Adult Tutors Research Articles

Variations in Benefits of Intergenerational Tutoring in the "New Normal".

This study investigated the benefits and challenges of intergenerational tutoring in a post-pandemic context. We explored how the benefits of intergenerational tutoring vary among subgroups of volunteers-first-time tutors, male tutors, tutors who are caregivers, and tutors with moderate or severe loneliness. Older adult tutors (N = 319) were surveyed before and after the 2021-2022 school year, and the data were analyzed with structural equation multivariate regression and thematic analysis. Results indicated that while public health measures like mask-wearing posed challenges for some tutors, there were positive outcomes for tutors, especially first-time tutors, who experienced more health and well-being benefits, and tutors who are caregivers, who experienced improved civic attitudes towards public education. These results can help programs attract subgroups of volunteers who are likely to benefit the most, as well as attend to the unique challenges of pandemic-related policies.

Hemispheric dominance in HVC is experience-dependent in juvenile male zebra finches

Juvenile male zebra finches (Taeniopygia guttata) must be exposed to an adult tutor during a sensitive period to develop normal adult song. The pre-motor nucleus HVC (acronym used as a proper name), plays a critical role in song learning and production (cf. Broca’s area in humans). In the human brain, left-side hemispheric dominance in some language regions is positively correlated with proficiency in linguistic skills. However, it is unclear whether this pattern depends upon language learning, develops with normal maturation of the brain, or is the result of pre-existing functional asymmetries. In juvenile zebra finches, even though both left and right HVC contribute to song production, baseline molecular activity in HVC is left-dominant. To test if HVC exhibits hemispheric dominance prior to song learning, we raised juvenile males in isolation from adult song and measured neuronal activity in the left and right HVC upon first exposure to an auditory stimulus. Activity in the HVC was measured using the immediate early gene (IEG) zenk (acronym for zif-268, egr-1, NGFI-a, and krox-24) as a marker for neuronal activity. We found that neuronal activity in the HVC of juvenile male zebra finches is not lateralized when raised in the absence of adult song, while normally-reared juvenile birds are left-dominant. These findings show that there is no pre-existing asymmetry in the HVC prior to song exposure, suggesting that lateralization of the song system depends on learning through early exposure to adult song and subsequent song-imitation practice.

HEALTH AND WELL-BEING OUTCOMES OF THE OASIS INTERGENERATIONAL TUTORING PROGRAM

Abstract The Oasis Intergenerational Tutoring Program is a national program that connects older adult tutors with elementary children in Grades K-3. We are conducting an ongoing project to assess multiple health and well-being outcomes associated with this tutoring program, especially among four sub-groups: first-time tutors, male tutors, tutors who are caregivers, and tutors who report being lonely. In year one of our project, we have collected data from 329 older adults who tutored children in the 2021-2022 school year. We found that a larger proportion of tutors who felt lonely reported improvements to their health, compared to tutors who did not feel lonely. We also found that first-time tutors experienced larger increases in at least two areas of health (physical, emotional, and cognitive), compared to repeat tutors. When we asked tutors about their experience tutoring during the pandemic, major themes included a sense of purpose in life, increased social engagement, and the negotiation of risks and benefits (e.g., remote vs. in-person tutoring). An upcoming two-year follow-up study will enable us to compare our findings with the Health and Retirement Study, a nationally representative sample of older adults. Findings from this project will inform programs across the nation and policies that seek to harness the power of intergenerational bonds.

Lessico ed emozioni con la poesia

How do children learn to adequately express their emotions? Any adult tutoring children is aware of the importance they give to this personal competence. What, however, are the words used during these “special experiences”? They are lemmas of a volitional type, such as wanting, desiring, hoping, preferring; lemmas of an emotional type, such as happy, sad, including those that refer to the behavioral aspect of emotions (smiling, crying ...). Poetry with sounds, rhythm, blurry words plays a special role in learning the emotional vocabulary as it is able to promote, through empathy, the memorization of words that express feelings and emotions.

