged 5 to 7 years who appeared lower in learning abilities, based on the teacher's evaluation of their performance relative to the class average.In the subsequent stage of the study, the Basic Math Skills Test by Kohan-Sedgh (1997) was administered to identify children at risk of math problems. This testing led to the selection of participants scoring 40 or below. Additional criteria for inclusion in the study were the absence of physical, visual, and hearing disabilities, as well as an intelligence score higher than 85, as determined using the Brief IQ Scores for the 5th Edition of the Stanford-Binet Intelligence Scales. The participants were excluded from the study if they met any of the following criteria: absence of three or more educational sessions, failure to respond to questions in the pre-test or post-test assessments, unwillingness to participate in the research, or illness that prevented attendance at sessions. These exclusion criteria aimed to maintain the integrity of the findings by ensuring complete participation and adequate data collection.The procedure for implementing the program involved four primary areas and 26 distinct skills, complemented by 32 educational games. Initially, the new students underwent initial screening based on teacher referral, followed by the administration of a short set of the Stanford-Binet Intelligence Scale to evaluate participants. Once the students were identified, they were randomly assigned to either the experimental or control groups, and subsequently tested on their pre-mathematical abilities. In the continuation of the study, the participants underwent assessments for basic mathematical skills (Kohan Sedgh, 1997) and visual-spatial working memory subtests (Mazemen and Recall Block) from the Working Memory Test Battery for Children as part of a 90-minute pre-test session. Subsequently, the children within the experimental group received the cognitive rehabilitation program based on Embodied Approach in groups of five over the span of 15 sessions. Each session lasted 60 minutes and was conducted three times a week.ResultsThe results of univariate covariance analysis indicated that the mean post-test scores of the experimental group in the classification variable was significantly higher than the control group: {F (1,22) = 24/52, P0/03, ŋ2= 0/17}.The mean post-test scores of the experimental group in the variable of mental retention of numbers was significantly higher than the control group: {F (1,22) = 10/70, P<0/003, ŋ2= 0/29}.The mean post-test scores of the experimental group in the geometry variable was significantly higher than the control group: {F (1,22) = 11/58, P<0/002, ŋ2= 0/33}.The average post-test scores of the experimental group in the variable of recognizing differences and similarities was significantly higher than the control group: {F (1,22) = 17/44, P<0/001, ŋ2= 0/39}.The mean post-test scores of the experimental group in visual-spatial active memory variable was significantly higher than the control group: {F (1,22) = 21/33, P<0/001, ŋ2= 0/51}.Based on these findings, it can be concluded that the cognitive empowerment program, based on the embodiment approach, had the most significant impact on visual-spatial working memory, distinguishing between differences and similarities, geometry, and mentally retaining numbers, respectively.DiscussionThe research outcomes consistently indicate that the cognitive empowerment program integrated with the embodiment approach has a significant impact on pre-mathematical skills and visual-spatial working memory among preschool children. This finding aligns with the findings of research conducted by Schaefer (2019), which demonstrated that visual-spatial working memory can be improved by performing embodiment tasks. Moreover, this study further highlights the importance of the body as a powerful learning tool for understanding and absorbing educational subjects through embodied activities. Kruger and Ebersbach (2018), in their research titled “Mental Rotation and the Body," concluded that mental rotation functions better in stimuli that are more anatomically compatible with the human body's anatomy. This is because imagery is primarily predicated on the process of primary sensory-motor, originating from the body's physical structures. This implies that the embodiment approach, which emphasizes the integration of body movement and cognitive processes, might be particularly effective in enhancing mental rotation abilities. Ahmadi et al. (2015) conducted research to explore the impact of executive function and pre-mathematical skills training programs on the cognitive and academic abilities of math students considered at risk. The findings indicated an enhancement in math skills and working memory components, along with an observable improvement in cognitive flexibility. This suggests that focused training in executive function and pre-mathematical skills can have positive