Understanding emotion awareness and emotion vocabulary in early primary school Vietnamese children: Quantitative and qualitative analyses.

Although being fundamental for both clinical and educational work with children, there is currently no in-depth research on examining children's emotion awareness and vocabulary in Vietnam. The goal of this exploratory study is to determine the effect of children's gender, grade level, and socioeconomic background on their emotion awareness and vocabulary, and the semantic and grammatical diversity of Vietnamese children's emotional vocabulary. The sample included 264 Vietnamese children (M = 7.80, SD = .97, 43.18% boys) as well as their mothers. Quantitative findings suggested that children in Grade 3 more frequently quoted surprise- and anger-related vocabulary than did those in lower grades. Children's socioeconomic background had a significant effect on both emotion awareness and vocabulary whereas gender did not. Qualitative analysis revealed diverse grammatical types to describe emotions, except idioms, as well as the presence of body-related emotion vocabulary within children's records. Finally, a high prevalence of emotion words such as "happy" and "sad" was subject to further cross-cultural review.

Comparing the magnitude of two fractions with common components: which representations are used by 10- and 12-year-olds?

This study tested whether 10- and 12-year-olds who can correctly compare the magnitudes of fractions with common components access the magnitudes of the whole fractions rather than only compare the magnitudes of their components. Time for comparing two fractions was predicted by the numerical distance between the whole fractions, suggesting an access to their magnitude. In addition, we tested whether the relative magnitude of the denominator interferes with the processing of the fraction magnitude and, thus, needs to be inhibited. Response times were slower for fractions with common numerators than for fractions with common denominators, indicating an interference of the magnitude of the denominators with the selection of the larger fraction. A negative priming effect was shown for the comparison of natural numbers primed by fractions with common numerators, suggesting an inhibition of the selection of the larger denominator during the comparison of fractions. In conclusion, children who can correctly compare fractions with common components can access the magnitude of the whole fractions but remain sensitive to the interference of the relative magnitude of the denominators. This study highlights the fact that beyond the interference of natural number knowledge at the conceptual level (called the "whole number bias" by Ni & Zhou, 2005), children need to manage the interference of the magnitude of the denominators (Stroop-like effect).

Abnormal cellular reactivity to microbial antigens in patients with uveitis.

PURPOSE: The purpose of the present study was to evaluate the cellular response to microbial antigens in patients with idiopathic uveitis. METHODS: Blood lymphocytes from 31 patients with uveitis and 24 healthy controls were cultivated with microbial antigens and analyzed by flow cytometry after staining with monoclonal antibodies against CD3, CD4, and activation markers CD69 and CD25. RESULTS: Although no difference was noted in circulating lymphocytes, the activation of T cells, detected with CD69, was higher in 24-hour blood culture from uveitis patients with Candida albicans antigen (Ca-Ag) than from controls, especially in posterior uveitis and panuveitis. Moreover, late response, detected with CD25, to different microbial antigens was higher in patient with uveitis. CONCLUSIONS: Such results suggest the role of Ca-Ag and microbial antigens in the pathogenic mechanisms of idiopathic uveitis.

In-depth interviews of patients with primary immunodeficiency who have experienced pump and rapid push subcutaneous infusions of immunoglobulins reveal new insights on their preference and expectations.

PURPOSE: Patients with primary immunodeficiency (PID) often receive immunoglobulin replacement therapy (IgRT). Physicians and patients have the choice between various methods of administration. For subcutaneous immunoglobulin infusions, patients may use an automated pump (P) or push the plunger of a syringe (rapid push [RP]). P infusions are performed once a week and last around 1 hour. RP decreases the duration of administration, but requires more frequent infusions. PATIENTS AND METHODS: Eight out of 30 patients (coming from a single center) who had participated in the cross-over, randomized, open-label trial comparing P and RP participated in a focus group or underwent in-depth interviews. Patients had a long history of home-based subcutaneous immunoglobulin using P. The trial suggested that RP had slightly greater interference on daily life than P, but similar efficacy and better cost-effectiveness. When asked about the delivery method they had preferred, around one-third of patients pointed out RP rather than P. In-depth interviews may reveal unforeseen reasons for patients' preferences. RESULTS: Interviews underlined the complexity of the relationship that the patients maintain with their disease and IgRT. Even if they recognized the genetic nature of the disease and claimed PID was a part of them, patients tried not to be overwhelmed by the disease. IgRT by P was well integrated in patients' routine. By contrast, RP too frequently reminded the patients of their disease. In addition, some patients pointed out the difficulty of pushing the plunger due to the viscosity of the product. Coming back too frequently, RP was not perceived as time saving over a week. Long-lasting use of P could partly explain patients' reasonable reluctance to change to RP. CONCLUSION: In-depth interviews of PID patients highlighted unforeseen reasons for patients' preference that the physician needs to explore during the shared medical decision-making process.

