Project description:Highlights • A research model based on S-O-R framework is proposed to examine the factors that influence health information avoidance intention during the COVID-19 pandemic.• Information avoidance in the COVID-19 pandemic is determined by consumers’ negative affect: sadness, anxiety, and cognitive dissonance.• Information avoidance intention influences consumers’ subsequent intentions of taking preventive behaviors during the COVID-19 pandemic.• Consumer's negative affect is influenced by perceived threat and perceived information overload during the COVID-19 pandemic. This study investigated consumers’ information-avoidance behavior in the context of a public health emergency—the COVID-19 pandemic in China. Guided by the stimulus-organism-response paradigm, it proposes a model for exploring the effects of external stimuli (perceived threat and perceived information overload) related to COVID-19 on consumers’ internal states (sadness, anxiety, and cognitive dissonance) and their subsequent behavioral intentions to avoid health information and engage in preventive behaviors. With a survey sample (N = 721), we empirically examined the proposed model and tested the hypotheses. The results indicate that sadness, anxiety, and cognitive dissonance, which were a result of perceived threat and perceived information overload, had heterogeneous effects on information avoidance. Anxiety and cognitive dissonance increased information avoidance intention, while sadness decreased information avoidance intention. Moreover, information avoidance predicted a reluctance on the part of consumers to engage in preventive behaviors during the COVID-19 pandemic. These findings not only contribute to the information behavior literature and extend the concept of information avoidance to a public health emergency context, but also yield practical insights for global pandemic control.
Project description:Online health communities facilitate communication among people with health problems. Most prior studies focus on examining characteristics of these communities in sharing content, while limited work has explored social interactions between communities with different stances on a health problem. Here, we analyse a large communication network of individuals affected by eating disorders on Twitter and explore how communities of individuals with different stances on the disease interact online. Based on a large set of tweets posted by individuals who self-identify with eating disorders online, we establish the existence of two communities: a large community reinforcing disordered eating behaviours and a second, smaller community supporting efforts to recover from the disease. We find that individuals tend to mainly interact with others within the same community, with limited interactions across communities and inter-community interactions characterized by more negative emotions than intra-community interactions. Moreover, by studying the associations between individuals' behavioural characteristics and interpersonal connections in the communication network, we present the first large-scale investigation of social norms in online health communities, particularly on how a community approves of individuals' behaviours. Our findings shed new light on how people form online health communities and can have broad clinical implications on disease prevention and online intervention.
Project description:UnlabelledHigh-dimensional '-omics' profiling provides a detailed molecular view of individual cancers; however, understanding the mechanisms by which tumors evade cellular defenses requires deep knowledge of the underlying cellular pathways within each cancer sample. We extended the PARADIGM algorithm (Vaske et al., 2010, Bioinformatics, 26, i237-i245), a pathway analysis method for combining multiple '-omics' data types, to learn the strength and direction of 9139 gene and protein interactions curated from the literature. Using genomic and mRNA expression data from 1936 samples in The Cancer Genome Atlas (TCGA) cohort, we learned interactions that provided support for and relative strength of 7138 (78%) of the curated links. Gene set enrichment found that genes involved in the strongest interactions were significantly enriched for transcriptional regulation, apoptosis, cell cycle regulation and response to tumor cells. Within the TCGA breast cancer cohort, we assessed different interaction strengths between breast cancer subtypes, and found interactions associated with the MYC pathway and the ER alpha network to be among the most differential between basal and luminal A subtypes. PARADIGM with the Naive Bayesian assumption produced gene activity predictions that, when clustered, found groups of patients with better separation in survival than both the original version of PARADIGM and a version without the assumption. We found that this Naive Bayes assumption was valid for the vast majority of co-regulators, indicating that most co-regulators act independently on their shared target.Availabilityhttp://paradigm.five3genomics.com.Supplementary informationSupplementary data are available at Bioinformatics online.
Project description:Studies evaluating phonological contrast learning typically investigate either the predictiveness of specific pretraining aptitude measures or the efficacy of different instructional paradigms. However, little research considers how these factors interact--whether different students learn better from different types of instruction--and what the psychological basis for any interaction might be. The present study demonstrates that successfully learning a foreign-language phonological contrast for pitch depends on an interaction between individual differences in perceptual abilities and the design of the training paradigm. Training from stimuli with high acoustic-phonetic variability is generally thought to improve learning; however, we found high-variability training enhanced learning only for individuals with strong perceptual abilities. Learners with weaker perceptual abilities were actually impaired by high-variability training relative to a low-variability condition. A second experiment assessing variations on the high-variability training design determined that the property of this learning environment most detrimental to perceptually weak learners is the amount of trial-by-trial variability. Learners' perceptual limitations can thus override the benefits of high-variability training where trial-by-trial variability in other irrelevant acoustic-phonetic features obfuscates access to the target feature. These results demonstrate the importance of considering individual differences in pretraining aptitudes when evaluating the efficacy of any speech training paradigm.
Project description:It is possible to focus medical genetics education by using a model that integrates the skills of end-user searching of the medical literature into the traditional course content. Since 1988, 313 first-year medical students were studied as they accessed MEDLINE to retrieve information about biochemical genetic disorders. Their search behavior was studied by analyzing data from the National Library of Medicine's traffic files. The skills that they initially learned were reinforced as they searched clinical genetics problem cases in the second-year pathology course, and these skills were consolidated in the third year when the students addressed specific patient-care questions in pediatrics. The students' perception of the value of this model was studied by analyzing questionnaires completed during the exercise. It was demonstrated that when students were taught the skills of accessing MEDLINE by computer, they could formulate a question, retrieve current information, critically review relevant articles, communicate effectively, and use these skills to contribute to patient care.
