[Photo-based examination for diabetic eye pathologies in a German ophthalmological practice without personal doctor-patient contact]. / Fotobasierte Untersuchung auf diabetische Augenveränderungen in einer deutschen Augenarztpraxis ohne direkten Arzt-Patienten-Kontakt.

BACKGROUND: An increasing number of patients suffering from diabetes require regular ophthalmological check-ups to diagnose and/or treat potential diabetic retinal disease. Some countries have already implemented systematic fundus assessments including artificial intelligence-based programs in order to detect sight-threatening retinopathy. The aim of this study was to improve the detection of diabetic fundus changes in Germany without examination by a doctor and to create an easy access to ophthalmological examinations. MATERIAL AND METHODS: In this prospective monocentric study 93 patients in need for a routine check-up for diabetic retinopathy were included. The study participants took up an offer of an examination (visual examination, non-mydriatic camera-based fundus examination) without doctor-patient contact. Patient satisfaction with the organization and examinations was assessed using a questionnaire. RESULTS: The mean age was 53.5 years (SD 13.6 years, 49.5% female) and 17 eyes (18.3%) showed a diabetic retinopathy which was detected using a camera-based examination. Within the small sample, no patient had to repeat the examination due to poor image quality. All categories of the questionnaire showed a good to very good satisfaction, indicating a high acceptance of the other examination form that took place at the ophthalmologist's premises. CONCLUSION: In our study in an ophthalmological practice a high level of acceptance among the patients interested in the screening for diabetic retinopathy without any direct patient-doctor contact was achieved. Our study shows a very good acceptance and feasibility. Future use of artificial intelligence in clinical practice may help to be able to screen many more patients as in this study imaging quality was very good.

Adults' perceptions of forgetful children: the impact of child age, domain, and memory type.

Prospective memory (PM) tasks have been described as social in nature because carrying out one's intentions often has an impact on others. Despite the claim that PM errors [compared to retrospective memory (RM) errors] are perceived as character flaws, little empirical work has tested this assertion. In particular, no study has examined how adults perceive children's PM errors. Thus, the aim of the current studies was to examine adults' perceptions of children's forgetfulness depending on child age (4 vs. 10-year-olds), domain of the memory error (academic vs. social), and memory type (PM vs. RM). In Study 1, adult participants rated children's PM errors on seven traits. Findings showed that social errors were rated more negatively than academic errors, and age and domain interacted such that 10-year-olds were rated more negatively than 4-year-olds for making social errors but not academic errors. Study 2 examined the impact of child age, domain, and memory type on perceptions of forgetful children to specifically test differences between PM and RM errors. Results showed a larger difference between ratings of 10-year-olds for their academic and social memory errors compared to 4-year-olds, but only for RM errors.

Specificity of representations in infants' visual statistical learning.

Past work has demonstrated infants' robust statistical learning across visual and auditory modalities. However, the specificity of representations produced via visual statistical learning has not been fully explored. The current study addressed this by investigating infants' abilities to identify previously learned object sequences when some object features (e.g., shape, face) aligned with prior learning and other features did not. Experiment 1 replicated past work demonstrating that infants can learn statistical regularities across sequentially presented objects and extended this finding to 16-month-olds. In Experiment 2, infants viewed test sequences in which one object feature (e.g., face) had been removed but the other feature (e.g., shape) was maintained, resulting in failure to identify familiar sequences. We further probed learning specificity by assessing infants' recognition of sequences when one feature was altered rather than removed (Experiment 3) and when one feature was uncorrelated with the original sequence structure (Experiment 4). In both cases, infants failed to identify sequences in which object features were not identical between learning and test. These findings suggest that infants are limited in their ability to generalize the statistical structure of an object sequence when the objects' features do not align between learning and test.

Theory of mind and executive function in Chinese preschool children.

Cross-cultural research on children's theory of mind (ToM) understanding has raised questions about its developmental sequence and relationship with executive function (EF). The current study examined how ToM develops (using the tasks from Wellman & Liu, 2004) in relation to 2 EF skills (conflict inhibition, working memory) in 997 Chinese preschoolers (ages 3, 4, 5) in Chengdu, China. Compared with prior research with other Chinese and non-Chinese children, some general patterns in development were replicated in this sample. However, the children showed culture-specific reversals in the developmental sequence of ToM. For example, Chengdu children performed differently on the 2 false-belief tasks that were thought to be equivalent. Furthermore, conflict inhibition as well as working memory uniquely predicted ToM performance. We discuss the issues of ToM development as they relate to test items and cross-cultural--and subcultural--differences.

Finding patterns and learning words: Infant phonotactic knowledge is associated with vocabulary size.

Native language statistical regularities about allowable phoneme combinations (i.e., phonotactic patterns) may provide learners with cues to support word learning. The current research investigated the association between infants' native language phonotactic knowledge and their word learning progress, as measured by vocabulary size. In the experiment, 19-month-old infants listened to a corpus of nonce words that contained novel phonotactic patterns. All words began with "illegal" consonant clusters that cannot occur in native (English) words. The rationale for the task was that infants with fragile phonotactic knowledge should exhibit stronger learning of the novel illegal phonotactic patterns than infants with robust phonotactic knowledge. We found that infants with smaller vocabularies showed stronger phonotactic learning than infants with larger vocabularies even after accounting for general cognition. We propose that learning about native language structure may promote vocabulary development by providing a foundation for word learning; infants with smaller vocabularies may have weaker support from phonotactics than infants with larger vocabularies. Furthermore, stored vocabulary knowledge may promote the detection of phonotactic patterns even during infancy.