A cohort of French pediatric patients with primary immunodeficiencies: are patient preferences regarding replacement immunotherapy fulfilled in real-life conditions?

OBJECTIVE: To assess quality of life and satisfaction regarding immunoglobulin-replacement therapy (IgRT) treatment according to the route (intravenous Ig [IVIg] or subcutaneous Ig [SCIg]) and place of administration (home-based IgRT or hospital-based IgRT). SUBJECTS AND METHODS: Children 5-15 years old treated for primary immunodeficiency disease (PIDD) with IgRT for ≥3 months were included in a prospective, noninterventional cohort study and followed over 12 months. Quality of life was assessed with the Child Health Questionnaire - parent form (CHQ-PF)-50 questionnaire. Satisfaction with IgRT was measured with a three-dimensional scale (Life Quality Index [LQI] with three components: factor I [FI], treatment interference; FII, therapy-related problems; FIII, therapy settings). RESULTS: A total of 44 children (9.7±3.2 years old) receiving IgRT for a mean of 5.6±4.5 years (median 4.1 years) entered the study: 18 (40.9%) were receiving hospital-based IVIg, two (4.6%) were receiving home-based IVIg, and 24 (54.6%) were treated by home-based SCIg. LQI FIII was higher for home-based SCIg than for hospital-based IVIg (P=0.0003), but there was no difference for LQI FI or LQI FII. LQI FIII significantly improved in five patients who switched from IVIg to SCIg during the follow-up when compared to patients who pursued the same regimen (either IVIg or SCIg). No difference was found on CHQ-PF50 subscales, LQI FI, or LQI FII. CONCLUSION: Home-based SCIg gave higher satisfaction regarding therapy settings than hospital-based IVIg. No difference was found on other subscales of the LQI or CHQ-PF50 between hospital-based IVIG and home-based SCIG.

Systemic T cell response to Toxoplasma gondii antigen in patients with ocular toxoplasmosis.

PURPOSE: Analysis of systemic cellular response to Toxoplasma antigen in patients with ocular toxoplasmosis. METHODS: Activated (CD25(+)) T cells were detected by flow cytometry after a 7-day culture of whole blood from patients with ocular (n = 16) or asymptomatic (n = 14) toxoplasmosis, and controls (n = 10), in the presence of soluble Toxoplasma antigen (ST-Ag). Interferon (IFN)-gamma, interleukin (IL) 4, and IL-10 were measured in culture supernatants by enzyme-linked immunosorbent assay. RESULTS: Higher percentages of CD25(+) T cells were detected in ST-Ag-activated cultures from Toxoplasma-infected patients, with or without ocular lesions (37.0 +/- 19.1% or 41.1 +/- 19.3%, respectively) than from controls (3.2 +/- 1.2%) (P < 0.0001). Differences were not statistically significant between asymptomatic and ocular toxoplasmosis (P > 0.4) or among congenital, acquired, and undetermined ocular toxoplasmosis (P > 0.2). Higher levels of IFN-gamma were detected in ST-Ag-stimulated blood cultures from infected patients than in those from controls (P < 0.0001), with no difference between patients with asymptomatic or ocular toxoplasmosis (P > 0.05). IL-10 was detected only in activated culture supernatants from three patients with ocular toxoplasmosis and two patients with asymptomatic toxoplasmosis. IL-4 was never produced in ST-Ag-activated cultures. CONCLUSIONS: Systemic cellular response to ST-Ag does not differ between the patients with ocular and asymptomatic toxoplasmosis with regard to activation markers and type 1 cytokine production.

Analysis of the WAIS-III Index score scatter using the significant deviation from the mean of the four Index scores.

Despite their validity and their potential clinical interest, the WAIS-III Index scores seem less used by clinicians than the traditional IQs. One of reason of this lack of interest in the Indices is the relative complexity of their interpretation. We advocate the use of the average index score as a baseline to analyze the Index score variability and to identify strengths and weaknesses in the profile of the Index scores. Davis's formula provides reference values to be used to highlight the Index scores significantly moving away from the baseline. The usefulness of this method is illustrated with the analysis the Index score scatter in the standardization sample of the French adaptation of the WAIS-III. A rather important dispersion of the Index scores around the average index score was observed, a large percentage of standardization sample showing one or two Index scores significantly different from the baseline.

