Social and Nonsocial Functions of Rostral Prefrontal Cortex: Implications for Education

ABSTRACT— In this article, we discuss the role of rostral prefrontal cortex (approximating Brodmann Area 10) in two domains relevant to education: executive function (particularly prospective memory, our ability to realize delayed intentions) and social cognition (particularly our ability to reflect on our own mental states and the mental states of others). We review evidence from neuropsychology and neuroimaging suggesting the involvement of rostral prefrontal cortex in these domains and discuss an overarching framework that seeks to characterize these functions in terms of attentional selection between perceptual and self-generated information. In addition, we present neuroimaging evidence in adults suggesting considerable functional specialization within this region. We conclude by discussing implications of these results for education and suggest directions for further research.     

Numerical simulation of intracellular drug delivery via rapid squeezing

Intracellular drug delivery by rapid squeezing is one of the most recent and simple cell membrane disruption-mediated drug encapsulation approaches. In this method, cell membranes are perforated in a microfluidic setup due to rapid cell deformation during squeezing through constricted channels. While squeezing-based drug loading has been successful in loading drug molecules into various cell types, such as immune cells, cancer cells, and other primary cells, there is so far no comprehensive understanding of the pore opening mechanism on the cell membrane and the systematic analysis on how different channel geometries and squeezing speed influence drug loading. This article aims to develop a three-dimensional computational model to study the intracellular delivery for compound cells squeezing through microfluidic channels. The Lattice Boltzmann method, as the flow solver, integrated with a spring-connected network via frictional coupling, is employed to capture compound capsule dynamics over fast squeezing. The pore size is proportional to the local areal strain of triangular patches on the compound cell through mathematical correlations derived from molecular dynamics and coarse-grained molecular dynamics simulations. We quantify the drug concentration inside the cell cytoplasm by introducing a new mathematical model for passive diffusion after squeezing. Compared to the existing models, the proposed model does not have any empirical parameters that depend on operating conditions and device geometry. Since the compound cell model is new, it is validated by simulating a nucleated cell under a simple shear flow at different capillary numbers and comparing the results with other numerical models reported in literature. The cell deformation during squeezing is also compared with the pattern found from our compound cell squeezing experiment. Afterward, compound cell squeezing is modeled for different cell squeezing velocities, constriction lengths, and constriction widths. We reported the instantaneous cell center velocity, variations of axial and vertical cell dimensions, cell porosity, and normalized drug concentration to shed light on the underlying physics in fast squeezing-based drug delivery. Consistent with experimental findings in the literature, the numerical results confirm that constriction width reduction, constriction length enlargement, and average cell velocity promote intracellular drug delivery. The results show that the existence of the nucleus increases cell porosity and loaded drug concentration after squeezing. Given geometrical parameters and cell average velocity, the maximum porosity is achieved at three different locations: constriction entrance, constriction middle part, and outside the constriction. Our numerical results provide reasonable justifications for experimental findings on the influences of constriction geometry and cell velocity on the performance of cell-squeezing delivery. We expect this model can help design and optimize squeezing-based cargo delivery.     

Identifying students with dyslexia in higher education

An increasing number of students with dyslexia enter higher education. As a result, there is a growing need for standardized diagnosis. Previous research has suggested that a small number of tests may suffice to reliably assess students with dyslexia, but these studies were based on post hoc discriminant analysis, which tends to overestimate the percentage of systematic variance, and were limited to the English language (and the Anglo-Saxon education system). Therefore, we repeated the research in a non-English language (Dutch) and we selected variables on the basis of a prediction analysis. The results of our study confirm that it is not necessary to administer a wide range of tests to diagnose dyslexia in (young) adults. Three tests sufficed: word reading, word spelling and phonological awareness, in line with the proposal that higher education students with dyslexia continue to have specific problems with reading and writing. We also show that a traditional postdiction analysis selects more variables of importance than the prediction analysis. However, these extra variables explain study-specific variance and do not result in more predictive power of the model.     

Evoked prior experiences in first-year university student learning

In this article, we focus on three aspects of students' prior experiences of learning: evoked conceptions of learning, evoked motivation and evoked self-efficacy. We show how, for a first-year undergraduate population, these three aspects of evoked prior experience relate to students' approaches to learning and their perceptions of the learning environment as well as to their previous schooling, their gender and the broad discipline area in which they are studying. In doing so, we confirm that evoked prior experiences are distinct and measurable and can be used to better understand the ways in which students experience learning in higher education.     