effects on the overall cognitive development and academic performance of children.The findings of the present research are compatible with the conclusions drawn by Alexander and Rey (2018) regarding the influence of embodied activities on cognitive processes such as learning, memory, and recall. Embodied approach, by involving more senses and direct interaction with the surrounding environment, increases the clarity and vividness of mental representations of objects and concepts and improves encoding and processing of environmental information. This, in turn, facilitates the learning and recall process. Furthermore, movement, as a cornerstone of embodied approach, can lessen the cognitive burden on the brain, allowing more resources to be allocated to other tasks or cognitive processes. As a consequence, this can lead to an enhancement in overall cognitive performance, particularly within the domain of mathematics. Additionally, in the embodiment approach, visual-spatial working memory gains access to a larger pool of information and data for manipulation and analysis, ultimately leading to an improvement in both visual-spatial working memory functions and other cognitive processes.ConclusionThis study aimed to investigate the efficacy of the Cognitive Empowerment Program, grounded in the Embodied Approach, on the advancement of pre-mathematical skills and visual-spatial working memory among preschool children. The findings indicated that the program indeed contributes to the improvement of pre-mathematical abilities and visual-spatial working memory in preschool-age children. Engaging in physical and movement-based activities, which possess a playful and entertaining nature, can foster greater motivation among children for cooperation and involvement. This increased engagement leads to heightened attention being directed towards information and ideas, ultimately resulting in enhanced learning opportunities. This, in turn, can facilitate the development of fundamental math skills and significantly improve the performance of visual-spatial working memory. The embodiment approach, by involving the integration of body, senses, and cognitive processes in a multi-faceted manner, influences the manner in which information is encoded, stored, and recalled. Our embodiment, through the physical body, plays a crucial role in influencing our experiences, perceptions, and interactions with the world surrounding us. Moreover, the visualization of data and the utilization of visual information and tools lead to increased engagement of the visual-spatial working memory, subsequently strengthening its functioning. It is important to acknowledge that a notable limitation of this research was the implementation on a study sample composed solely of female participants. This could potentially compromise the generalizability of the findings. As such, it is recommended that future studies be conducted on samples comprising male students to enhance the generalizability of the research outcomes. Additionally, the absence of a follow-up group poses a limitation in this research and warrants future exploration with the inclusion of such groups for enhanced reliability and validity. The intensity of the training schedule, spanning 15 sessions of 60 minutes each (with a frequency of three sessions per week for approximately two months), might restrict the findings to this particular timeframe, thereby suggesting further investigations using different program durations.AcknowledgmentsThe author expresses sincere gratitude to all those who supported the conduct of this research, extending heartfelt appreciation to the parents of preschool children and the teaching staff of the schools involved. Their collaboration and support were invaluable and instrumental in the successful completion of the study
Radiochemical examination of transthyretin (TTR) brain penetration assisted by iododiflunisal, a TTR tetramer stabilizer and a new candidate drug for AD
Get PDFIt is well settled that the amyloidogenic properties of the plasma protein transporter transthyretin (TTR) can be modulated by compounds that stabilize its native tetrameric conformation. TTR is also present in cerebrospinal fluid where it can bind to Aβ-peptides and prevent Aβ aggregation. We have previously shown that treatment of Alzheimer’s Disease (AD) model mice with iododiflunisal (IDIF), a TTR tetramer stabilizing compound, prevents AD pathologies. This evidence positioned IDIF as a new lead drug for AD. In dissecting the mechanism of action of IDIF, we disclose here different labeling strategies for the preparation of 131I-labeled IDIF and 131I- and 124I-labeled TTR, which have been further used for the preparation of IDIF-TTR complexes labeled either on the compound or the protein. The biodistribution of all labeled species after intravenous administration has been investigated in mice using ex vivo and in vivo techniques. Our results confirm