Generative models of birdsong learning link circadian fluctuations in song variability to changes in performance.

Learning skilled behaviors requires intensive practice over days, months, or years. Behavioral hallmarks of practice include exploratory variation and long-term improvements, both of which can be impacted by circadian processes. During weeks of vocal practice, the juvenile male zebra finch transforms highly variable and simple song into a stable and precise copy of an adult tutor's complex song. Song variability and performance in juvenile finches also exhibit circadian structure that could influence this long-term learning process. In fact, one influential study reported juvenile song regresses towards immature performance overnight, while another suggested a more complex pattern of overnight change. However, neither of these studies thoroughly examined how circadian patterns of variability may structure the production of more or less mature songs. Here we relate the circadian dynamics of song maturation to circadian patterns of song variation, leveraging a combination of data-driven approaches. In particular we analyze juvenile singing in learned feature space that supports both data-driven measures of song maturity and generative developmental models of song production. These models reveal that circadian fluctuations in variability lead to especially regressive morning variants even without overall overnight regression, and highlight the utility of data-driven generative models for untangling these contributions.

Neural circuit for social authentication in song learning

Social interactions are essential when learning to communicate. In human speech and bird song, infants must acquire accurate vocalization patterns and learn to associate them with live tutors and not mimetic sources. However, the neural mechanism of social reality during vocal learning remains unknown. Here, we characterize a neural circuit for social authentication in support of accurate song learning in the zebra finch. We recorded neural activity in the attention/arousal state control center, the locus coeruleus (LC), of juvenile birds during song learning from a live adult tutor. LC activity increased with real, not artificial, social information during learning that enhanced the precision and robustness of the learned song. During live social song learning, LC activity regulated long-term song-selective neural responsiveness in an auditory memory region, the caudomedial nidopallium (NCM). In accord, optogenetic inhibition of LC presynaptic signaling in the NCM reduced NCM neuronal responsiveness to live tutor singing and impaired song learning. These results demonstrate that the LC-NCM neural circuit integrates sensory evidence of real social interactions, distinct from song acoustic features, to authenticate song learning. The findings suggest a general mechanism for validating social information in brain development.

Importance of Social Status Influence on Community Development in Pedagantyada Village of Visakhapatnam District

Abstract: Throughout the beyond a decade or something to that effect, the possibility of social capital has filled in importance in a grouping of related fields of study, including the unmistakable verification of components influencing educational achievement, explanations of changing levels of interest in formal and relaxed adult preparation, and conditions expected for the turn of events and improvement of foundations and practices accommodating for dependable learning. Inside these particular circumstances, social status has been described in various ways, all of which have been associated with total norms, values, and associations reflecting human individuals' help in "a commonplace life considering family and neighborhood." such way, social capital improvement appears to have direct associations with neighborhood guidance, since neighborhood is completely portrayed as a social learning process that empowers individuals and remember them as inhabitants for total activities zeroed in on monetary development. In this responsibility, the maker raises uncertainty about the authenticity and sufficiency of social capital as a keen thought in adult tutoring research by plunging into different central matters of interest concerning the normal associations between neighborhood and social capital redesign. The data was analyzed using ANOVA and multivariate techniques. We recognize maternal prosperity factors in natural ways of life, as well as the purposes behind clinical issues and chance components for people. An audit is being driven in Pedagantyada in the Visakhapatnam district as an element of the continuous survey. Keywords: Social status levels, Community Development, family background, occupation levels, ANOVA

Experience selectively alters functional connectivity within a neural network to predict learned behavior in juvenile songbirds