Photorefractive keratectomy to correct hyperopic shift after radial keratotomy.

To evaluate the safety, efficacy, and predictability of photorefractive keratectomy (PRK) to correct post-radial-keratotomy (RK) hyperopic shift. University of Sherbrooke, Sherbrooke, Québec, Canada.This retrospective nonconsecutive case series comprised 53 eyes of 53 patients who had PRK to correct hyperopic shift after RK. Both RK and PRK were performed by the same surgeon at the same clinic from 1993 to 2001.The mean time after RK was 57 months (range 24 to 84 months). The mean follow-up after hyperopic PRK (HPRK) was 10 months (range 3 to 33 months). The mean hyperopic shift 1 month post-RK to HPRK was +1.6 diopters (D) +/- 1.0 (SD) (range +0.25 to +4.125 D). The mean pre-HPRK spherical equivalent (SE) was +2.15 +/- 0.80 D (range +1.00 to +4.125 D) and the mean post-HPRK SE, -0.10 +/- 0.80 D (range -2.00 to +2.125 D). At the last examination, 47 eyes (88.7%) had a refractive error within +/-1.0 D of emmetropia and 38 eyes (71.7%) had an uncorrected visual acuity of 20/25 or better. Two eyes lost 1 Snellen line of best corrected visual acuity. No significant haze or complications developed in any eye. Hyperopic PRK with a conservative technique (large optical zone and small ablation thickness) can be used successfully to correct RK-induced hyperopia in patients with small to moderate refractive errors. It appeared to be effective, predictable, and safe.

Overcoming obstacles to creativity in science / Superando obstáculos à criatividade na ciência

Creativity is a crucial issue in science. Scientific research should not be restricted to the logical development and application of known ideas, but should promote new ideas to expand knowledge beyond the existing frontiers. Stimulating scientific creativity means not only giving a boost to creative thinking, but also taking into account the factors that put a brake on creativity. This article is devoted to factors that keep scientific creativity in check and how we could address them. We analyze several obstacles lying inside and outside the researcher's mind. The most important obstacles inside the researcher's mind are epistemological obstacles and cognitive bias (confirmation bias). While the most important obstacle outside are the social norms, i.e. the pressure for the scientific community and, sometimes, the whole society, to conform to the dominant scientific model. We conclude with some proposals to overcome these obstacles.

A criatividade é uma questão crucial na ciência. Sua pesquisa científica não deve se restringir ao desenvolvimento e aplicação lógica de ideias já conhecidas, mas deve promover novas ideias para expandir o conhecimento além das fronteiras existentes. Estimular a criatividade científica significa não apenas estimular o pensamento criativo, mas também levar em conta os fatores que dificultam a criatividade. Este artigo é dedicado aos fatores que mantêm a criatividade científica sob controle e como podemos resolvê-los. Analisamos diversos obstáculos dentro e fora da mente do pesquisador. Os obstáculos mais importantes dentro da mente do pesquisador são os obstáculos epistemológicos e o viés cognitivo (viés de confirmação). Enquanto o obstáculo externo mais importante é composto pelas normas sociais, ou seja, a pressão por parte da comunidade científica e, por vezes, por parte de toda a sociedade, para se adequar ao modelo científico dominante. Concluímos com algumas propostas sobre como superar esses obstáculos.

The Profile of Emotional Competence (PEC): development and validation of a self-reported measure that fits dimensions of emotional competence theory.

Emotional Competence (EC), which refers to individual differences in the identification, understanding, expression, regulation and use of one's own emotions and those of others, has been found to be an important predictor of individuals' adaptation to their environment. Higher EC is associated with greater happiness, better mental and physical health, more satisfying social and marital relationships and greater occupational success. While it is well-known that EC (as a whole) predicts a number of important outcomes, it is unclear so far which specific competency(ies) participate(s) in a given outcome. This is because no measure of EC distinctly measures each of the five core emotional competences, separately for one's own and others' emotions. This lack of information is problematic both theoretically (we do not understand the processes at stake) and practically (we cannot develop customized interventions). This paper aims to address this issue. We developed and validated in four steps a complete (albeit short: 50 items) self-reported measure of EC: the Profile of Emotional Competence. Analyses performed on a representative sample of 5676 subjects revealed promising psychometric properties. The internal consistency of scales and subscales alike was satisfying, factorial structure was as expected, and concurrent/discriminant validity was good.