Learning (not) to become a teacher: A qualitative analysis of the job entrance issue

Reporting on 12 case studies of student teachers, this paper examines how experiences during teacher education affect graduates’ decision on job entrance. Interpretative data-analysis reveals that powerful sources of the shift in motivation to enter teaching concern interactions in which the person of the teacher is at stake. These mainly involve student teachers’ need to develop a socially recognized sense of professional competence as well as their dealing with social and cultural working conditions in schools. These crucial determinants act as “double-edged swords”, being at the same time important sources for recognition as for self-doubts and loss of job motivation.     

Effects of a brief but intensive remedial computer intervention in a sub-sample of kindergartners with early literacy delays

Living Letters is an adaptive game designed to promote children??s combining of how the proper name sounds with their knowledge of how the name looks. A randomized controlled trial (RCT) was used to experimentally test whether priming for attending to the sound-symbol relationship in the proper name can reduce the risk for developing reading problems in the first two grades of primary education. A Web-based computer program with more intensive practice than could be offered by teachers affords activities that prompt young children to pay attention to print as an object of investigation. The study focused on a sub-sample of 110 five-year-old Dutch children from 15 schools seriously delayed in code-related knowledge. Outcomes support the need for early remedial computer programs, and demonstrate that, without a brief but intensive treatment, more children from the at-risk group lack the capacity to benefit from beginning reading instruction in the early grades. With an early intervention in kindergarten, children with code-related skills delays gained about half a standard deviation on standardized tests at the end of grade 2.     

The role of teacher and faculty trust in forming teachers' job satisfaction: Do years of experience make a difference?

This study relates trust at the level of both the teacher and the faculty to teachers' job satisfaction. Teaching experience is explored as a moderator of the trust–satisfaction relationship. Multilevel analyses on data of 2091 teachers across 80 secondary schools in Flanders (Belgium) revealed positive associations between teacher trust in students, parents, colleagues, and the principal and satisfaction. Although faculty trust did not affect job satisfaction and teaching experience did not moderate the trust–satisfaction relationship, our findings highlight the social dimension of teaching. Improving the quality of teachers' social relationships in the workplace should enhance their job satisfaction.     

The impact of learning disabilities on adulthood: a review of the evidenced-based literature for research and practice in adult education

It is now well established that learning disabilities (LD) persist into the adult years, yet despite a developing literature base in this area, there is a paucity of evidence-based research to guide research and practice. Consistent with the demands of the adult stage of development, autonomy and self-determination are crucial to quality-of-life issues to adults in general, and specifically to adults with LD. There are many areas of functioning in which adults need to adapt successfully, such as employment, family, social and emotional, daily living routines, community, and recreation and leisure. In essence, there are a myriad of challenges and outcomes as adults navigate the trials and tribulations of LD as it manifests itself into adulthood. This review of the extant evidence-based literature seeks to discover relevant knowledge that can be shared with practitioners who serve adults with LD in a variety of professional and volunteer roles, particularly in adult education settings.     

Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation

It is widely recognized that metacognition is an important mediator for successful and high-level learning, especially in higher education. Nevertheless, a majority of higher education students possess insufficient metacognitive knowledge and regulation skills to self-regulate their learning adequately. This study explores the potential of reciprocal peer tutoring to promote both university students’ metacognitive knowledge and their metacognitive regulation skills. The study was conducted in a naturalistic higher education setting, involving 67 students tutoring each other during a complete semester. A multi-method pretest–posttest design was used combining a self-report questionnaire, assessing students’ metacognitive knowledge and their perceived metacognitive skilfulness, with the analysis of think-aloud protocols, revealing students’ actual use of metacognitive strategies. Results indicate no significant pretest to posttest differences in students’ metacognitive knowledge, nor in their perception of metacognitive skill use. In contrast, significant changes are observed in students’ actual metacognitive regulation. At posttest, students demonstrate significantly more frequent and more varied use of metacognitive regulation, especially during the orientation, monitoring, and evaluation phases. Furthermore, our findings point to an increase in more profound and higher-quality strategy use at posttest.