Transcatheter and Surgical Ductus Arteriosus Closure in Very Low Birth Weight Infants: 2018-2022.

Background And Objective: The optimal patent ductus arteriosus (PDA) closure method in very low birth weight (VLBW) infants is uncertain. In 2019, the first transcatheter occlusion device was approved in the United States for infants ≥700 g. We described survival and short-term outcomes among VLBW infants who underwent transcatheter or surgical PDA closure (2018-2022).

BlastAssist: a deep learning pipeline to measure interpretable features of human embryos.

Study Question: Can the BlastAssist deep learning pipeline perform comparably to or outperform human experts and embryologists at measuring interpretable, clinically relevant features of human embryos in IVF?

Summary Answer: The BlastAssist pipeline can measure a comprehensive set of interpretable features of human embryos and either outperform or perform comparably to embryologists and human experts in measuring these features.

What Is Known Already: Some studies have applied deep learning and developed 'black-box' algorithms to predict embryo viability directly from microscope images and videos but these lack interpretability and generalizability. Other studies have developed deep learning networks to measure individual features of embryos but fail to conduct careful comparisons to embryologists' performance, which are fundamental to demonstrate the network's effectiveness.

Many preschoolers do not distinguish the possible from the impossible in a marble-catching task.

Do preschoolers differentiate events that might and might not happen from events that cannot happen? The current study modified Redshaw & Suddendorf's "Y-shaped tube task" to test how the ability to distinguish mere possibilities from impossibilities emerges over ontogenesis. In the Y-shaped tube task, the experimenter holds a ball above a tube shaped like an upside-down "Y" and asks a participant to catch it. A participant who identifies the two possible paths the ball can take should cover both exits at the bottom of the Y.

Don't you see the possibilities? Young preschoolers may lack possibility concepts.

Preschoolers struggle to solve problems when they have to consider what might and might not happen. Instead of planning for all open possibilities, they simulate one possibility and treat it as the fact of the matter. Why? Are scientists asking them to solve problems that outstrip their executive capacity? Or do children lack the logical concepts needed to take multiple conflicting possibilities into account? To address this question, task demands were eliminated from an existing measure of children's ability to think about mere possibilities.

Minimal representations of possibility at age 3.

Young children do not always consider alternative possibilities when planning. Suppose a prize is hidden in a single occluded container and another prize is hidden in an occluded pair. If given a chance to choose one container and receive its contents, choosing the singleton maximizes expected reward because each member of the pair might be empty.