"You gotta tell the camera": Advancing children's engineering learning opportunities through tinkering and digital storytelling.

This study addressed whether combining tinkering with digital storytelling (i.e., narrating and reflecting about experiences to an imagined audience) can engender engineering learning opportunities. Eighty-four families with 5- to 10-year-old (M = 7.69) children (48% female children; 57% White, 11% Asian, 6% Black) watched a video introducing a tinkering activity and were randomly assigned either to a digital storytelling condition or a no digital storytelling condition during tinkering. After tinkering, families reflected on their tinkering experience and were randomly assigned to either engage in digital storytelling or not. Children in the digital storytelling condition during tinkering spoke most to an imagined audience during tinkering, talked most about engineering at reflection, and remembered the most information about the experience weeks later.

Associations between parents' autonomy supportive management language and children's science, technology, engineering, and mathematics talk during and after tinkering at home.

We conducted a time series analysis of parents' autonomy supportive and directive language and parents' and children's STEM (science, technology, engineering, and mathematics) talk during and after a problem-solving activity (i.e., tinkering). Parent and child dyads (N = 61 children; Mage = 8.10 years; 31 boys; 54% White) were observed at home via Zoom. After tinkering, a researcher elicited children's reflections, and approximately 2 weeks later dyads reminisced together about the experience. During tinkering, the more autonomy supportive STEM talk parents used in 1 min, the more children talked about STEM in the next minute. During reminiscing, parents' autonomy support was also associated with children's STEM talk. Results suggest the importance of considering how both the content and style of parents' talk can support children's STEM engagement.

Exercise Parameters for Postconcussion Symptom Rehabilitation: A Systematic Review.

CONTEXT: Exercise rehabilitation for postconcussion symptoms (PCS) has shown some benefits in adolescent athletes; but a synthesis of evidence on exercise per se has been lacking. OBJECTIVE: This systematic review aimed to determine if unimodal exercise interventions are useful to treat PCS and if so, to identify a set of clearly defined and effective exercise parameters for further research. EVIDENCE ACQUISITION: Relevant health databases and clinical trial registries were searched from inception to June 2022. The searches used a combination of subject headings and keywords related to mild traumatic brain injury (mTBI), PCSs, and exercise. Two independent reviewers screened and appraised the literature. The Cochrane Collaboration's Risk of Bias-2 tool for randomized controlled trials was used to assess methodological quality of studies. EVIDENCE SYNTHESIS: Seven studies were included in the review. Four studies were assessed to have a low overall risk of bias, 2 with low risk and 1 with some concerns. Participants in the studies comprised mostly adolescents with sports-related concussion. The review found exercise to be more beneficial than control conditions in 2 studies investigating acute PCS and 2 studies investigating persistent PCS. Within-group differences showing symptom improvement over time were observed in all 7 studies. In general, the review found support for programmatic exercise that commences after an initial period of rest for 24 to 48 hours. Recommendations for exercise parameters that can be explored in subsequent research include progressive aerobic exercise starting from 10 to 15 minutes at least 4 times a week, at a starting intensity of 50% HR of the subsymptom threshold, with length of program depending on recovery. CONCLUSION: The evidence in support of exercise rehabilitation for PCSs is moderate based on the small pool of eligible studies. Further research can be guided by the exercise parameters identified in this review.

Contributions of causal reasoning to early scientific literacy.

Although early causal reasoning has been studied extensively, inconsistency in the tasks used to assess it has clouded our understanding of its structure, development, and relevance to broader developmental outcomes. The current research attempted to bring clarity to these questions by exploring patterns of performance across several commonly used measures of causal reasoning, and their relation to scientific literacy, in a sample of 3- to 5-year-old children from diverse backgrounds (N = 153). A longitudinal confirmatory factor analysis revealed that some measures of causal reasoning (counterfactual reasoning, causal learning, and causal inference), but not all of them (tracking cause-effect associations and resolving confounded evidence), assess a unidimensional factor and that this resulting factor was relatively stable across time. A cross-lagged panel model analysis revealed associations between causal reasoning and scientific literacy across each age tested. Causal reasoning and scientific literacy related to each other concurrently, and each predicted the other in subsequent years. These relations could not be accounted for by children's broader cognitive skills. Implications for early STEM (science, technology, engineering, and math) engagement and success are discussed.

