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).

"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.

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.

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 ( = 8.03) children were observed via Zoom.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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. 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.

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 (M = 6.55 years, SD = 1.

Correction: Cost-effectiveness of national health insurance programs in high-income countries: A systematic review.

[This corrects the article DOI: 10.1371/journal.pone.

Cost-effectiveness of national health insurance programs in high-income countries: A systematic review.

Objectives: National health insurance is now common in most developed countries. This study reviews the evidence and synthesizes the cost-effectiveness information for national health insurance or disability insurance programs across high-income countries.

Data Sources: A literature search using health, economics and systematic review electronic databases (PubMed, Embase, Medline, Econlit, RepEc, Cochrane library and Campbell library), was conducted from April to October 2015.

A Systematic Review of Psychological Interventions for Sleep and Fatigue after Mild Traumatic Brain Injury.

This review evaluated the evidence for psychological interventions to improve sleep and reduce fatigue after mild traumatic brain injury (mTBI). Eight electronic databases were searched up until August 2016 for studies that: 1) included adults; 2) tested intervention effectiveness on sleep quality and fatigue post-acutely; and 3) applied a broadly-defined psychological intervention (e.g.

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.

Napping, development and health from 0 to 5 years: a systematic review.

Background: Duration and quality of sleep affect child development and health. Encouragement of napping in preschool children has been suggested as a health-promoting strategy.

Objectives: The aim of this study is to assess evidence regarding the effects of napping on measures of child development and health.

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.

Coherence of Personal Narratives across the Lifespan: A Multidimensional Model and Coding Method.

Personal narratives are integral to autobiographical memory and to identity, with coherent personal narratives being linked to positive developmental outcomes across the lifespan. In this article, we review the theoretical and empirical literature that sets the stage for a new lifespan model of personal narrative coherence. This new model integrates context, chronology, and theme as essential dimensions of personal narrative coherence, each of which relies upon different developmental achievements and has a different developmental trajectory across the lifespan.