One of the central questions of neuroethology is how specialized brain areas communicate to form dynamic networks that support complex cognitive and behavioral processes. Developmental song learning in the male zebra finch songbird (Taeniopygia guttata) provides a unique window into the complex interplay among sensory, sensorimotor, and motor network nodes. The foundation of a young male's song structure is the sensory memory he forms during interactions with an adult "tutor." However, even in the absence of tutoring, juveniles produce a song-like behavior. Thus, by controlling a juvenile male's tutor exposure, we can examine how tutor experience affects distributed neural networks and how network properties predict behavior. Here, we used longitudinal, resting-state fMRI (rs-fMRI) functional connectivity (FC) and song analyses to examine known nodes of the song network, and to allow discovery of additional areas functionally related to song learning. We present three major novel findings. First, tutor deprivation significantly reduced the global FC strength of the caudomedial nidopallium (NCM) subregion of the auditory forebrain required for sensory song learning. Second, tutor deprivation resulted in reduced FC between NCM and cerebellar lobule VI, a region analogous to areas that regulate limbic, social, and language functions in humans. Third, NCM FC strength predicted song stereotypy and mediated the relationship between tutoring and stereotypy, thus completing the link between experience, neural network properties, and complex learned behavior.

The neurobiology of innate and learned vocalizations in rodents and songbirds.

Vocalizations are an important medium for sexual and social signaling in mammals and birds. In most mammals other than humans, vocalizations are specified by innate mechanisms and develop normally in the absence of auditory experience. By contrast, juvenile songbirds memorize and copy the songs of adult tutors, a process with many parallels to human speech learning. Despite the centrality of vocal learning to human speech, vocal production in humans as well as in songbirds exploits ancestral circuitry for innate vocalizations, and effective vocal communication depends on the fluent blending of innate and learned elements. This review covers recent advances in our understanding of central mechanisms for learned and innate vocalizations in birds and mice, including brainstem mechanisms that help to 'gate' vocalizations on or off, cortical involvement in learned and innate vocalizations, and the delineation of circuits that evaluate and reinforce song performance to facilitate vocal learning.

A randomized evaluation of 15 versus 25 weeks of individual tutoring for children in care

BackgroundBecause children in out-of-home care lag behind their peers in educational achievement, there have been increased efforts to improve their academic success. Previous research has found that 25 weeks of the Teach Your Children Well (TYCW) tutoring program enhances the academic skills of children in care. ObjectiveThis randomized control trial aimed to assess how much TCYW tutoring is enough to accelerate learning.Participants and Setting: In this study, we compared a shorter version of the TCYW method (15 weeks) with a longer version (25 weeks) in a sample of 72 children in care. Method36 children were randomly assigned to the 15-week group and 36 to the 25-week group. The reading and math tutoring was conducted on a one-on-one basis by paid adult tutors in the children's placement homes. ResultsWith but one exception, ANCOVAs via multiple hierarchical regression revealed no significant differences between the 15 and 25-week tutoring groups on the Woodcock-Johnson (WJ) III reading and math subtests. After we had collapsed across experimental conditions, paired t-tests revealed significant pre-test/post-test improvements on WJ-III Letter-Word Identification, Reading Fluency, Broad Reading composite, Calculation, Math Fluency, Applied Problems, and Broad Math composite. An attribute-treatment interaction analysis, conducted to assess potential moderating variables of the effectiveness of tutoring, revealed that children with higher executive functioning benefited more from the 15-week group. ConclusionsFindings suggest that a shorter version of the TYCW program is as effective as a longer version in improving math and reading skills for children in care.

Eavesdropping on adult vocal interactions does not enhance juvenile song learning: an experiment with wild songbirds