Advancing opportunities for children's informal STEM learning transfer through parent-child narrative reflection.

This study examined whether families' conversational reflections after a STEM (science, technology, engineering, and mathematics)-related experience in a museum promoted learning transfer. 63 children (M = 6.93 years; 30 girls; 57% White, 17.5% Latinx, 8% Asian, 5% African American, 9.5% mixed, 3% missing race/ethnicity) and their parents received an engineering demonstration, engaged in a building activity, and either recorded a photo-narrative reflection about their building experience or not at the museum. Thirty-six of these families completed a building activity with different materials weeks later at home, and the majority (77%) evidenced learning transfer of the building principle demonstrated at the museum. Those who participated in the photo-narrative reflection at the museum also showed learning transfer by talking more about STEM during the home building activity.

Museum program design supports parent-child engineering talk during tinkering and reminiscing.

This study focused on tinkering, a playful form of open-ended problem solving that is being widely adopted in science, technology, engineering, and mathematics (STEM) education as a way of encouraging children's engagement in disciplinary practices of engineering. Nevertheless, the design of exhibits and programs and the nature of children's interactions with adults can determine whether and to what extent tinkering engenders participation in engineering practices such as testing and redesign. Researchers and museum practitioners worked together using design-based research methods to develop and test tinkering programs that could best support engineering learning. Two of the programs specified what families' engineering projects should do and provided exhibit spaces for testing and iterating the design (i.e., function-focused programs), and two programs did not. A total of 61 families with 6- to 8-year-old children (Mage = 7.07 years; 25 female) were observed during one of the programs and when reminiscing immediately after tinkering. Parent-child interaction patterns associated with understanding and remembering events-parent-child joint hands-on engagement and joint talk-and engineering design process talk were measured. All four programs were similar in terms of parent-child joint engagement. Compared with families who did not participate in function-focused programs, families who did talked more about the engineering design process during tinkering and when reminiscing. Parent-child engineering talk during tinkering mediated the association between the program design and engineering talk when reminiscing. Implications for research on children's learning and museum practice are discussed.

Promoting children's learning and transfer across informal science, technology, engineering, and mathematics learning experiences.

This study investigated ways to support young children's science, technology, engineering, and mathematics (STEM) learning and transfer of knowledge across informal learning experiences in a museum. Participants were 64 4- to 8-year-old children (Mage = 6.55 years, SD = 1.44) and their parents. Families were observed working together to solve one engineering problem, and then immediately afterward children worked on their own to solve a second engineering problem. At the outset of the problem-solving activities, families were randomly assigned to receive engineering instructions, transfer instructions, both engineering and transfer instructions, or no instructions. Families who received engineering instructions-either alone or in combination with the transfer instructions-demonstrated greater understanding and use of the engineering principle of bracing compared with those who received only transfer instructions. Moreover, older children who received both engineering and transfer instructions were more successful when working on their own to solve a perceptually different engineering problem compared with older children who received only one set of instructions or no instructions. Implications of the work for developmental and learning science research and informal education practice are discussed.

Understanding the Therapist Contribution to Psychotherapy Outcome: A Meta-Analytic Approach.

Understanding the role that therapists play in psychotherapy outcome, and the contribution to outcome made by individual therapist differences has implications for service delivery and training of therapists. In this study we used a novel approach to estimate the magnitude of the therapist contribution overall and the effect of individual therapist differences. We conducted a meta-analysis of studies in which participants were randomised to receive the same treatment either through self-help or through a therapist. We identified a total of 15 studies (commencement N = 910; completion N = 723) meeting inclusion criteria. We found no difference in treatment completion rate and broad equivalence of treatment outcomes for participants treated through self-help and participants treated through a therapist. Also, contrary to our expectations, we found that the variability of outcomes was broadly equivalent, suggesting that differences in efficacy of individual therapists were not sufficient to make therapy outcomes more variable when a therapist was involved. Overall, the findings suggest that self-help, with minimal therapist input, has considerable potential as a first-line intervention. The findings did not suggest that individual differences between therapists play a major role in psychotherapy outcome.