The processing of symbolic and nonsymbolic ratios in school-age children.

This study tested the processing of ratios of natural numbers in school-age children. Nine- and eleven-year-olds were presented collections made up of orange and grey dots (i.e., nonsymbolic format) and fractions (i.e., symbolic format). They were asked to estimate ratios between the number of orange dots and the total number of dots and fractions by producing an equivalent ratio of surface areas (filling up a virtual glass). First, we tested whether symbolic notation of ratios affects their processing by directly comparing performance on fractions with that on dot sets. Second, we investigated whether children's estimates of nonsymbolic ratios of natural numbers relied at least in part on ratios of surface areas by contrasting a condition in which the ratio of surface areas occupied by dots covaried with the ratio of natural numbers and a condition in which this ratio of surface areas was kept constant across ratios of natural numbers. The results showed that symbolic notation did not really have a negative impact on performance among 9-year-olds, while it led to more accurate estimates in 11-year-olds. Furthermore, in dot conditions, children's estimates increased consistently with ratios between the number of orange dots and the total number of dots even when the ratio of surface areas was kept constant but were less accurate in that condition than when the ratio of surface areas covaried with the ratio of natural numbers. In summary, these results indicate that mental magnitude representation is more accurate when it is activated from symbolic ratios in children as young as 11 years old and that school-age children rely at least in part on ratios of surface areas to process nonsymbolic ratios of natural numbers when given the opportunity to do so.

The mental representation of the magnitude of symbolic and nonsymbolic ratios in adults.

This study mainly investigated the specificity of the processing of fraction magnitudes. Adults performed a magnitude-estimation task on fractions, the ratios of collections of dots, and the ratios of surface areas. Their performance on fractions was directly compared with that on nonsymbolic ratios. At odds with the hypothesis that the symbolic notation impedes the processing of the ratio magnitudes, the estimates were less variable and more accurate for fractions than for nonsymbolic ratios. This indicates that the symbolic notation activated a more precise mental representation than did the nonsymbolic ratios. This study also showed, for both fractions and the ratios of dot collections, that the larger the components the less precise the mental representation of the magnitude of the ratio. This effect suggests that the mental representation of the magnitude of the ratio was activated from the mental representation of the magnitude of the components and the processing of their numerical relation (indirect access). Finally, because most previous studies of fractions have used a numerical comparison task, we tested whether the mental representation of magnitude activated in the fraction-estimation task could also underlie performance in the fraction-comparison task. The subjective distance between the fractions to be compared was computed from the mean and the variability of the estimates. This distance was the best predictor of the time taken to compare the fractions, suggesting that the same approximate mental representation of the magnitude was activated in both tasks.

Numerical and nonnumerical estimation in children with and without mathematical learning disabilities.

There are currently multiple explanations for mathematical learning disabilities (MLD). The present study focused on those assuming that MLD are due to a basic numerical deficit affecting the ability to represent and to manipulate number magnitude ( Butterworth, 1999 , 2005 ; A. J. Wilson & Dehaene, 2007 ) and/or to access that number magnitude representation from numerical symbols ( Rousselle & Noël, 2007 ). The present study provides an original contribution to this issue by testing MLD children (carefully selected on the basis of preserved abilities in other domains) on numerical estimation tasks with contrasting symbolic (Arabic numerals) and nonsymbolic (collection of dots) numbers used as input or output. MLD children performed consistently less accurately than control children on all the estimation tasks. However, MLD children were even weaker when the task involved the mapping between symbolic and nonsymbolic numbers than when the task required a mapping between two nonsymbolic numerical formats. Moreover, in the estimation of nonsymbolic numerosities, MLD children relied more than control children on perceptual cues such as the cumulative area of the dots. Finally, the task requiring a mapping from a nonsymbolic format to a symbolic format was the best predictor of MLD. In order to explain these present results, as well as those reported in the literature, we propose that the impoverished number magnitude representation of MLD children may arise from an initial mapping deficit between number symbols and that magnitude representation.

Lead me not into temptation: using cognitive reappraisal to reduce goal inconsistent behavior.

Temptations besiege us, and we must resist their appeal if we are to achieve our long-term goals. In two studies, we tested the hypothesis that cognitive reappraisal could be used to successfully maintain performance in a task embedded in temptation. In Study 1, 62 participants had to search for information on the Internet while resisting attractive task-irrelevant content on preselected sites. In Study 2, 58 participants had to count target words in a funny TV sequence. Compared to the no-reappraisal condition, participants who understood the situation as a test of willpower (the reappraisal condition) (1) performed better at the task (Studies 1 and 2), and (2) were less tempted by the attractive content of the TV sequence (Study 2). These findings suggest that, by making the temptation less attractive and the task more appealing, cognitive reappraisal can help us resist temptation.