Project description:Our study identified online lecture video styles that improved student engagement and satisfaction, while maintaining high learning outcomes in online education. We presented different lecture video styles with standardized material to students and then measured learning outcomes and satisfaction with a survey and summative assessment. We created an iterative qualitative coding scheme, "coding online asynchronous lectures" (COAL), to analyze open-ended student survey responses. Our results reveal that multimedia learning can be satisfying and effective. Students have strong preferences for certain video styles despite their equal learning outcomes, with the Learning Glass style receiving the highest satisfaction ratings. Video styles that were described as impersonal and unfamiliar were rated poorly, while those that were described as personal and engaging and evoked positive affective responses were rated highly. The students in our study rated lecture video styles that aligned with Mayer's multimedia learning principles as highly satisfying, indicating that student feedback can be a valuable resource for course designers to consider as they design their own online courses. Finally, we provide guidelines for creating engaging, effective, and satisfying asynchronous lecture videos to support establishment of best practices in online instruction.
Project description:Sensory stimulation leads to structural changes within the CNS (Central Nervous System), thus providing the fundamental mechanism for learning and memory. The olfactory circuit offers a unique model for studying experience-dependent plasticity, partly due to a continuous supply of integrating adult born neurons. Our lab has recently implemented an olfactory cued learning paradigm in which specific odor pairs are coupled to either a reward or punishment to study downstream circuit changes. The following protocol outlines the basic set up for our learning paradigm. Here, we describe the equipment setup, programming of software, and method of behavioral training.
Project description:Although sound position is initially head-centred (egocentric coordinates), our brain can also represent sounds relative to one another (allocentric coordinates). Whether reference frames for spatial hearing are independent or interact remained largely unexplored. Here we developed a new allocentric spatial-hearing training and tested whether it can improve egocentric sound-localisation performance in normal-hearing adults listening with one ear plugged. Two groups of participants (N = 15 each) performed an egocentric sound-localisation task (point to a syllable), in monaural listening, before and after 4-days of multisensory training on triplets of white-noise bursts paired with occasional visual feedback. Critically, one group performed an allocentric task (auditory bisection task), whereas the other processed the same stimuli to perform an egocentric task (pointing to a designated sound of the triplet). Unlike most previous works, we tested also a no training group (N = 15). Egocentric sound-localisation abilities in the horizontal plane improved for all groups in the space ipsilateral to the ear-plug. This unexpected finding highlights the importance of including a no training group when studying sound localisation re-learning. Yet, performance changes were qualitatively different in trained compared to untrained participants, providing initial evidence that allocentric and multisensory procedures may prove useful when aiming to promote sound localisation re-learning.
Project description:Teachers' online professional development (PD) has been valued as a crucial and effective way to promote teaching competencies. Forming a professional learning community has been recognized as a means to promote effective PD. Within this realm of research, the Community of Inquiry (CoI) framework was deemed as a collaborative-constructivist process model that describes successful online learning experiences. The CoI has been associated with many psychological and educational variables, such as learning achievement and self-efficacy. This study leveraged on the CoI framework to assess teachers' online professional learning quality and explored its relationship with their self-efficacy and online professional learning achievement. A total of 456 teacher participants from Chinese middle schools participated in our study. A suite of questionnaires (the Community of Inquiry Questionnaire, the Teacher Efficacy Scale, and the Perceived Online Learning Achievement Scale) was distributed. Linear regression, PROCESS Macro mediation, and moderation analyses were run on the data to answer the research questions. Results revealed a significant relationship between teachers' online learning quality and their self-efficacy and learning achievement. The mediating roles of self-efficacy and learning achievement were confirmed. The moderating role of time spent on receiving online professional learning was also recognized. Implications and future directions were discussed.
Project description:Online learning is becoming more and more popular than traditional learning, and the need to investigate its influence within the framework of instruction and learning domains is - in today's emerging, cutting-edge technology world - an academic trend. The current study's problem intends to explore the impact of virtual versus traditional learning on the academic achievement of EFL students, a subject that has garnered substantial attention from English Language Teaching (ELT) researchers. This study aims to clarify if EFL students' academic progress in a listening skills classroom is influenced by traditional or online learning. The present research compiled information on how EFL students performed when English language teaching took place online as opposed to in a traditional classroom environment. This study, using an experimental research design with (N = 30) pairs of students (both male and female), was held at Najran University, KSA, in the academic year 2022-2023 b y using probability (random sampling). This study used pre-and post-tests to gather data from the subjects of the study, bifurcated into controlled and experimental groups employing the two modes of teaching, viz., online and traditional. The findings of the investigation proved that the experimental group achieved better performance compared to the control group in terms of results and scores. There are no significant differences based on gender. In addition, (N = 20) teachers teaching listening skills to EFL learners participated in semi-structured interviews. The qualitative analysis enlisted flexibility, accessibility, effective communication, collaboration, monitoring of student progress, and the use of a blackboard as constructive elements, followed by maintenance costs, wastage of available resources, long-term engagement, limited face-to-face interaction, and demotivation as critical perspectives. According to the findings of this research, the author recommends further studies with more variables.