Post-test Assessment Research Articles

Effect of Weight Bearing Exercises on Pain, Leg Function, Balance and Bone Strength in Females of Postmenopausal Age with Osteoarthritis Knee

Background/Objectives: Osteoarthritis (OA) of the knee is prevalent among postmenopausal women (PMW), impacting their quality of life. This Randomized Controlled Trial (RCT) aimed to assess the effectiveness of conventional physiotherapy combined with joint-loading exercises on stable and unstable platforms in improving knee function, muscle strength, balance, and bone mineral density - an important strength of the study - in PMW with OA. Methods: Thirty PMWs with knee OA were randomly allocated to three groups (n=10): Group A got conventional physiotherapy, Group B got conventional physiotherapy plus joint-loading exercises on a stable platform, and Group C got conventional physiotherapy plus joint-loading exercises on an unstable platform. Key tools utilized in the study included the Knee Injury and Osteoarthritis Outcome Score (KOOS), Manual Muscle Test (MMT), Timed Up and Go Test (TUGT), and Dual Energy X-ray absorptiometry (DEXA) for assessing pain, function, balance, and bone strength. The interventions lasted six weeks, with pre-and post-test assessments. Mention how the analysis was done Findings: All groups showed significant improvements in KOOS (G-A: 10.9%, G-B: 18.0%, G-C: 9.3%), MMT (G-A: 3.4 to 4.2, G-B: 3.4 to 4.6, G-C: 3.5 to 4.6), TUGT (G-A: 7.5%, G-B: 6.1%, G-C: 9.9%) and DEXA (G-A at -0.077 ± 0.4, G-B at 0.225 ± 0.5, and G-C at -0.246 ± 0.5) no significant differences were found between groups, though G- B showed the highest improvements. Novelty: While all interventions effectively improved knee function, muscle strength, and balance in PMW with OA, joint-loading exercises on a stable platform demonstrated the greatest benefits. Keywords: Osteoarthritis, Postmenopausal Women, Physiotherapy, Joint-loading exercises, Muscle Strength, Balance

SPOTIFY APPLICATION AS A MEDIUM TO IMPROVE THE STUDENTS’ LISTENING ABILITY

The advent of digital technology has revolutionized various sectors, including education, by providing automated and sophisticated systems to enhance learning experiences. This study explores the effectiveness of the Spotify application as a medium to improve students' listening abilities in English. Recognizing the significance of listening as one of the four essential language skills, this research addresses the challenge students face in mastering listening due to limited vocabulary and noisy classroom environments. Utilizing a pre-experimental design with a quantitative approach, this study involved pre-test and post-test assessments of two groups: a control class and an experimental class using the Spotify application. The research instrument consisted of written tests, including fill-in and multiple-choice formats, designed to measure students' listening performance. Data collection focused on comparing pre-test and post-test scores to evaluate improvements. The findings revealed a significant enhancement in students' listening abilities after using the Spotify application, with mean scores increasing from 42.89 to 82.42, reflecting a 39.52% improvement. The t-test value further supported these results (5.72 > 2.026). The study concludes that Spotify, with its diverse features such as music discovery, personalized playlists, lyrics integration, and offline access, serves as an effective tool to engage students and improve their listening skills. This method not only addresses the difficulties students face in listening but also motivates them through an enjoyable and interactive learning process.

“Discover your potential to raise your children”: A psychoeducational infancy parenting intervention in Spain

AbstractBackgroundThe quality of parenting has a significant impact on healthy development across the life cycle. Recent research has highlighted the financial return of evidence‐based parenting programs that are well designed and implemented.ObjectiveTo analyze the impact of a psychoeducational guidance intervention program aimed at improving parenting skills.MethodThirty‐five families with children aged between 0 and 3.5 years referred from the educational, social, and health departments of the Vitoria‐Gasteiz City Council (Spain) participated in the study. Using a longitudinal approach, the intervention took place over the course of three home visits: initial pretest assessment visit, feedback and orientation visit, and a final posttest assessment visit.ResultsStatistically significant pretest–posttest differences were observed in parenting skills, including cognitive and socio‐emotional development scaffolding, parental self‐efficacy, parental adaptive stress, and diversity of experiences.ConclusionsSeveral areas for improvement were detected in the context of an intervention based on customized guidance for individual families. The implementation process indicated issues to be improved in future program editions.ImplicationsOur findings provide family and public health policy makers with empirical support for the implementation of parenting programs designed to help families to acquire and improve parenting competencies to foster their children's comprehensive development, focused on the period between 0 and 3.5 years of life. Results of the study favor the propagation among Spanish professionals who work with families of the use of quality standards of the evidence‐based approach related to quality of implementation and assessment of the impact of parenting programs.