Animals often live within close proximity of multiple conspecific individuals, allowing them to eavesdrop on other animals' signalling interactions to guide their own social behaviours. For a young animal that is learning to vocalize, eavesdropping on vocal interactions between adults may provide a rich source of information: young animals might preferentially learn vocalizations that are commonly heard in interactions between adults or that are heard to be effective for attracting mates or defending resources. We used a multispeaker playback experiment with wild Savannah sparrows, Passerculus sandwichensis , to test the hypothesis that vocal learning is guided by eavesdropping. Over a 6-year period, we tutored young Savannah sparrows with experimental tutor songs; half of the tutor songs were broadcast in simulated vocal interactions between two tutors, and the other half were broadcast as noninteractive, stand-alone solo performances. If eavesdropping plays an important role in guiding vocal learning, we predicted that young birds would preferentially learn the vocalizations heard during interactions between tutors. In contrast to our prediction, young Savannah sparrows did not preferentially learn interactive tutor songs; birds were similarly likely to learn songs heard in an interactive context ( N = 13) and in a noninteractive context ( N = 17). Analysis of live adult tutors' reactions to the loudspeakers showed that they responded with similar vocal behaviour during interactive and noninteractive treatments, and therefore their vocal behaviour did not compromise the playback simulation. We conclude that eavesdropping on vocal interactions between tutors does not appear to be essential for vocal learning of wild Savannah sparrows. • Animals that learn vocalizations may eavesdrop on interactions between tutors. • We used playback to study learning through eavesdropping in wild Savannah sparrows. • Birds learned songs at similar rates from interactive and noninteractive tutors. • Live tutors did not sing differently with interactive versus noninteractive tutors. • We found no evidence that eavesdropping guides vocal learning in Savannah sparrows.

Adult tutors' views on their educational needs: the case of a Public Institute of Vocational Training in Greece

Public Institutes of Vocational Training (DIEK) are units of post-secondary non-formal education. High school teachers and tutors paid by hour constitute the educational stuff of DIEK. This is a case-study about the educational needs of a DIEK tutors from the adult education point of view. The innovation here lies in the involvement of the EOPPEP certification of educational proficiency. The method followed is qualitative. Information collection was conducted through semi-constructed interviews with the teaching and administrative personnel of a DIEK in Greece. The results show a need for further training on adult education. Participants require specialisation, update on the latest knowledge so that they can fulfil their roles better. Important conclusions are also drawn concerning the EOPPEP certification, on which interesting criticism is exercised. This data can be exploited so that EOPPEP improves services provided, which will reflect positively on DIEKs themselves in the long run, through increasingly competent instructors.

Adult tutors' views on their educational needs: the case of a Public Institute of Vocational Training in Greece

Public Institutes of Vocational Training (DIEK) are units of post-secondary non-formal education. High school teachers and tutors paid by hour constitute the educational stuff of DIEK. This is a case-study about the educational needs of a DIEK tutors from the adult education point of view. The innovation here lies in the involvement of the EOPPEP certification of educational proficiency. The method followed is qualitative. Information collection was conducted through semi-constructed interviews with the teaching and administrative personnel of a DIEK in Greece. The results show a need for further training on adult education. Participants require specialisation, update on the latest knowledge so that they can fulfil their roles better. Important conclusions are also drawn concerning the EOPPEP certification, on which interesting criticism is exercised. This data can be exploited so that EOPPEP improves services provided, which will reflect positively on DIEKs themselves in the long run, through increasingly competent instructors.

Differential developmental changes in cortical representations of auditory-vocal stimuli in songbirds

Procedural skill learning requires iterative comparisons between feedback of self-generated motor output and a goal sensorimotor pattern. In juvenile songbirds, neural representations of both self-generated behaviors (each bird's own immature song) and the goal motor pattern (each bird's adult tutor song) are essential for vocal learning, yet little is known about how these behaviorally relevant stimuli are encoded. We made extracellular recordings during song playback in anesthetized juvenile and adult zebra finches ( Taeniopygia guttata) in adjacent cortical regions RA (robust nucleus of the arcopallium), AId (dorsal intermediate arcopallium), and RA cup, each of which is well situated to integrate auditory-vocal information: RA is a motor cortical region that drives vocal output, AId is an adjoining cortical region whose projections converge with basal ganglia loops for song learning in the dorsal thalamus, and RA cup surrounds RA and receives inputs from primary and secondary auditory cortex. We found strong developmental differences in neural selectivity within RA, but not in AId or RA cup. Juvenile RA neurons were broadly responsive to multiple songs but preferred juvenile over adult vocal sounds; in addition, spiking responses lacked consistent temporal patterning. By adulthood, RA neurons responded most strongly to each bird's own song with precisely timed spiking activity. In contrast, we observed a complete lack of song responsivity in both juvenile and adult AId, even though this region receives song-responsive inputs. A surprisingly large proportion of sites in RA cup of both juveniles and adults did not respond to song playback, and responsive sites showed little evidence of song selectivity. NEW & NOTEWORTHY Motor skill learning entails changes in selectivity for behaviorally relevant stimuli across cortical regions, yet the neural representation of these stimuli remains understudied. We investigated how information important for vocal learning in zebra finches is represented in regions analogous to infragranular layers of motor and auditory cortices during vs. after the developmentally regulated learning period. The results provide insight into how neurons in higher level stages of cortical processing represent stimuli important for motor skill learning.

