Examining Baseline Relations Between Parent-Child Interactions and STEM Engagement and Learning.

Several studies suggest that children's learning and engagement with the content of play activities is affected by the ways parents and children interact. In particular, when parents are overly directive and set more goals during play with their children, their children tend to play less or are less engaged by subsequent challenges with the activity on their own. A concern, however, is that this directed interaction style is only compared with other styles of parent-child interaction, not with a baseline measure of engagement or learning.

Preparation of PLGA Microspheres Using the Non-Toxic Glycofurol as Polymer Solvent by a Modified Phase Inversion Methodology.

Poly(D,L-lactide-co-glycolide is a biodegradable copolymer that can release pharmaceuticals. These pharmaceuticals can provide local therapy and also avert the clinical issues that occur when a drug must be given continuously and/or automatically. However, the drawbacks of using poly(D,L-lactide-co-glycolide include the kinetics and duration of time of poly(D,L-lactide-co-glycolide drug release, the denaturing of the drug loaded drug, and the potential clinical side effects.

Distinct Inhibitory-Control Processes Underlie Children's Judgments of Fairness.

We examined how 5- to 8-year-olds ( = 51; = 83 months; 27 female, 24 male; 69% White, 12% Black/African American, 8% Asian/Asian American, 6% Hispanic, 6% not reported) and adults ( = 18; = 20.13 years; 11 female, 7 male) accepted or rejected different distributions of resources between themselves and others. We used a reach-tracking method to track finger movement in 3D space over time.

Don't throw the associative baby out with the Bayesian bathwater: Children are more associative when reasoning retrospectively under information processing demands.

Causal reasoning is a fundamental cognitive ability that enables individuals to learn about the complex interactions in the world around them. However, the mechanisms that underpin causal reasoning are not well understood. For example, it remains unresolved whether children's causal inferences are best explained by Bayesian inference or associative learning.

Explaining and exploring the dynamics of parent-child interactions and children's causal reasoning at a children's museum exhibit.

This study examines how parents' and children's explanatory talk and exploratory behaviors support children's causal reasoning at a museum in San Jose, CA in 2017. One-hundred-nine parent-child dyads (3-6 years; 56 girls, 53 boys; 32 White, 9 Latino/Hispanic, 17 Asian-American, 17 South Asian, 1 Pacific Islander, 26 mixed ethnicity, 7 unreported) played at an air flow exhibit with a nonobvious causal mechanism. Children's causal reasoning was probed afterward.