Shaping pro-environmental behaviors through eco-diaries and research-based projects: an experimental study of business students at Yangzhou University

Purpose This paper aims to identify the effects of two types of teaching approaches, namely, project-based learning and place-based learning, on the development of pro-environmental behaviors among university students. Design/methodology/approach This study used a pre-test–post-test experimental design to evaluate the efficacy of project- and placed-based learning in promoting pro-environmental behaviors among university students. Participants were randomly allocated to either the project-based learning cohort (consisting of 50 participants) or the place-based learning cohort (also consisting of 50 participants). The pre-test assessments evaluated the initial pro-environmental behaviors of the participants. Then, interventions were conducted with the help of instructors. The project-based learning intervention necessitated participants to collectively take part in real-life problem-solving endeavors about environmental matters. On the other hand, the place-based learning intervention prompted participants to record and contemplate their interactions with the surrounding environment. Both interventions sought to augment participants’ understanding, beliefs and actions related to the environment. After the interventions, post-test assessments were carried out to assess any alterations in participants’ pro-environmental behaviors. Mean analysis and paired sample t-test were performed to examine the differences among the pre-test and post-test for both project- and place-based learning. Findings The findings of this study indicate that the participants have exhibited improved pro-environmental behaviors, including environmental activism, non-activist behaviors and private sphere green behaviors. Originality/value This research is original in its analysis of project- and place-based learning approaches for fostering pro-environmental behaviors. By using a pre-test–post-test experimental design, this study provides empirical evidence on the effectiveness of these active learning strategies in shaping environmental attitudes and actions.

Assessing the impact of a video literacy program on emotional intelligence and resilience to extremism in primary school children

This research aimed to enhance emotional awareness and engender empathy among primary school students in Pakistan through education, ultimately fostering emotional regulation and preventing disruptive behaviors. While emotional intelligence (EI) is increasingly recognized as a vital component in counter-terrorism efforts, it is seldom emphasized by young primary school students. Research suggests that educational programs based on videos and cartoons can help children retain information effectively over time. Therefore, an educational program was designed around a video/animated cartoon series focusing on EI themes of developing empathy and emotional awareness. This program included teaching aids, worksheets, and activity-based learning. It was conducted using a mixed methods approach within a quasi-experimental design in two primary schools in Pakistan’s Rawalpindi/Islamabad region. Pre- and post-test assessments revealed that students initially lacked awareness of core EI concepts and had limited prior knowledge of empathy. However, significant improvements were observed in their post-test scores across all EI-related areas. The findings suggest that incorporating EI training into school curricula could help nurture emotional resilience and mitigate extremist tendencies among children in the future.

Online training to improve evidence-based leadership competencies among nurse leaders in China: a feasibility randomised controlled trial

ObjectiveTo evaluate the feasibility of an online evidence-based leadership training programme for nurse leaders and its potential effectiveness in improving nurse leaders’ evidence-based leadership competencies.DesignThis is a two-arm, parallel, feasibility...

Virtual reality in medical education: Effectiveness of Immersive Virtual Anatomy Laboratory (IVAL) compared to traditional learning approaches

Immersive Virtual Anatomy Laboratory (IVAL) is an innovative learning tool that combines virtual reality and serious games elements to enhance anatomy education. This experimental study compares IVAL with traditional learning methods in terms of educational effectiveness and user acceptance. An experimental design was implemented with 120 undergraduate health-science students, randomly assigned to two groups: an experimental group using IVAL, and a control group following traditional learning methods. Data collection focused on quantitative measures such as pretest and posttest vocabulary assessment scores and task completion times, alongside qualitative measures obtained through a user experience questionnaire. This study utilizes the Technology Acceptance Model (TAM), incorporating variables such as Perceived Usefulness and Perceived Ease of Use. Results revealed significant improvements in the experimental group, with a 55.95% increase in vocabulary scores and an 18.75% reduction in task completion times compared to the control group. Qualitative data indicated that IVAL users reported greater Perceived Usefulness of the technology, improved Perceived Ease of Use, a more positive Attitude Towards Using IVAL, and stronger Behavioral Intention to continue using IVAL for anatomy learning. This study demonstrates that the integration of immersive virtual reality in the IVAL approach offers a promising method to enhance anatomy education. The findings provide insights into the effectiveness of immersive learning environments in improving learning outcomes and user acceptance. While further research is needed to explore long-term effects, this innovative approach not only enhances the effectiveness and enjoyment of anatomy learning but also provides valuable data on optimizing educational technology for improved learning outcomes.