the capacity of TTR to cross the blood brain barrier (BBB) and suggest that the formation of TTR-IDIF complexes enhances BBB permeability of both IDIF and TTR. The increased TTR and IDIF brain concentrations may result in higher Aβ-peptide sequestration capacity with the subsequent inhibition of AD symptoms as we have previously observed in mice. © 2019, The Author(s).The work was supported by a grant from the Fundació Marató de TV3 (Neurodegenerative Diseases Call, Project Reference 20140330-31-32-33-34, http://www.ccma.cat/tv3/marato/en/ projectes-financats/2013/212/). The group at CIC biomaGUNE also acknowledges MINECO (Spain) for funding through Grant CTQ2017-87637-R. I. Cardoso worked under the Investigator FCT Program which is financed by national funds through the Foundation for Science and Technology (FCT, Portugal) and co-financed by the European Social Fund (ESF) through the Human Potential Operational Programme (HPOP), type 4.2 - Promotion of Scientific Employment.Peer reviewe
Substantial and sustained reduction in under-5 mortality, diarrhea, and pneumonia in Oshikhandass, Pakistan : Evidence from two longitudinal cohort studies 15 years apart
Get PDFFunding Information: Study 1 was funded through the Applied Diarrheal Disease Research Program at Harvard Institute for International Development with a grant from USAID (Project 936–5952, Cooperative Agreement # DPE-5952-A-00-5073-00), and the Aga Khan Health Service, Northern Areas and Chitral, Pakistan. Study 2 was funded by the Pakistan US S&T Cooperative Agreement between the Pakistan Higher Education Commission (HEC) (No.4–421/PAK-US/HEC/2010/955, grant to the Karakoram International University) and US National Academies of Science (Grant Number PGA-P211012 from NAS to the Fogarty International Center). The funding bodies had no role in the design of the study, data collection, analysis, interpretation, or writing of the manuscript. Publisher Copyright: © 2020 The Author(s).Peer reviewe
Global, regional, and national incidence of six major immune-mediated inflammatory diseases: findings from the global burden of disease study 2019
No full textBackground: The causes for immune-mediated inflammatory diseases (IMIDs) are diverse and the incidence trends of IMIDs from specific causes are rarely studied. The study aims to investigate the pattern and trend of IMIDs from 1990 to 2019. Methods: We collected detailed information on six major causes of IMIDs, including asthma, inflammatory bowel disease, multiple sclerosis, rheumatoid arthritis, psoriasis, and atopic dermatitis, between 1990 and 2019, derived from the Global Burden of Disease study in 2019. The average annual percent change (AAPC) in number of incidents and age standardized incidence rate (ASR) on IMIDs, by sex, age, region, and causes, were calculated to quantify the temporal trends. Findings: In 2019, rheumatoid arthritis, atopic dermatitis, asthma, multiple sclerosis, psoriasis, inflammatory bowel disease accounted 1.59%, 36.17%, 54.71%, 0.09%, 6.84%, 0.60% of overall new IMIDs cases, respectively. The ASR of IMIDs showed substantial regional and global variation with the highest in High SDI region, High-income North America, and United States of America. Throughout human lifespan, the age distribution of incident cases from six IMIDs was quite different. Globally, incident cases of IMIDs increased with an AAPC of 0.68 and the ASR decreased with an AAPC of −0.34 from 1990 to 2019. The incident cases increased across six IMIDs, the ASR of rheumatoid arthritis increased (0.21, 95% CI 0.18, 0.25), while the ASR of asthma (AAPC = −0.41), inflammatory bowel disease (AAPC = −0.72), multiple sclerosis (AAPC = −0.26), psoriasis (AAPC = −0.77), and atopic dermatitis (AAPC = −0.15) decreased. The ASR of overall and six individual IMID increased with SDI at regional and global level. Countries with higher ASR in 1990 experienced a more rapid decrease in ASR. Interpretation: The incidence patterns of IMIDs varied considerably across the world. Innovative prevention and integrative management strategy are urgently needed to mitigate the increasing ASR of rheumatoid arthritis and upsurging new cases of other five IMIDs, respectively. Funding: The Global Burden of Disease Study is funded by the Bill and Melinda Gates Foundation. The project funded by Scientific Research Fund of Sichuan Academy of Medical Sciences & Sichuan Provincial People's Hospital ( 2022QN38). © 2023 The Author(s
Global, regional, and national incidence of six major immune-mediated inflammatory diseases : findings from the global burden of disease study 2019