Diagnosis of students zone proximal development on math design instruction: A Rasch analysis

Every student could be studying optimally when movements within the zone of proximal development (ZPD). The ZPD among students in a class may diverge. This research tried to analysis of students ZPD in numerical skills on math learning. The study covered 28 third-grade students in elementary school at Padangkeling, Singaraja, Bali. Numerical data understanding of students obtained through the 10 items essays numerical understanding test for elementary school students. Rasch Model analysis is used to examine the properties and quality of numerical understanding tests and to describe each student’s ZPD in numeric understanding. This study basically shows that through Rasch analysis it is known that ZPD of students in one class are absolutely different and diverse. There are 11 students identified as having ZPD under the control of the material based on the numerical understanding test so that it requires a special learning program. Four students have ZPD zones that are under some materials requiring more intelligent adult tutors or peers. The other fourth students have ZPD that suited to the comprehensive work in the test, and nine students are students with specific skills who require to look at enrichment in learning program.

A mesocortical dopamine circuit enables the cultural transmission of vocal behaviour.

The cultural transmission of behavior depends on a pupil’s ability to identify and emulate an appropriate tutor1–4. How the pupil’s brain detects a suitable tutor and encodes the tutor’s behavior is largely unknown. Juvenile zebra finches readily copy songs of adult tutors they interact with, but not songs they listen to passively through a speaker5,6, indicating that social cues generated by the tutor facilitate song imitation. Here we show that neurons in the midbrain periaqueductal gray (PAG) of juvenile finches are selectively excited by a singing tutor and, by releasing dopamine (DA) in a sensorimotor cortical analogue (HVC), help encode tutor song representations used for vocal copying. Blocking DA signaling in the pupil’s HVC during tutoring blocked copying, whereas pairing stimulation of PAG terminals in HVC with song played through a speaker was sufficient to drive copying. Exposure to a singing tutor triggered the rapid emergence of responses to the tutor song in the pupil’s HVC and a rapid increase in the pupil’s song complexity, an early signature of song copying7,8. These findings reveal that a dopaminergic mesocortical circuit detects a tutor’s presence and helps encode the tutor’s performance, facilitating the cultural transmission of vocal behavior.

Interhemispheric dominance switching in a neural network model for birdsong.

Male zebra finches produce a sequence-invariant set of syllables, separated by short inspiratory gaps. These songs are learned from an adult tutor and maintained throughout life, making them a tractable model system for learned, sequentially ordered behaviors, particularly speech production. Moreover, much is known about the cortical, thalamic, and brain stem areas involved in producing this behavior, with the premotor cortical nucleus HVC (proper name) being of primary importance. In a previous study, our group developed a behavioral neural network model for birdsong constrained by the structural connectivity of the song system, the signaling properties of individual neurons and circuits, and circuit-breaking behavioral studies. Here we describe a more computationally tractable model and use it to explain the behavioral effects of unilateral cooling and electrical stimulations of HVC on song production. The model demonstrates that interhemispheric switching of song control is sufficient to explain these results, consistent with the hypotheses proposed when the experiments were initially conducted. Finally, we use the model to make testable predictions that can be used to validate the model framework and explain the effects of other perturbations of the song system, such as unilateral ablations of the primary input and output nuclei of HVC. NEW & NOTEWORTHY In this report, we propose a two-hemisphere neural network model for the bilaterally symmetrical song system underlying birdsong in the male zebra finch. This model captures the behavioral effects of unilateral cooling and electrical stimulations of the premotor cortical nucleus HVC during song production, supporting the hypothesis of interhemispheric switching of song control. We use the model to make testable predictions regarding the behavioral effects of other unilateral perturbations to the song system.

