The Role of COMT (Val158Met) Polymorphism in Variation of Children’s Cognition and Learning Character

Parents are often the first to respond when their children encounter learning difficulties. However, many of them struggle to determine the most appropriate strategy due to differences in each child's learning style. This study is designed to help parents identify their child's learning style (using the VARK model), create a personalized learning plan, and monitor the child's progress. The development process follows several stages of software engineering, including literature review, needs analysis, design, implementation, and system function validation. The application was developed using Flutter for the interface, Supabase for authentication and backend services, and PostgreSQL as the data storage system. Functional testing was carried out using the black-box method across key feature scenarios: login, VARK test, learning plan creation, and monitoring. The results show that the core features perform according to the development objectives, and the interface is easy to use for non-technical users. These findings highlight the potential of the application as a practical tool for parents to engage more actively in their children's learning process.

Nowadays computers have been widely used by many people, both parents, children, and adolescents. Basically, they only follow technological progress. And it eventually led to progress in the field of science. On the other hand, the background of the need for the seriousness of parents in knowing the pattern of their children's learning style is the amount of potential free time that is not well utilized by children in the learning process. Plus the number of parents who do not support children in developing their own mindset. Or the learning atmosphere that is still not conducive. In line with the advancement of technology and science, parents should be able to easily find out the right pattern of children's learning styles, to make it easier for their children to develop their mindset and imagination in the world of learning. And one of them can be by using an expert system. The expert system for identifying patterns of children's learning styles is an expert system designed as a tool for parents to identify patterns of children's learning styles with a dynamic knowledge base. This knowledge is obtained from various sources, including research carried out by experts in their fields and books related to learning styles. The knowledge base is arranged in such a way into logic with several provisions including the vark method (visual, auditory, read, kinesthetic), in order to facilitate system performance in making conclusions. Drawing conclusions in this expert system use the certainty factor method. This expert system will display several questions as indicators of the characteristics of the child's learning style that are felt, then later arrive at the final question. In the final result, the expert system will display the types of characteristics of the child's learning style.