Effectiveness of biopsychosocial approach for subacute neck pain among geriatrics

Background: The geriatric Population faces common health challenges such as Frailty and neck Pain, which increases the risk for adverse ADL. It leads to a greater level of disability & Headache risk, lower physical functioning and reduced quality of life. A Biopsychosocial Approach centred on activities, emphasizing the enhancement of Biological factors, Psychological factors and Social functional performance to achieve the goals of the Biopsychosocial Approach. This involves intensifying exercise training by leveraging the environment, conducting thorough task analysis, providing feedback and consistently repeating training sessions. Objective: To determine the effects of the Biopsychosocial Approach on Subacute Neck Pain in the geriatric population, focusing on pain, neck-specific disability and work status. Methods: 64 samples were randomly allocated into two groups. The experimental group received the Biopsychosocial Approach, which integrated biological, psychological and social aspects activity-centred, emphasizing repeated training sessions over 8 weeks. The control group underwent Conservative Management 3 days/week for the same duration. Pre and post-test assessments were conducted using the PCS, NDI and AQoL-8D. Results: The significant improvements in the experimental group compared to the control group were demonstrated by the Wilcoxon Signed Rank Test and Mann-Whitney Rank scores (p < 0.001). Specifically, participants in the experimental group experienced reduced neck pain, enhanced neck function, and improved quality outcomes. The results suggest that the Biopsychosocial Approach effectively addressed the multifaceted nature of pain. Conclusion: The study provides compelling evidence supporting Biopsychosocial in reducing neck pain and improving overall quality of life among geriatric populations.

Implementation of Itinerant Classrooms as an Educational Strategy for Pedagogical Knowledge Recovery in Basic Education Students

The global COVID-19 pandemic resulted in academic setbacks due to the loss of learning, the effects of which began to become evident during the progressive return to in-person classes, highlighting the need to work on re-education processes. This study examines the effectiveness of itinerant classrooms in facilitating learning recovery among Basic Education students following the impact of the COVID-19 pandemic. A pedagogical support intervention was implemented for 304 students across educational institutions nationwide. A quasi-experimental design with a quantitative approach was employed, utilizing pre-test and post-test assessments to evaluate mathematics performance. The results demonstrated a significant improvement in student grades after the intervention, with the complete elimination of scores in the lower range. These findings underscore the effectiveness of itinerant classrooms as a mobile educational strategy that addresses the needs of students in marginalized communities. The research highlights the importance of an inclusive approach to pedagogical recovery, promoting collaboration among educators, psychologists, and families to comprehensively address academic underachievement.

The Effectiveness of Mindfulness Treatment on Emotional Self-Regulation and Its Components in Patients Suffering from Bipolar Depression

Background: Bipolar disorder is associated with chronic symptoms that impair cognitive abilities and executive functions. Objectives: The aim of this study was to investigate the effectiveness of a mindfulness intervention on elements of emotional self-regulation in patients with bipolar disorder. Methods: This research utilized a quasi-experimental design with pre-test and post-test assessments. The study population included patients with bipolar disorder who were referred to the rehabilitation and treatment center for chronic mental patients in Hayat from 2021 to 2022. A total of 30 participants were randomly selected and divided into two groups: An experimental group (15 participants) and a control group (15 participants). The experimental group underwent 8 sessions of mindfulness training, while the control group did not receive any intervention. The Emotional Self-Regulation Questionnaire (SRI-25) was administered for evaluation. Data analysis was conducted using multivariate analysis of covariance (MANOVA) in SPSS version 16. Results: The results of covariance analysis showed a statistically significant difference between the mean scores of the experimental and control groups in the components of emotional self-regulation after mindfulness training (P < 0.05). Thus, the experimental group demonstrated a significant increase in emotional regulation component scores compared to the control group after the eight mindfulness sessions (P < 0.05). Conclusions: Given the effectiveness of mindfulness training in enhancing the dimensions of emotional regulation, health practitioners are encouraged to use such interventions to improve emotional self-regulation in patients suffering from bipolar disorder.