Conversation and Object Manipulation Influence Children's Learning in a Museum.

The effects of parent-child conversation and object manipulation on children's learning, transfer of knowledge, and memory were examined in two museum exhibits and conversations recorded at home. Seventy-eight children (Mage  = 4.9) and their parents were randomly assigned to receive conversation cards featuring elaborative questions about exhibit objects, the physical objects themselves, both, or neither, before their exhibit visits. Dyads who received the cards engaged in more elaborative talk and joint nonverbal activities with objects in the first exhibit than those who did not. Dyads who received objects engaged in the most parent-child joint talk. Results also illustrate transfer of information across exhibits and from museum to home. Implications for understanding mechanisms of informal learning and transfer are discussed.

Mass media guidelines for sports concussion: a scoping review protocol.

Sports concussion is a common and costly injury, and increased public injury awareness could help reduce costs. Many factors, including public messages about sports concussion by the sports media, shape public injury awareness. Empirical analyses show that this messaging can be poor. The proposed solutions include providing media guidance, but little is known about this topic. This scoping review will enable a systematic search and synthesis of guidance materials for improved health messaging of sports concussion by the mass media. The five review stages are (1) determining the research question, (2) identifying relevant materials, (3) selecting relevant information, (4) data extraction and (5) analysis and presentation of the results. A brief protocol will be registered on a recommended platform (Open Science Framework). The search strategy will access 20 databases, as well as Google and Google Scholar, and include hand searching. Selected materials must describe or provide mass media guidance for sports concussion by a health-affiliated authority. Eligibility will be confirmed via a two-stage screening process, including independent assessment. Data from eligible materials will be extracted and collated in tables. If sufficient or appropriate materials are identified, the synthesis will draw on key evaluative resources related to injury management and guideline development methodologies. The knowledge synthesis will use descriptive and narrative methods to determine what is known on this topic, including documenting existing guidance (content and properties) and using the extracted data to inform recommendations for future guidance.

Supporting Latine children's informal engineering learning through tinkering and oral storytelling.

Providing equitable informal science, technology, engineering, and mathematics (STEM) learning opportunities to young children from diverse backgrounds may be a way to increase access and interest in STEM and can help to address the broader goal of increasing representation. Importantly, these learning experiences must be meaningful and engage everyday cultural practices. Guided by a strengths-based approach, the current study examines how oral stories as a cultural resource can be harnessed to support Latine children's engagement in a tinkering activity. The project explores whether and how setting an at-home tinkering activity within a story context engenders rich parent-child conversations that provide engineering learning opportunities for young children. Fifty-two Latine parents and children (Mage = 7.69 years; 23 girls; 90.4% Mexican heritage) were randomly assigned to either hear a story as a frame for a hands-on tinkering activity or to engage in the same tinkering activity without the story. After families finished tinkering, a researcher elicited the children's reflections about their tinkering experience. Approximately 2 weeks after the activity, children were asked to share their tinkering reflections with a second researcher. Parents and children in the story condition talked more about engineering during tinkering, and these children also talked more about engineering during both reflections than did children in the no-story condition. These findings suggest that integrating oral storytelling into tinkering activities is a promising future direction for the creation of more equitable informal engineering learning opportunities for Latine children and families. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Promoting children's science, technology, engineering, and mathematics learning at home through tinkering and storytelling.

