Children's emotions and behaviors in response to infants' cries

Infant crying can elicit in others both a range of emotions and contrasting behavioral reactions, such as altruistic caregiving versus aggression. Variations in reactions to young infants' cries were examined in 60 children ranging in age from late preschool to preadolescence. Each child over-heard either a preterm or a full-term tape-recorded cry from an adjacent room. Then a mother, carrying her infant, came looking for her (previously) "crying" infant's bottle. Later each child was interviewed after hearing a tape recording of a preterm and a full-term cry. Children's emotions and behaviors thus were assessed in response to simulated, real distresses and hypothetical representations of distress. Children's self-reports of empathy, their verbalized intentions to help, their actual helping responses, and observers' ratings of negative emotion were common responses to cries at all ages. In addition there were significant increases with age in prosocial, behavioral interventions. Expressions of negative emotion were inversely related to subsequent forms of prosocial behavior that required direct interaction with the infant. The emotions and behaviors of most children were not influenced by whether they heard preterm or full-term cries. They were, however, able to discriminate between such cries and some articulated "theories" about the impact of the cries on the listener.     

Optimal Controls that Maximize the Expectation of First Passage Time

This paper deals with optimal controls that maximize the expectation of first passage time of the state, of a stochastic non-linear system, to the complement of an open and bounded domain. The performance index includes a penalty on the magnitude of the deviation of the first passage time from its expectation. The nonlinear system considered here is subjected to two different kinds of perturbations. The first kind of perturbation is represented by a vector of independent standard Wiener processes and the second kind by a vector of a generalized type of Poisson process.By using a variational approach, necessary conditions on the optimal controls are derived. These conditions are given by a set of four coupled nonlinear partial integro- differential equations. A nonlinear stochastic third-order system is given as a test case, and a numerical method for the computation of its optimal controls, is suggested. The efficiency and applicability of this method are demonstrated with examples.     

Comparative Accuracy of a Wrist-Worn Activity Tracker and a Smart Shirt for Physical Activity Assessment

The purpose of the current study was to determine the accuracy of the Fitbit Charge HR and Hexoskin smart shirt. Participants (n = 32, age: 23.5 ± 1.3 years) wore a Fitbit and Hexoskin while performing 14 activities in a laboratory and on a track (lying, sitting, standing, walking various speeds and inclines, jogging, and cycling). Steps, kcals, heart rate, breathing rate, depth, and volume were measured by the Fitbit and Hexoskin and compared to criterion measures. The Fitbit and Hexoskin had low mean absolute percent error for steps (9.7%, 9.4%). The mean absolute percent error was low for heart rate (6.6% and 2.4%), with the Fitbit underestimating heart rate at higher intensities. Both devices had high mean absolute percent error for kcals (43.7% and 27.9%, respectively), and the Hexoskin had high mean absolute percent error for breathing rate, depth, and volume (19.4%, 35.6%, and 33.6%, respectively). The Fitbit and Hexoskin have utility for measurement of some, but not all, physical activity and physiologic variables which they measure.     

Living AnatoME: Teaching and learning musculoskeletal anatomy through yoga and pilates

Living AnatoME, a program designed in 2004 by two medical students in conjunction with the Director of Anatomy, teaches musculoskeletal anatomy through yoga and Pilates. Previously offered as an adjunct to the Gross Anatomy course in 2007, Living AnatoME became an official part of the curriculum. Previous research conducted on the program demonstrated its efficacy in providing relaxation and well-being to students who attended. In 2007, with all 144 gross anatomy students required to participate in a 1.5 hour Living AnatoME session on the upper and lower limbs, the impact of the program on students' comprehension of musculoskeletal anatomy was analyzed through the administration of 25-question pre- and post-tests, gauging knowledge in the following domains: upper limb, lower limb, muscle function, palpation, attachment/location, clinical correlate, and control (i.e., material not emphasized during the intervention). Analysis of postintervention tests revealed significant improvement in total Living AnatoME scores as well as in the domains of upper limb, muscle function, and palpation, indicating the possible efficacy of Living AnatoME in teaching anatomy. Performance on control questions also improved, although not significantly, which may indicate the role of other variables (e.g., additional study time) in increased performance.