Evaluating the effectiveness of oral presentations towards students' English speaking ability at Nguyen Tat Thanh University

The purpose of this research is to evaluate the effectiveness of oral presentations to improve the ability to speak English of first-year non-English major students at Nguyen Tat Thanh University. A quasi-experimental design is conducted with two groups, including an experimental group that receives instruction utilizing an oral presentation approach and a control group that receives no intervention. Pre-test and post-test assessments are used to systematically evaluate the impact of oral presentations on students' English speaking ability in terms of grammar, pronunciation, lexical proficiency, fluency, and discourse coherency. The results show the significant improvement of oral presentations compared to traditional teaching method in improving the English speaking skills of first-year non-English major students at Nguyen Tat Thanh University.

Implementation of STEM-Integrated Modules and Wasaka Character Values to Improve Learning Outcomes

STEM education, which includes Science, Technology, Engineering and Mathematics, is essential to prepare students with the skills and knowledge required in the modern world. This study aims to evaluate the effectiveness of the implementation of a STEM-integrated module combined with Wasaka character values to enhance student learning outcomes. The Wasaka values, rooted in local culture, include religiousness, resilience, responsibility, and independence, and are integrated into the STEM curriculum to create a holistic educational approach. The research employs a quasi-experimental design with pre-test and post-test assessments 35 students in a field trial phase. Statistical analyses, including paired t-tests and Wilcoxon signed-rank tests, were used to determine the significance of differences in student performance before and after the intervention. The results show a significant improvement in student learning outcomes, with all students demonstrating higher scores in post-tests compared to pre-tests. The integration of STEM and Wasaka character values enhanced academic achievement. This research concludes that the STEM-integrated module with Wasaka values is effective in improving both cognitive and character aspects of students, providing a model for more comprehensive and culturally responsive educational practices.

Students’ Perception on The Use of TED Talks to Improve Listening Skills

Enhancing listening skills is crucial for junior high school students learning English. Innovative teaching tools such as TED Talks offer an interactive platform that might aid this educational goal. This research aims to evaluate the effect of TED Talks on developing listening skills among junior high school learners. The study employed a mixed-methods design involving 34 junior high school students. Participants underwent pre-and post-test assessments to measure their listening skills. Additionally, interviews were conducted to delve deeper into the students' experiences and perspectives regarding using TED Talks in their learning process. The findings revealed that TED Talks significantly enhanced students' English listening skills. After engaging with TED Talks videos, students showed notable improvements in vocabulary acquisition, pronunciation accuracy, and listening comprehension. The high-quality audio and diverse content of TED Talks were credited for these improvements. Furthermore, interviews provided insights into the positive impact of TED Talks on student motivation and engagement, with students expressing increased satisfaction and perceived efficacy in the classroom. TED Talks also contributed to the acquisition of advanced vocabulary and sharpened students' critical thinking skills through exposure to various topics.

The Effect of Physiotherapy on Erectile Dysfunction Secondary to Prostatic Adenectomy: A Randomized Control Trial Study.

The objective of this randomized controlled trial was to investigate the impact of manual therapy (friction massage) and pelvic floor muscle (PFM) training on erectile dysfunction (ED), pelvic floor muscle thickness, and blood flow in the penile arteries and veins in men who have undergone prostatic adenectomy (PA). This study employed a randomized, double-blinded, controlled trial design. Forty patients participated and were divided into two groups: intervention and control (n=20 per group). The intervention group received 10 sessions of pelvic floor muscle training and manual therapy, while the control group solely underwent pelvic floor muscle training. The recovery rate was measured using the International Index of Erectile Function 15 (IIEF-15) questionnaire and Erection Hardness Score (EHS). Sonographic factors were assessed using simple and Doppler ultrasound. The intervention group exhibited significantly higher erectile function scores (F(1,37)=158.04, P < 0.001, η2 P = 0.810) and a higher average total (IIEF-15) score (20.52) (F(1,37)=136.76, P < 0.001, η2 P = 0.787) compared to the control group in the post-test assessment. Comparison between the two groups revealed an increase in ultrasonic parameters such as the thickness of the ischiocavernosus and bulbospongiosus muscles, maximum systolic velocity, and minimum diastolic velocity of the cavernosal artery in the intervention group. However, the maximum blood flow velocity in the posterior vein decreased. PFM training and friction massage play a significant role in managing ED following PA, positioning them as the primary treatment approach for men experiencing ED post-prostatectomy.

