Subcutaneous Furosemide: A Novel to Euvolemia.

Furoscix, a subcutaneous pH-neutral formulation of furosemide, obtained US Food and Drug Administration approval in October 2022 for adult patients with New York Heart Association class II and class III chronic heart failure. This approval marks an anticipated potential shift in the traditional management of decongestive therapy in chronic heart failure patients from the confines of the hospital to more accessible outpatient or home-based care. In this review, we will summarize existing evidence regarding the use of subcutaneous furosemide in comparison to both oral and intravenous formulations, highlighting the demonstrable benefits of its application in both outpatient and inpatient settings, and also discuss several factors that may limit its use.

Deterministic or probabilistic: U.S. children's beliefs about genetic inheritance.

Do children think of genetic inheritance as deterministic or probabilistic? In two novel tasks, children viewed the eye colors of animal parents and judged and selected possible phenotypes of offspring. Across three studies (N = 353, 162 girls, 172 boys, 2 non-binary; 17 did not report gender) with predominantly White U.S.

Like mother, like daughter: Adults' judgments about genetic inheritance.

Do adults think about genetic inheritance as a deterministic or probabilistic process? Do adults display systematic biases when reasoning about genetic inheritance? Knowing how adults think about genetic inheritance is valuable, both for understanding the developmental end point of these concepts and for identifying biases that persist even after formal education. In two studies, we examined adults' reasoning about genetic inheritance for familiar animals (Study 1) and unfamiliar animals (Study 2). First, participants were presented with animals that varied in eye color and were asked to judge whether each could be the offspring of a particular set of animal parents that had either the same or different eye colors.

Multiphase Assessment of Mitral Annular Dynamics in Consecutive Patients With Significant Mitral Valve Disease.

Objectives: The aim of this study was to clarify the dynamics of the mitral annulus throughout the cardiac cycle and its relevance to transcatheter mitral valve replacement (TMVR) sizing and case selection.

Background: Limited data are available regarding the relevance of mitral annular (MA) and neo-left ventricular outflow tract (LVOT) dynamics in the overall population presenting with significant mitral valve disease.

Methods: Patients attending a combined surgical-transcatheter heart valve clinic for severe symptomatic mitral valve disease were assessed using multiphase computed tomography.

Intuitive sociology.

How do humans intuitively understand the structure of their society? How should psychologists study people's commonsense understanding of societal structure? The present chapter seeks to address both of these questions by describing the domain of "intuitive sociology." Drawing primarily from empirical research focused on how young children represent and reason about social groups, we propose that intuitive sociology consists of three core phenomena: social types (the identification of relevant groups and their attributes); social value (the worth of different groups); and social norms (shared expectations for how groups ought to be). After articulating each component of intuitive sociology, we end the chapter by considering both the emergence of intuitive sociology in infancy as well as transitions from intuitive to reflective representations of sociology later in life.

Personalizing the demands of reason.

Children come to joint action with a generalized sense of "reason," which carries normative implications, before personalizing reasons. A general sense of ought precedes specific notions of individual perspective.

Do Clinical Outcomes and Sagittal Parameters Differ Between Diabetics and Nondiabetics for Degenerative Spondylolisthesis Undergoing Lumbar Fusion?

Study Design: Retrospective cohort study.

Objective: To assess the effect of diabetes mellitus (DM) on clinical and radiographic outcomes in patient with degenerative spondylolisthesis undergoing posterior lumbar spinal fusion.

Methods: Analysis of patients who underwent open posterior lumbar spinal fusion from 2011 to 2018.

Causal learning from joint action: Collaboration helps first graders but hinders kindergartners.

This study investigated whether early school-aged children's causal learning from collaborative joint action differs from their learning from their own individual action or observation. Children in a joint condition performed causal interventions with an adult on two causal systems. Children in an independent condition took turns and observed an adult perform the same interventions on one system and performed the same interventions themselves on the other system.

Getting What You Pay For: Children's Use of Market Norms to Regulate Exchanges.

Children are sensitive to a number of considerations influencing distributions of resources, including equality, equity, and reciprocity. We tested whether children use a specific type of reciprocity norm-market norms-in which resources are distributed differentially based strictly on amount offered in return. In two studies, 195 children 5-10 years and 60 adults distributed stickers to friends offering same or different amounts of money.

COMMENTARY: WHAT HEALS AND WHY? CHILDREN'S UNDERSTANDING OF MEDICAL TREATMENTS.

Lockhart and Keil have written an interesting monograph focusing on the development of reasoning about medicine, a relatively underexplored area of research with potentially broad implications with respect to the design of more-effective medical interventions. In a set of 15 studies with well over 2,200 participants, they examine how children and adults combine aspects of biological and psychological reasoning to create working models of medicine. Lockhart and Keil explore developmental changes in reasoning about illness and its treatment using medicines in terms of dualism (e.

