Background The Interactive-Constructive-Active-Passive (ICAP) framework makes assumptions about the relationships between observable types of learning activities (passive, active, constructive, interactive), cognitive processes, and learning outcomes. Yet, rigorous empirical studies are still lacking establishing the validity of the ICAP framework. Aims This study investigates the effects of student engagement in passive, active, constructive and interactive learning activities on their surface and deep knowledge gain, and their motivation. Additionally, the study aims to determine the associations between students’ cognitive processes, their learning activities, as well as surface and deep knowledge gain. Sample Participants were 249 pre-service teachers. Methods After reading a text on multimedia learning, participants were asked to reread the text (passive condition), to underline central information in the text (active condition), to work on three open-ended tasks addressing the text (constructive condition), or to work on the same tasks in pairs (interactive condition). Results No statistically significant effects of condition on surface or deep knowledge could be detected. Regarding motivation, participants in the interactive condition reported statistically significantly higher levels of perceived relatedness compared to all other conditions. Furthermore, only participants in the interactive condition reported statistically significantly higher levels of interactive cognitive processes compared to those in all other conditions. Constructive cognitive processes were statistically significantly negatively associated with deep knowledge gain. Conclusion The findings suggest that the empirical foundation supporting the ICAP framework may not yet be sufficiently robust. Yet, more research is needed that applies a more rigorous methodology exploring the ICAP framework.
Mature, isolated neutron stars can accrete from the interstellar medium. Due to turbulence, the accreted gas can have a substantial angular momentum and form a disc around the compact object. In this paper, we perform a population synthesis of isolated neutron stars in the Milky Way that specifically tracks the possibility of disc formation, which typically requires a low spatial velocity of the compact object (≲ 40 km s^-1). In general, weak magnetic fields favour disc formation as the magnetosphere occupies a smaller volume. Still, even in the case of fields decaying exponentially over a characteristic timescale of ∼ 1.5 Gyr, we find that for several realistic models of propeller spin-down, only a small fraction of accretors (down to ∼ 0.02
When speakers choose how to refer to a previously mentioned character in the presence of several potential antecedents, they experience multiple competing pressures. Predictability is an important factor in this process, and its role in shaping speakers’ choices has been the topic of ongoing debate. Here, we examine how event predictability, viewed as a specific form of information predictability, shapes both the production and interpretation of anaphoric references. In Experiments 1a and 1b (free production), participants described events involving interacting characters. They used overt forms of reference, such as definite noun phrases, more often when describing surprising events compared to familiar ones. Speakers further produced fewer phonologically non-overt forms, such as zero anaphors, when events were surprising. This pattern is consistent with sensitivity to possible listener misinterpretation of non-overt forms despite them being grammatically unambiguous. In Experiments 2a and 2b (speech perception), listeners heard descriptions of the same kinds of events under varying levels of auditory noise. Listeners were more likely to interpret utterances containing unambiguous zero anaphors as if they contained ambiguous pronouns when this interpretation allowed them to construe a more plausible event, particularly under noisy conditions. Taken together, the results show that event-level expectations shape both referential production and interpretation: speakers favor more overt forms of reference for less predictable events, whereas listeners use event plausibility when interpreting potentially degraded input. This convergence between production and comprehension is consistent with audience-design accounts of reference and extends noisy-channel accounts of communication to the domain of anaphoric interpretation.
Pancreatic ductal adenocarcinoma (PDAC) is one of the most lethal human cancers and shows resistance to any therapeutic strategy used. Here we tested small-molecule inhibitors targeting chromatin regulators as possible therapeutic agents in PDAC. We show that JQ1, an inhibitor of the bromodomain and extraterminal (BET) family of proteins, suppresses PDAC development in mice by inhibiting both MYC activity and inflammatory signals. The histone deacetylase (HDAC) inhibitor SAHA synergizes with JQ1 to augment cell death and more potently suppress advanced PDAC. Finally, using a CRISPR-Cas9-based method for gene editing directly in the mouse adult pancreas, we show that de-repression of p57 (also known as KIP2 or CDKN1C) upon combined BET and HDAC inhibition is required for the induction of combination therapy-induced cell death in PDAC. SAHA is approved for human use, and molecules similar to JQ1 are being tested in clinical trials. Thus, these studies identify a promising epigenetic-based therapeutic strategy that may be rapidly implemented in fatal human tumors.
Wie kann man Schüler optimal fördern? Welche Lernmethoden und Unterrichtsstrategien funktionieren wirklich? Auf Basis pädagogisch-psychologischer Erkenntnisse liefert dieser Band praxistaugliche Antworten. Er stellt Ergebnisse der Unterrichtsforschung vor, diskutiert Qualitätsmerkmale und gibt Tipps zur Gestaltung des eigenen Unterrichts. Fallbeispiele und Übungen helfen Studenten, Referendaren und Lehrern bei der Umsetzung in die Praxis.