Effectiveness of psychosocial education program on postnatal depression, stress, and perceived maternal parenting self-efficacy among pregnant women in South India

ObjectiveThis study aimed to evaluate the effect of a psychosocial education program on postnatal depression (PND), perceived stress, (PSS), and perceived maternal parenting self-efficacy (PMPSE). MethodsA randomized controlled trial design was used with stratified block randomization.The sample size consisted of 128 pregnant women. The women in the experimental group were provided with a psychosocial education program along with standard care, and the control group received standard care with an information pamphlet. Post-test assessments (PND, PSS, and PMPSE) were performed at 1 week, 6 weeks, and 12 weeks after delivery in both groups. ResultsThe result of the effect of the intervention on outcome variables on repeated measures ANOVA revealed that there was a positive statistically significant reduction in scores of postnatal depression [F (1, 119) = 18.832, p = 0 < 0.001] and perceived stress [F (1,119) = 22.488, p = < 0.001] and no statistically significant change in perceived maternal parenting self-efficacy in the experimental group [F (1,119) = 0.036, p = 0.850]. ConclusionThe psychosocial education program was found to be effective in reducing postnatal depression and stress related to pregnancy and childbirth to enable a smooth transition to motherhood. Practice implicationsGiven the benefits the program provides to women, this psychosocial education program could be incorporated into routine antenatal care for pregnant women.

CAREER INFORMATION SERVICES TO INCREASE THE STABILITY OF STUDENTS' FUTURE STUDY SELECTION

The objective of this research was to assess the effectiveness of career information services in enhancing the decisiveness of eighth-grade students at SMP Negeri 3 Sewon in choosing further studies. The research addressed the problem of indecisiveness among students in selecting their future education. A quantitative pre-test and post-test method was used, with 10 students identified in the low and very low categories based on their initial decisiveness. The treatment consisted of career information services delivered through lectures, discussions, and slide presentations. The research process followed several stages: an initial introduction, an explanation of the service, and interactive self-awareness games. This was followed by delivering career information through PowerPoint slides, a lecture, a Q&amp;A session, and homework assignments. Finally, post-test assessments and feedback were collected to evaluate the effectiveness of the services provided. The results showed significant improvement in students' decisiveness after the treatment. Pre-test scores averaged 78.3, while post-test scores increased to 112.7, with a gain score of 0.37 (moderate effectiveness, 62.6%). The Wilcoxon signed rank test indicated a statistically significant difference (Z = 2.807, p = 0.005), confirming that the intervention was effective. In conclusion, career information services were found to be an effective method for improving students' decisiveness in selecting further studies. This is consistent with previous studies, which demonstrated the role of career guidance in reducing uncertainty and supporting educational planning. The innovation of this research lies in the use of interactive and engaging media. It is recommended that career information services be expanded to help more students in their educational decisions.

Bridging the procedures skill gap from medical school to residency: a simulation-based mastery learning curriculum.

The transition from medical student to intern is a recognized educational gap. To help address this, the Association of American Medical Colleges developed the Core Entrustable Professional Activities for entering residency. As these metrics outline expectations for all graduating students regardless of specialty, the described procedural expectations are appropriately basic. However, in procedure-heavy specialties such as emergency medicine, the ability to perform advanced procedures continues to contribute to the disconnect between undergraduate and graduate medical education. To prepare our graduating students for their internship in emergency medicine, we developed a simulation-based mastery learning curriculum housed within a specialty-specific program. Our overall goal was to develop the students' procedural competency for central venous catheter placement and endotracheal intubation before graduation from medical school. Twenty-five students participated in a simulation-based mastery learning procedures curriculum for ultrasound-guided internal jugular central venous catheter placement and endotracheal intubation. Students underwent baseline assessment, deliberate practice, and post-test assessments. Both the baseline and post-test assessments used the same internally developed checklists with pre-established minimum passing scores. Despite completing an emergency medicine rotation and a critical care rotation, none of the students met the competency standard during their baseline assessments. All twenty-five students demonstrated competency on both procedures by the end of the curriculum. A second post-test was required to demonstrate achievement of the central venous catheter and endotracheal intubation minimum passing scores by 16% and 28% of students, respectively. Students demonstrated procedural competency for central venous catheter placement and endotracheal intubation by engaging in simulation-based mastery learning procedures curriculum as they completed their medical school training. With three instructional hours, students were able to achieve basic procedural competence for two common, high-risk procedures they will need to perform during emergency medicine residency training.