How does "emporiophobia" develop?

Boyer & Petersen's (B&P's) evolutionary approach to folk-economic beliefs is insightful, with far-reaching implications. We add to their discussion by positing a complementary developmental approach to the study of "emporiophobia" - studying children whose behaviors provide insight into developmental origins. We hypothesize that emporiophobia emerges early in childhood through proximal mechanisms and propose that emporiophobia develops alongside emporiophilia.

Young Children's Reliance on Information From Inaccurate Informants.

Prior work shows that children selectively learn from credible speakers. Yet little is known how they treat information from non-credible speakers. This research examined to what extent and under what conditions children may or may not learn from problematic sources.

Learning from non-representative instances: Children's sample and population predictions.

What do children learn from biased samples? Most samples people encounter are biased in some way, and responses to bias can distinguish among different theories of inductive inference. A sample of 67 4- to 8-year-old children learned to make conditional predictions about a set of sample items. They then made predictions about the properties of new instances or old instances from the training set.

Leave Her out of It: Person-Presentation of Strategies is Harmful for Transfer.

A common practice in textbooks is to introduce concepts or strategies in association with specific people. This practice aligns with research suggesting that using "real-world" contexts in textbooks increases students' motivation and engagement. However, other research suggests this practice may interfere with transfer by distracting students or leading them to tie new knowledge too closely to the original learning context.

Drift in children's categories: when experienced distributions conflict with prior learning.

Psychological intuitions about natural category structure do not always correspond to the true structure of the world. The current study explores young children's responses to conflict between intuitive structure and authoritative feedback using a semi-supervised learning (Zhu et al., 2007) paradigm.

Temporal dynamics of categorization: forgetting as the basis of abstraction and generalization.

Historically, models of categorization have focused on how learners track frequencies and co-occurrence information to abstract relevant category features for generalization. The current study takes a different approach by examining how the temporal dynamics of categorization affect abstraction and generalization. In the learning phase of the experiment, all relevant category features were presented an equal number of times across category exemplars.

When you've seen one, have you seen them all? Children's memory for general and specific learning episodes.

In any learning situation, children must decide the level of generality with which to encode information. Cues to generality may affect children's memory for different components of a learning episode. In this research, we investigated whether 1 cue to generality, generic language, affects children's memory for information about social categories and specific individuals.

Property content guides children's memory for social learning episodes.

How do children's interpretations of the generality of learning episodes affect what they encode? In the present studies, we investigated the hypothesis that children encode distinct aspects of learning episodes containing generalizable and non-generalizable properties. Two studies with preschool (N=50) and young school-aged children (N=49) reveal that their encoding is contingent on the generalizability of the property they are learning. Children remembered generalizable properties (e.

How young children learn from examples: descriptive and inferential problems.

Three experiments with preschool- and young school-aged children (N = 75 and 53) explored the kinds of relations children detect in samples of instances (descriptive problem) and how they generalize those relations to new instances (inferential problem). Each experiment initially presented a perfect biconditional relation between two features (e.g.

Disagreement and causal learning: others' hypotheses affect children's evaluations of evidence.

When children evaluate evidence and make causal inferences, they are sensitive to the social context in which data are generated. This study investigated whether children learn more from evidence generated by an agent who agrees with them or from one who disagrees with them. Children in two age groups (5- and 6-year-olds and 9- and 10-year-olds) observed the functioning of a machine that lit up and played music in the presence of certain objects.

Generalizing norms and preferences within social categories and individuals.

Under what conditions will people generalize and remember observed social information? Preschool- (n = 44) and young school-age (n = 46) children and adults (n = 40) heard short vignettes describing characters' actions and motives on a single occasion. Characters were introduced using either proper names or category labels. Test questions asked for prediction and memory of motives for the same (individual) or a different (category member) person in a future event.

Ownership as a social status.

The authors suggest that ownership may be one of the critical entry points into thinking about social constructions, a kind of laboratory for understanding status. They discuss the features of ownership that make it an interesting case to study developmentally. In particular, ownership is a consequential social fact that is alterable by an individual, even a child.

Can semi-supervised learning explain incorrect beliefs about categories?

Three experiments with 88 college-aged participants explored how unlabeled experiences-learning episodes in which people encounter objects without information about their category membership-influence beliefs about category structure. Participants performed a simple one-dimensional categorization task in a brief supervised learning phase, then made a large number of unsupervised categorization decisions about new items. In all three experiments, the unsupervised experience altered participants' implicit and explicit mental category boundaries, their explicit beliefs about the most representative members of each category, and even their memory for the items encountered during the supervised learning phase.

How children use examples to make conditional predictions.

Two experiments explored children's and adults' use of examples to make conditional predictions. In Experiment 1 adults (N=20) but not 4-year-olds (N=21) or 8-year-olds (N=18) distinguished predictable from un-predictable features when features were partially correlated (e.g.