This study examined whether connecting storytelling and tinkering can advance early STEM (science, technology, engineering, and mathematics) learning opportunities for children. A total of 62 families with 4- to 10-year-old (M = 8.03) children were observed via Zoom. They watched a video invitation to tinker at home prepared by museum educators prior to tinkering. Then, half of the families were prompted to think up a story before tinkering (story-based tinkering group), whereas the other half were simply asked to begin tinkering (no-story group). Once they had finished tinkering, researchers elicited children's reflections about their tinkering experience. A subset of the families (n = 45) also reminisced about their tinkering experience several weeks later. The story instructions provided before tinkering engendered children's storytelling during tinkering and when reflecting on the experience. Children in the story-based tinkering group also talked the most about STEM both during tinkering, and subsequently when reminiscing with their parents about their tinkering experience.

Science in stories: Implications for Latine children's science learning through home-based language practices.

There is growing interest in stories as potentially powerful tools for science learning. In this mini-review article, we discuss theory and evidence indicating that, especially for young children, listening to and sharing stories with adult caregivers at home can make scientific ideas and inquiry practices meaningful and accessible. We review recent research offering evidence that stories presented in books can advance children's science learning. Nonetheless, most of this work focuses on middle-class European-American U. S. children and involves narrative story books. Given the national imperative to increase Latine representation in STEM education and career pursuits in the U. S., we argue that it is vital that we broaden the definition of stories to include oral narrative storytelling and other conversational routines that Latine families engage in at home. Cultural communities with firmly rooted oral traditions, such as those from Latin American heritage, rely frequently on oral storytelling rather than book reading to convey world and community knowledge to young children. Therefore, we advocate for a strengths-based approach that considers Latine families' everyday practices around science and storytelling on their own terms instead of contrasting them with European-American middle-class practices. We offer support for the view that for young children in Latine communities, culturally relevant oral practices, including personal narrative storytelling, can engender significant opportunities for family science learning at home.

Predicting grade school scientific literacy from aspects of the early home science environment.

Fostering scientific literacy has become an increasingly salient goal as evidence accumulates regarding the early emergence of foundational skills and knowledge in this domain, as well as their relation to long-term success and engagement. Despite the potential that the home context has for nurturing early scientific literacy, research specifying its role has been limited. In this longitudinal study, we examined associations between children's early science-related experiences at home and their subsequent scientific literacy. Following on our previous work, we specifically considered parent causal-explanatory talk, as well as the degree to which parents facilitate access to science-related materials and experiences. A group of 153 children from diverse backgrounds were evaluated across 5 annual waves of data collection from preschool entry (M age = 3.41) through first grade (M age = 7.92). Results demonstrate that parent invitations for children to explain causal phenomena had strong concurrent relations to scientific literacy but showed little relation to subsequent literacy. In contrast, the broader home science environment at preschool entry, particularly in the form of exposure to science-related activities, predicted scientific literacy over the next 4 years. The directionality and specificity of these relations were clarified through the inclusion of measures of cognitive and broader home experiences as controls in regression analyses. Overall, our investigation revealed that exposure to science-related input provided by parents has particularly powerful potential for shaping scientific literacy when children are very young. Implications for parent-focused interventions that promote science literacy are discussed.

Exploring the foundations of early scientific literacy: Children's causal stance.

From an early age, children show a keen interest in discovering the causal structure of the world around them. Given how fundamental causal information is to scientific inquiry and knowledge, this early emerging "causal stance" might be important in propelling the development of scientific literacy. However, currently little is known about the development of children's causal stance, or how it might relate to concurrent or subsequent scientific literacy. In this study, 153 children from diverse backgrounds were evaluated at 3, 4, 5, and 6 years of age. Results demonstrate that causal stance at 3 years of age consistently predicted scientific literacy at each wave of data collection, extending through preschool, kindergarten, and into first grade. This relation was particularly pronounced across the earliest 2 measurement time-points, when children's causal stance predicted growth in scientific literacy above and beyond initial scores. The reciprocal relation did not hold: scientific literacy did not predict future causal stance. Implications for school readiness and early STEM engagement are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The development of children's early memory skills.