Transforming Bullying Prevention Through Assertive Communication Training

General Background: Bullying is a pervasive issue in educational settings, often resulting in physical and psychological harm to victims. It typically arises from a power imbalance, with aggressors seeking personal satisfaction through intimidation. Specific Background: This study addresses the effectiveness of psychoeducational interventions aimed at improving assertive communication skills among junior high school students, specifically at SMPN 5 Sidoarjo, to prevent bullying behaviors. Knowledge Gap: While previous research has explored bullying prevention strategies, there is limited empirical evidence demonstrating the impact of assertive communication training in Indonesian junior high schools. Aims: This research aims to evaluate the effectiveness of a structured psychoeducational program on students’ understanding and application of assertive communication to mitigate bullying. Results: Utilizing a quantitative experimental design with pre-test and post-test assessments, the study reveals a statistically significant improvement in assertive communication skills, evidenced by a Wilcoxon signed-rank test (p = 0.001) and a large effect size (r = 0.898). Novelty: This study contributes novel insights into the role of assertive communication training as a proactive approach to bullying prevention within the Indonesian educational context. Implications: The findings suggest that psychoeducational programs can effectively enhance students’ assertive communication abilities, highlighting the need for continuous training to deepen understanding and application. Ongoing psychoeducational efforts are recommended to foster a supportive and respectful school environment, ultimately reducing bullying incidents. Highlights: Improvement: Assertive communication significantly increased after psychoeducation. Effectiveness: Psychoeducation is essential for preventing bullying. Recommendation: Ongoing training needed for sustained communication skills. Keywords: Bullying, Assertive Communication, Psychoeducation, Junior High School, Prevention

International Burn Disaster Nursing: Care, Commitment, Compassion, and Cost.

Burn mass casualty incidents can overwhelm local resources, challenging effective communication, triage, and provision of care. International responders can help by providing education and direct patient care. On November 5, 2021, a fuel tanker truck exploded in Freetown, Sierra Leone, killing or injuring hundreds of people. The needs of the severely burned survivors overwhelmed local resources, requiring an international response. Burn specialist teams from several countries, including the United States, were deployed to provide assistance. Members of the US burn care team educated local health care practitioners about wound care, physical therapy, and fluid and pain management. Educational content was delivered through lecture and discussion, case studies, clinical application, and bedside teaching. Demonstration of cultural competence and humility, as well as attentiveness to nuances of local communication, helped avoid ethnocentrism and other barriers to collaboration. Public congratulations and formal completion certificates were used to provide meaningful recognition of successful class participation. Before the lecture and discussion intervention, 57 students participating in a pretest assessment had an average score of 53.9% (high, 80%; low, 27.5%). After the intervention, 38 students participating in a posttest assessment had an average score of 79.3% (high, 95%; low, 55%), and local health care providers delivered care with more attention to patient comfort and shared new knowledge with colleagues. Providing optimal burn care and education under austere conditions requires cultural humility and a spirit of inquiry. Attentiveness to communication and cultural nuances promotes collaboration, improves educational effectiveness, and builds local burn care capacity.

Developing Concepts of Authenticity: Insights From Parents' and Children's Conversations About Historical Significance.

The present study investigated children's understanding that an object's history may increase its significance, an appreciation that underpins the concept of historical authenticity (i.e., the idea that an item's history determines its true identity, beyond its functional or material qualities, leading people to value real items over copies or fakes). We examined the development of historical significance through the lens of parent-child conversations, and children's performance on an authenticity assessment. The final sample was American, 79.2% monoracial White, and mid-high socio-economic status (SES) and included 48 parent-child pairs: 24 with younger children (R=3.5 to 4.5 years) and 24 with older children (R=5.5 to 6.5 years). Parent-child pairs discussed three books we created, with three storylines: a museum (culturally authentic) storyline, a clean-up (personally authentic) storyline, and a control storyline. Across measures, conversations suggested that authenticity may begin as a "placeholder concept" that is initially rooted in a broad appreciation for the significance of old objects and only later filled in with specifics. This placeholder initially directs children's learning about authenticity by linking, in an unspecified way, the value and significance of objects to their past. For example, we found that young children appropriately appealed to history (vs. perceptual or functional features of objects) in contexts regarding authentic objects but struggled in determining which objects were more significant on the post-test assessment, suggesting that they attend to object history but are not yet sure how histories matter for making authenticity judgments. We also found some evidence that directing children's attention toward conceptual information related to object history may in turn direct them away from material or perceptual considerations, as seen in trade-offs in parents' and children's conversations. Together, this exploratory report offers many new avenues for work on the development of authenticity concepts in childhood.