Background Early childhood is an important period of language development, especially oral development. The language stimulation received by children during this period will form the continuity of their subsequent language development, and correspondingly affect the development of children's thinking, communication and cognitive ability. The language stimulation received by children during this period will form the continuity of their subsequent language development, and correspondingly affect the development of children's thinking, communication and cognitive ability. From the perspective of children's language learning psychology, they have a lot of expectations for the guiding role of teachers. However, the actual situation shows that in children's language learning activities, the role of teachers' promoters is seriously lacking, which is manifested in Teachers' low awareness of language purpose, lack of awareness of guiding communication, lack of support for children's experience and emotion, lack of demonstration and guidance and so on. Therefore, it is necessary to explore the changes of teachers' leadership role on children's language, emotion and behavior. Participants and methods 100 preschool teachers from 15 kindergartens in Anyang City, Henan Province were observed, analyzed and interviewed by means of questionnaire and in-depth interview. According to the first-hand data collected by questionnaire survey and in-depth interview, the corresponding index system is established to study the correlation between children's language learning psychology and the effectiveness of teacher guidance and its impact on children's emotion. Results This study found that the fundamental reason for the lack of “guidance” in Teachers' language representation is that kindergarten teachers lack an accurate and profound understanding of the meaning of “guidance” and do not pay enough attention to teachers' professional language., And lack of enough motivation to improve their language literacy. At the same time, we analyzed the correlation between children's emotional regulation ability and healthy behavior. The results show that through the investigation of the impact of emotional behavior, there is a significant positive correlation between teachers' guidance and their emotional regulation ability (P < 0.01), indicating that the higher the degree of guidance, the stronger the teachers' emotional regulation ability. Emotional regulation. At the same time, the study found that the process of cognitive reappraisal is similar to epiphany problem solving. Both of them need children to re understand the problem situation in order to better explain the event. Epiphany refers to the sudden emergence of new ideas and new ideas due to an opportunity when a problem can't be solved. The representation transformation theory of insight believes that the solution of insight problem requires individuals to change the inappropriate initial representation of the problem, and establish a new and appropriate problem representation through the reconstruction of the problem, so as to solve the problem. Epiphany is a core component of the creative process. From the perspective of cognitive psychology, Epiphany involves the reconstruction of problem situation, and cognitive reconstruction is the essential feature of epiphany. There are three main factors in cognitive reconstruction: distraction refocusing, cognitive reappraisal and constructive refocusing. Distraction refocusing refers to individuals thinking about other things, preferably positive things, without keeping in touch with emotional stimuli or events; Cognitive reappraisal refers to the change of emotion by changing the evaluation of events or situations that trigger individual emotion; Constructive refocusing refers to trying to change, redefine or explain the factual characteristics of an event, such as what behavior we choose? What has happened? What can you learn from it? Instead of explaining the situation. As one of the three factors of cognitive reconstruction, cognitive reappraisal has the characteristics of creative reconstruction. Conclusion In view of the above problems, we propose an effective expression of teachers' “guidance” based on “children's position”: pay attention to children's learning needs and speech level, and guide children to express their emotions completely and accurately; Pave the way for communication and guide children to express freely and easily in aesthetic experience; Improve the mother tongue quality of kindergarten teachers and guide children to express love in the family. Preschool teachers' guidance on children's language development includes respect and care for children, mastering the law of mother tongue learning, and the value orientation of aesthetics, pleasure, motivation and communication. It can be seen that preschool teachers' guiding language is not a simple skill, but the external embodiment of internal emotion and language accumulation. This is the natural externalization of rich mother tongue literacy. Therefore, to fulfill the guiding responsibility of children's language development, preschool teachers should not only study the law of children's language learning, pay attention to children's learning and aesthetic psychology, and pay attention to the professional requirements of teachers' language, but also pay attention to improving their mother tongue literacy and reflecting on their own teaching language.

Learning styles is one aspect of pedagogy that needs to be considered in the learning process. Understanding of material will be achieved if it is by the learning styles. Children do not have experience in the learning process, so identification of children learning styles is needed. The cognitive, psycho-motor and emotional abilities of children in each varying age range become a factor that determines learning styles. Learning styles tend to be recommended to children in the form of visual, audio, read/write and kinesthetic. Identification can be made towards learning styles that are by the child's preferences. The use of digital applications will be more accurate when compared to questionnaires in identifying learning styles. The presentation of interactive material and immersive in each learning styles can help identify children's learning styles. The assessment of material understanding was clarified in elicitation apps. The material evaluation was presented in the form of a set of questions related to the material presented. Interactions in the evaluation activities in the apps were presented according to the child's learning styles. Output produced by the application can be used by learning application developers, teachers, or parents in identifying children's learning styles.

This presentation looks at how young children learn basic geometrical concepts. Piaget's developmental levels will be examined to determine how they fit into the current research project. These will be compared with materials from the Soviet States that have recently become available from the NCTP in the USA. The research project was constructed in a number of early childhood centres in a variety of socio‐economic areas. All of these centres had an early intervention program in operation so that special needs or ‘exceptional’ children could be observed along with mainstream children. The researcher is investigating children's learning styles to determine the children's preferred learning styles when exploring spatial concepts. The question of whether exceptional children progress through the same stages and in the same order as the mainstream children is also being considered. Spatial concepts in early childhood is an area that seems to have been neglected by researchers in favour of the developm...

The degree to which children's learning and homework styles were related and the effect of parent understanding of these two characteristics on children's homework attitude and achievement were examined in fifth and sixth graders (N=93) and 33 of their parents. The instruments were the Dunn, Dunn and Price Learning Style Inventory (1984), and two instruments developed by the authors, the Homework Style Scale and the Homework Behavior Scale. Children who shared an understanding of the preferred conditions for learning at home with their parents, received a higher mean score on attitude toward homework than those who did not. Parents were fairly accurate in perceptions of their children's homework style but far less accurate in perceptions of their children's learning style. It was suggested that parents' increased awareness of children's homework style may yield significant and immediate benefits for the learning a child does at home and at school.