Analysis of WAIS-IV index score scatter using significant deviation from the mean index score.

The Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) does not include verbal IQ and performance IQ scores, as provided in previous editions of the scale; rather, this edition provides comparisons among four index scores, allowing analysis of an individual's WAIS-IV performance in more discrete domains of cognitive ability. To supplement the pairwise index score comparisons included in the WAIS-IV manuals, this article describes the use of the mean of the four index scores (the average index score) as a baseline for analyzing index score variability and as a method for identifying strengths and weaknesses within an individual's index score pattern. Davis's formula was used to calculate critical values for the identification of index scores with a statistically significant difference from the average index score. Subsequent analysis of the WAIS-IV normative sample indicates that variability in performance at the index score level is not uncommon in the general population. More than 70% of individuals in the normative sample have at least one index score that differs significantly from their mean index score. This variability in index score performance appears to have little relationship to age or gender, but it is strongly related to the full-scale IQ.

Emotional plasticity: conditions and effects of improving emotional competence in adulthood.

This study aimed to investigate (a) whether it is possible to increase emotional competence (EC) in adulthood; (b) whether this improvement results in better mental, physical, and social adjustment; (c) whether this improvement can be maintained 1 year later; and (d) whether these benefits are accompanied by a reduction in stress-hormone secretion (i.e., cortisol). One hundred and thirty-two participants were randomly assigned to an EC-enhancing intervention (in group format) or to a control group. Participants in the intervention group underwent a specifically designed 15-hr intervention targeting the 5 core emotional competencies, complemented with a 4-week e-mail follow-up. Results reveal that the level of emotional competencies increased significantly in the intervention group in contrast with the control group. This increase resulted in lower cortisol secretion, enhanced subjective and physical well-being, as well as improved quality of social and marital relationships in the intervention group. No significant change occurred in the control group. Peer reports on EC and quality of relationships confirmed these results. These data suggest that emotional competencies can be improved, with effective benefits on personal and interpersonal functioning lasting for at least 1 year. The theoretical implications of these results as well as their practical implications for the construction and the development of effective emotional competencies interventions are discussed.

Comparing 5/7 and 2/9: Adults can do it by accessing the magnitude of the whole fractions.

This study investigated adults' ability to compare the magnitude of fractions without common components (e.g., 5/7 and 3/8), and the representation accessed in that process. We hypothesized that the absence of common components would enhance access to the magnitude of the fractions (i.e., a holistic representation) rather than a direct comparison of the numerators or the denominators. This hypothesis was tested in four between-subject conditions. Two types of experimental pairs were used that differed in the congruity of the magnitude of the denominator and the magnitude of the fraction. Each type of experimental pair was presented either alone or with filler pairs that introduced variability into the congruity of the components. In all four conditions, accuracy was above chance and the effect of the distance between the fractions on response times was significant, indicating an access to the magnitude of the fractions. Nevertheless, the variability of the congruity of the components had also a significant effect on performance, suggesting that the relative magnitude of the components was also processed. In conclusion, the representation of the fraction magnitude is hybrid, rather than purely holistic, in a magnitude-comparison task on fractions without common components.

Rational numbers: componential versus holistic representation of fractions in a magnitude comparison task.

This study investigated whether the mental representation of the fraction magnitude was componential and/or holistic in a numerical comparison task performed by adults. In Experiment 1, the comparison of fractions with common numerators (x/a_x/b) and of fractions with common denominators (a/x_b/x) primed the comparison of natural numbers. In Experiment 2, fillers (i.e., fractions without common components) were added to reduce the regularity of the stimuli. In both experiments, distance effects indicated that participants compared the numerators for a/x_b/x fractions, but that the magnitudes of the whole fractions were accessed and compared for x/a_x/b fractions. The priming effect of x/a_x/b fractions on natural numbers suggested that the interference of the denominator magnitude was controlled during the comparison of these fractions. These results suggested a hybrid representation of their magnitude (i.e., componential and holistic). In conclusion, the magnitude of the whole fraction can be accessed, probably by estimating the ratio between the magnitude of the denominator and the magnitude of the numerator. However, adults might prefer to rely on the magnitudes of the components and compare the magnitudes of the whole fractions only when the use of a componential strategy is made difficult.