A multitask battery tapping nonverbal memory and language skills was used to assess 60 children at 18, 24, and 30 months of age. Analyses focused on the degree to which language, working memory, and deliberate memory skills were linked concurrently to children's Elicited Imitation task performance and whether the patterns of association varied across the different ages. Language ability emerged as a predictor of immediate Elicited Imitation performance by 24 months of age and predicted delayed performance at each age. In addition to the contributions of language, children's abilities to search for and retrieve toys in the deliberate memory task were associated with their immediate Elicited Imitation performance at each age. In addition to language, working memory was positively associated with aspects of both immediate and delayed performance at all ages. The extent to which it was possible to replicate and extend previous cross-sectional work in this longitudinal study is discussed.

Tinkering With Testing: Understanding How Museum Program Design Advances Engineering Learning Opportunities for Children.

Using a design-based research approach, we studied ways to advance opportunities for children and families to engage in engineering design practices in an informal educational setting. 213 families with 5-11-year-old children were observed as they visited a tinkering exhibit at a children's museum during one of three iterations of a program posing an engineering design challenge. Children's narrative reflections about their experience were recorded immediately after tinkering. Across iterations of the program, changes to the exhibit design and facilitation provided by museum staff corresponded to increased families' engagement in key engineering practices. In the latter two cycles of the program, families engaged in the most testing, and in turn, redesigning. Further, in the latter cycles, the more children engaged in testing and retesting during tinkering, the more their narratives contained engineering-related content. The results advance understanding and the evidence base for educational practices that can promote engineering learning opportunities for children.

Parents' causal talk: Links to children's causal stance and emerging scientific literacy.

To explore the potential contribution of parents' causal talk to preschooler's emerging scientific literacy and related interests, we observed 153 parent-child dyads playing together in a museum and in the lab. As in previous work, the frequency with which parents referenced causal information in their speech predicted the strength of their children's causal stance. In addition, the frequency with which parents invited their children to explain causal phenomena, but not the frequency with which they provided explanations to their children, was related to children's scientific literacy. These associations held even when controlling for children's parent-reported exposure to science in the home, as well as their general cognitive skills. Although causal conclusions are precluded by the correlational design, this research is consistent with the possibility that parents begin shaping their children's scientific engagement and literacy when they are as young as three years of age. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Psychological approaches for the management of persistent postconcussion symptoms after mild traumatic brain injury: a systematic review.

Background: To evaluate the evidence for psychological treatments for persistent postconcussion symptoms following mild traumatic brain injury. There is scant evidence from limited clinical trials to direct the psychological management of persistent symptoms.Method: Databases were searched for studies that: (1) included adults (≥ aged 16 years) following injury (from any cause); (2) tested interventions for postconcussion symptoms after the acute injury period (e.g., after hospital discharge), but prior to established chronicity (e.g., not more than 12 months post-injury), and; (3) applied one of five broadly-defined psychological interventions (cognitive behavioural therapy, counselling, psychoeducation, education/reassurance, or mindfulness). All controlled trials were eligible for inclusion.Results: Of the 20,945 articles identified, 10 underwent risk-of-bias analysis by two independent reviewers. Nine were retained for data extraction. They used: cognitive behaviour therapy (n = 2), counselling (n = 2), psychoeducation (n = 2), education/reassurance (n = 2), or compared cognitive behaviour therapy to counselling (n = 1).Conclusion: Counselling or cognitive behaviour therapy have the most support but the evidence remains limited. We encourage further randomized controlled trials of early interventions in samples at risk for persistent symptoms, including closer study of psychological risk-factors and the 'active' ingredient. To advance the field, future trials must include additional methodological controls and improved reporting.Implications for rehabilitationPersistent symptoms following mild traumatic brain injury can be disabling and psychological management for rehabilitation may be proposed.However, Controlled trials show that while some psychological approaches hold promise for this purpose, there are significant gaps in the underpinning evidence.The best results are seen when postconcussion programs use counselling or cognitive behaviour therapy and are targetted for people with an increased risk of persistent symptoms.