This reserch aims to find strategies that can be used by parents to assist children in school from home through the introduction of children's learning styles. The method of this research was using library research . Data collection technique used in this research is documentation method. Data analysis technique used ini this research was content analysis. The results of this research which includes; Recognizing the characteristics of various learning styles, how to identify and learning strategies that parents can apply according to the child's learning style, and the benefits of learning in a way that suits the child's learning style.

Whether changes in children's learning styles can occur from cultural, social, and environmental changes within an ethnic group was investigated in 49 Korean-American (20 boys and 29 girls) and 146 Korean children (78 boys and 68 girls). Similarities as well as differences in learning styles were found between the two nationalities and between boys and girls in both groups. Those learning styles on which differences, e.g., mobility, structure, were significant might have been influenced by the social and environmental differences found between Korea and the United States. The pattern of preferred learning styles for Korean-American students tended to be similar to that reported for students in the United States, indicating that the Korean-American students had become acculturated and their learning styles became close to the learning-style pattern of students in the United States. The authors suspect that the development of learning styles is partly influenced by cultural and environmental forces.

The purpose of conducting the socialization of children's learning assistance during the pandemic period for the lower classes at SDIT Bina Insani Kediri is to increase the understanding of the guardians of students about children's learning styles, learning characteristics, psychological development of their sons and daughters so that in accompanying students' learning online, the guardians of the students already have the provisions that enough. This community service uses community assistance methods. This method is used in activities that aim to provide information, increase understanding and awareness to the public. The results of the socialization are based on interviews during socialization at zoom and the results of the questionnaire are that the majority of student guardians already understand about online learning, the obstacles that students experience while learning, and are able to accompany their children to study at home because they realize that parents are important players in learning children at home as a substitute for the teacher at school.
 The purpose of conducting the socialization of children's learning assistance during the pandemic period for the lower classes at SDIT Bina Insani Kediri is to increase the understanding of the guardians of students about children's learning styles, learning characteristics, psychological development of their sons and daughters so that in accompanying students' learning online, the guardians of the students already have the provisions that enough. This community service uses community assistance methods. This method is used in activities that aim to provide information, increase understanding and awareness to the public. The results of the socialization are based on interviews during socialization at zoom and the results of the questionnaire are that the majority of student guardians already understand about online learning, the obstacles that students experience while learning, and are able to accompany their children to study at home because they realize that parents are important players in learning children at home as a substitute for the teacher at school.

This study aims to describe the learning styles of 4–5 year old children in Kindergarten Cluster I, Cipedes District, based on the VAK (Visual, Auditory, and Kinesthetic) model. Understanding children's learning style tendencies is crucial to support a learning process that aligns with the developmental characteristics of early childhood. This study used a quantitative approach with descriptive methods. The research sample consisted of 123 children aged 4–5 years selected using a random sampling technique. Data were collected through observation questionnaires completed by 12 class teachers, and analyzed using descriptive statistics with the help of SPSS and Microsoft Excel. The results showed that most children had visual and kinesthetic learning styles in the high category, each with 99 children (80.5%). Auditory learning styles were also quite high, with 78 children (63.4%), while no children were in the low category for all three types of learning styles. These findings indicate that visual and kinesthetic learning styles are more dominant than auditory in children aged 4–5 years at the research location. These findings demonstrate the importance of teachers understanding children's learning style tendencies to design appropriate learning. This research provides practical contributions for early childhood education teachers in designing varied activities that address all learning styles. Its novelty lies in the quantitative mapping of early childhood learning styles at the local level as a basis for data-driven learning planning