Get PDFDATA SHARING STATEMENT : Data used for the analyses are publicly available from the Institute of Health Metrics and Evaluation (http://www.healthdata.org/; http:// ghdx.healthdata.org/gbd-results-tool).BACKGROUND : The causes for immune-mediated inflammatory diseases (IMIDs) are diverse and the incidence trends of IMIDs from specific causes are rarely studied. The study aims to investigate the pattern and trend of IMIDs from 1990 to 2019. METHODS : We collected detailed information on six major causes of IMIDs, including asthma, inflammatory bowel disease, multiple sclerosis, rheumatoid arthritis, psoriasis, and atopic dermatitis, between 1990 and 2019, derived from the Global Burden of Disease study in 2019. The average annual percent change (AAPC) in number of incidents and age standardized incidence rate (ASR) on IMIDs, by sex, age, region, and causes, were calculated to quantify the temporal trends. FINDINGS : In 2019, rheumatoid arthritis, atopic dermatitis, asthma, multiple sclerosis, psoriasis, inflammatory bowel disease accounted 1.59%, 36.17%, 54.71%, 0.09%, 6.84%, 0.60% of overall new IMIDs cases, respectively. The ASR of IMIDs showed substantial regional and global variation with the highest in High SDI region, High-income North America, and United States of America. Throughout human lifespan, the age distribution of incident cases from six IMIDs was quite different. Globally, incident cases of IMIDs increased with an AAPC of 0.68 and the ASR decreased with an AAPC of −0.34 from 1990 to 2019. The incident cases increased across six IMIDs, the ASR of rheumatoid arthritis increased (0.21, 95% CI 0.18, 0.25), while the ASR of asthma (AAPC = −0.41), inflammatory bowel disease (AAPC = −0.72), multiple sclerosis (AAPC = −0.26), psoriasis (AAPC = −0.77), and atopic dermatitis (AAPC = −0.15) decreased. The ASR of overall and six individual IMID increased with SDI at regional and global level. Countries with higher ASR in 1990 experienced a more rapid decrease in ASR. INTERPRETATION : The incidence patterns of IMIDs varied considerably across the world. Innovative prevention and integrative management strategy are urgently needed to mitigate the increasing ASR of rheumatoid arthritis and upsurging new cases of other five IMIDs, respectively.The Global Burden of Disease Study is funded by the Bill and Melinda Gates Foundation. Support from Scientific Research Fund of Sichuan Academy of Medical Sciences & Sichuan Provincial People’s Hospital; Shaqra University; the School of Pharmacy, University of Botswana; the Indian Council of Medical Research (ICMR); an Australian National Health and Medical Research Council (NHMRC) Investigator Fellowship; the Italian Center of Precision Medicine and Chronic Inflammation in Milan; the Department of Environmental Health Engineering of Isfahan University of Medical Sciences, Isfahan, Iran; National Health and Medical Research Council (NHMRC), Australia; Jazan University, Saudi Arabia; the Clinician Scientist Program of the Clinician Scientist Academy (UMEA) of the University Hospital Essen; AIMST University, Malaysia; the Department of Community Medicine, Kasturba Medical College, Mangalore, Manipal Academy of Higher Education, Manipal, India; a Kornhauser Research Fellowship at The University of Sydney; the National Research, Development and Innovation Office Hungary; Taipei Medical University; CREATE Hope Scientific Fellowship from Lung Foundation Australia; the National Institute for Health and Care Research Manchester Biomedical Research Centre and an NIHR Clinical Lectureship in Respiratory Medicine; Kasturba Medical College, Mangalore and Manipal Academy of Higher Education, Manipal; Author Gate Publications; the Cleveland Clinic Foundation and Nassau University Medical center; the Italian Ministry of Health (RRC); King Abdulaziz University (DSR), Jeddah, and King Abdulaziz City for Science & Technology (KACSAT), Saudi Arabia, Science & Technology Development Fund (STDF), and US-Egypt Science & Technology joint Fund: The Academy of Scientific Research and Technology (ASRT), Egypt; partially supported by the Centre of Studies in Geography and Spatial Planning; the International Center of Medical Sciences Research (ICMSR), Islamabad Pakistan; Ain Shams University and the Egyptian Fulbright Mission Program; the Belgian American Educational Foundation; Health Data Research UK; the Spanish Ministry of Science and Innovation, Institute of Health Carlos III, CIBERSAM, and INCLIVA; the Clinical Research Development Unit, Imam Reza Hospital, Mashhad University of Medical Sciences; Shaqra University; Saveetha Institute of Medical and Technical Sciences and SRM Institute of Science and Technology; University of Agriculture, Faisalabad-Pakistan; the Chinese University of Hong Kong Research Committee Postdoctoral Fellowship Scheme; the institutional support of the Department of Microbiology and Immunology, Faculty of Pharmacy, Zagazig University, Egypt; the European (EU) and Developing Countries Clinical Trials Partnership, the EU Horizon 2020 Framework Programme, UK-National Institute for Health and Care Research, the Mahathir Science Award Foundation and EU-EDCTP.http://www.thelancet.comam2024School of Health Systems and Public Health (SHSPH)SDG-03:Good heatlh and well-bein