Neuronal Intrinsic Physiology Changes During Development of a Learned Behavior.

Juvenile male zebra finches learn their songs over distinct auditory and sensorimotor stages, the former requiring exposure to an adult tutor song pattern. The cortical premotor nucleus HVC (acronym is name) plays a necessary role in both learning stages, as well as the production of adult song. Consistent with neural network models where synaptic plasticity mediates developmental forms of learning, exposure to tutor song drives changes in the turnover, density, and morphology of HVC synapses during vocal development. A network's output, however, is also influenced by the intrinsic properties (e.g., ion channels) of the component neurons, which could change over development. Here, we use patch clamp recordings to show cell-type-specific changes in the intrinsic physiology of HVC projection neurons as a function of vocal development. Developmental changes in HVC neurons that project to the basal ganglia include an increased voltage sag response to hyperpolarizing currents and an increased rebound depolarization following hyperpolarization. Developmental changes in HVC neurons that project to vocal-motor cortex include a decreased resting membrane potential and an increased spike amplitude. HVC interneurons, however, show a relatively stable range of intrinsic features across vocal development. We used mathematical models to deduce possible changes in ionic currents that underlie the physiological changes and to show that the magnitude of the observed changes could alter HVC circuit function. The results demonstrate developmental plasticity in the intrinsic physiology of HVC projection neurons and suggest that intrinsic plasticity may have a role in the process of song learning.

Early life manipulations of vasopressin-family peptides alter vocal learning.

Vocal learning from social partners is crucial for the successful development of communication in a wide range of species. Social interactions organize attention and enhance motivation to learn species-typical behaviour. However, the neurobiological mechanisms connecting social motivation and vocal learning are unknown. Using zebra finches (Taeniopygia guttata), a ubiquitous model for vocal learning, we show that manipulations of nonapeptide hormones in the vasopressin family (arginine vasotocin, AVT) early in development can promote or disrupt both song and social motivation. Young male zebra finches, like human infants, are socially gregarious and require interactive feedback from adult tutors to learn mature vocal forms. To investigate the role of social motivational mechanisms in song learning, in two studies, we injected hatchling males with AVT or Manning compound (MC, a nonapeptide receptor antagonist) on days 2-8 post-hatching and recorded song at maturity. In both studies, MC males produced a worse match to tutor song than controls. In study 2, which experimentally controlled for tutor and genetic factors, AVT males also learned song significantly better compared with controls. Furthermore, song similarity correlated with several measures of social motivation throughout development. These findings provide the first evidence that nonapeptides are critical to the development of vocal learning.

Identification of a motor-to-auditory pathway important for vocal learning.

SummaryLearning to vocalize depends on the ability to adaptively modify the temporal and spectral features of vocal elements. Neurons that convey motor-related signals to the auditory system are theorized to facilitate vocal learning, but the identity and function of such neurons remain unknown. Here we identify a previously unknown neuron type in the songbird brain that transmits vocal motor signals to the auditory cortex. Genetically ablating these neurons in juveniles disrupted their ability to imitate features of an adult tutor’s song. Ablating these neurons in adults had little effect on previously learned songs, but interfered with their ability to adaptively modify the duration of vocal elements and largely prevented the degradation of song’s temporal features normally caused by deafening. These findings identify a motor to auditory circuit essential to vocal imitation and to the adaptive modification of vocal timing.