To investigate interindividual variability in response to pain treatment, we characterized postoperative patients for morphine metabolism and for COMT, OPRM1 and UGT2B7 polymorphisms. A total of 109 patients treated with morphine were genotyped by DNA sequencing for 12 DNA polymorphisms of the COMT, OPRM1 and UGT2B7 genes. The plasma concentration of morphine and of M3G/M6G metabolites were evaluated by means of reversed phase high-performance liquid chromatography coupled with mass spectrometry. An association between average morphine consumption during the first 24 postoperative hours by patient-controlled analgesia (PCA) and COMT haplotypes was found. Specifically, patients with the diplotype for average pain intensity (APS/APS) required the lowest morphine doses compared to the other subjects (p = 0.011). The APS haplotype contains an adenine corresponding to methionine, instead of valine, at position 158 of the COMT protein. Met/Met homozygous patients consumed significantly lower morphine doses than other subjects (p = 0.014); accordingly, Val158Met genotyping alone might be used in the clinical setting to predict PCA morphine need. Considering both COMT Val158Met and OPRM1 A118G polymorphisms, carriers of both the Met/Met and AA genotypes required less morphine than other subjects, although the difference was not significant. The analysis of UGT2B7 revealed the occurrence of two common haplotypes (G_C_C_A_C and A_T_T_G_T) that did not prove to be related with plasma morphine and M3G/M6G concentration. By considering COMT, OPRM1, and UGT2B7 genotypes, as well as pharmacokinetic results, only COMT polymorphisms appear to be predictive of morphine need in postoperative pain therapy.

Pemahaman tentang gaya belajar murid sangatlah penting bagi guru, pendidik atau dosen. Hal ini bertujuan membangun pembelajaran yang efektif dan kreatif dalam meresponi keunikan gaya belajar peserta didik. Selain itu, disain bahan ajar dan pemakaian metode mengajar haruslah relevan dengan kebutuhan peserta didik. Namun realitanya pemahaman ter­sebut masih belum maksimal. Oleh karena itu diperlukan kompetensi pendidik dalam menyiapkan hal tersebut sehingga proses pembelajaran di kelas menjadi bermakna, menginspirasi, mence­rahkan, kreatif, transformatif dan produktif. Metode penelitian yang digunakan dalam tulisan ini adalah metode kualitatif. Hasil penelitian ini menyimpulkan bahwa bila pendidik kurang pema­haman tentang gaya belajar anak dan gaya belajar dirinya dapat mengakibatkan pembelajaran tidak efektif dan kreatif. Sedangkan pendidik yang memahami gaya belajar yang berbeda dapat menciptakan proses pembelajaran yang efektif, kreatif dan produktif.

ABSTRACTThis study examines pre-school children's learning styles by utilising a mathematical model. The model uses a Euclidean geometry algorithm to generate a graphical representation of the learning styles. The algorithm of the developed mathematical model was developed as a practical application of the theoretical assumptions. Index of Learning Styles for Children (ILSC), developed by one of the researchers, has been applied to a total of 301 five-year-old children. Results of the study indicate that children utilise the active, cognitive and visual learning styles under the control of the right hemisphere, and the sequential (analytical) learning styles under the control of the left hemisphere. The modelling algorithm reveals that the children's learning style preferences are shifted towards the right hemisphere at the rate of 8%. The results also provide empirical support that the developed model can mathematically explain the theoretical assumptions it is based on.

One of the learning characteristics related to absorbing, processing, and conveying this information is the learning style of students. Learning style is a very important learning modality. Information related to the characteristics of the learning styles of students to be taught is very important for lecturers to improve the quality of their learning. Students will also find it easier to motivate themselves in learning. There are 3 learning styles such as visual, audio and kinesthetic where each style gives characteristics to the child. , the task of parents is to observe the child and then learn how to deal with the pattern of educating him at home. When students face obstacles from learning, it is necessary for the role of parents to know the child's learning style in order to help identify and develop the potential in each child. Some parents of students do a checklist about each child's learning style so that in understanding the parents can help so that the learning style becomes potential for the child

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