Retention Test Research Articles

Retention, adherence, and acceptability testing of a digital health intervention in a 3-group randomized controlled trial for chronic musculoskeletal pain

ObjectivesEvaluate a digital health intervention using Auricular Point Acupressure (APA) for chronic musculoskeletal pain in terms of participant retention, adherence, acceptability, and satisfaction. Chronic musculoskeletal pain is a global concern and there are persistent challenges in pain management. Despite the value of digital health interventions, these interventions need to be fully evaluated for feasibility. MethodsWe conducted a 3-group, longitudinal, randomized controlled trial (RCT). After Institutional Review Board approval, we posted recruitment flyers in a university, healthcare clinics, and community settings. Participants were randomized into an in-person + app group (n = 8), virtual + app group (n = 7), and a wait-list, education-enhanced control group (n = 8), evaluating our outcomes using standard feasibility measures. The 4-week intervention consisted of virtual sessions, telecommunications, and our APA app, followed by a 3-month follow-up. ResultsData from 22 participants were subsequently analyzed (95.7%). All app participants adhered to the study protocol and used APA at the minimum recommended frequency and duration. The virtual + app group used APA more during the intervention and follow-up periods. All app participants found the intervention to be acceptable and at least 80% overall were satisfied with APA at the 3-month follow-up. There were no adverse events reported. ConclusionsOur digital health intervention was found to be acceptable and sustainable; participants adhered to and were satisfied with the intervention providing support for a larger RCT. Clinical Trial#: NCT05020470

Transcranial focused ultrasound stimulation in the infralimbic cortex facilitates extinction of conditioned fear in rats

Transcranial focused ultrasound (tFUS) neuromodulation emerges as a promising non-invasive approach for improving neurological conditions. Extinction of conditioned fear has served as a prime model for exposure-based therapies for anxiety disorders. We investigated whether tFUS stimulation to a critical brain area, the infralimbic subdivision of the prefrontal cortex (IL), could facilitate fear extinction using rats. In a series of experiments, tFUS was delivered to the IL of a freely-moving rat and compared to sham stimulation (tFUS vs. SHAM). Initially, Fos expression in the IL was measured shortly after the stimulation. The results show that Fos expression was significantly increased in the IL but not in the neighboring regions compared to SHAM. Subsequently, two groups of rats were subjected to fear conditioning, extinction, and retention while receiving stimulation during the extinction. Rats in the tFUS group froze significantly less than SHAM during both extinction and retention tests. Importantly, the reduced freezing in the tFUS group was not attributable to non-specific effect such as auditory noise, as both groups demonstrated a similar level of locomotive activity in an open field regardless of the stimulation condition. Finally, we replicated the procedure with a shortened conditioning-to-extinction interval (15 min) to induce immediate extinction deficit. The tFUS group showed a facilitated reduction in freezing during the extinction, which persisted in the subsequent retention session compared to SHAM. In summary, the current findings suggest that tFUS stimulation in the IL facilitates fear extinction, offering a potential therapeutic regimen for fear-related psychiatric disorders.

Enhancing Surgical Nursing Student Performance: Comparative Study of Simulation-Based Learning and Problem-Based Learning.

Surgical nursing is a high-risk, high-pressure, and complex field. Nurses need extensive knowledge, skills, and abilities. Problem-Based Learning (PBL) and Simulation-Based Learning (SBL) are effective student-centered methods. Which method is better for surgical nurse training? More research is needed to determine the best approach for undergraduate surgical nurse education. To compare the impact of PBL and SBL on undergraduate nursing students' performance and improve learning outcomes in surgical nursing education. We used a pretest/post-test design with 318 nursing undergraduates randomly assigned to two groups. Participants completed three progressive scenarios focused on surgical nursing cases. Experts blindly reviewed video recordings using the 70-item Korean Nurses' Core Competence Scale (KNCCS) to assess performance. The 13-item Satisfaction and Self-confidence in learning Scale (SSS) measured learning confidence and satisfaction. SBL participants also completed the 16-item Educational Practices in Simulation Scale (EPSS) and 20-item Simulation Design Scale (SDS). The study found significant positive effects on both groups, with noticeable improvements in post-test, retention, and follow-up test results (P < 0.001). The SBL group showed higher competency levels in nurses (P < 0.001). The Cohen's d and effect size (r) for various skills were as follows: clinical performance (0.84767 and 6.39023), critical thinking (0.31017 and 0.15325), professional attitude (0.85868 and 0.39452), and communication skills (1.55149 and 0.61294). The satisfaction and self-confidence of nurses were higher in the SBL group (4.53±0.596; 4.47±0.611) compared to the PBL group (4.32±0.689; 4.25±0.632) in all dimensions of SSS (all P < 0.05). The SBL group also scored high in simulation design and EPSS. However, improvements are needed in fidelity, objectives, information, and students' expectations. SBL and PBL improve nurses' core competence, satisfaction, and self-confidence. SBL is superior. This study promotes student-centered education, enhancing surgical nursing professionals' quality and ensuring future patient safety.

Models of Video Feedback for Youth Athletes Performing an American Football Tackle.

Video feedback is an expeditious method for improving athlete safety when performing activities with an inherent risk of injury. Providing appropriate and validated feedback during tackling training in American football may be a mechanism for athletes to learn safe tackling performance. To determine the effect of video feedback in the instruction of tackling form. Controlled laboratory study. Laboratory. A total of 32 youth football athletes (28 boys, 4 girls; age = 11.8 ± 0.8 years) participated in 1 day of training. Of those, 14 participants completed 2 additional days of training and a 48-hour retention and transfer test. Video feedback using self as model, expert as model, combined self and expert model, and oral feedback to promote safe tackling performance in a laboratory environment. Shoulder extension, cervical extension, trunk angle, pelvis height, and step length by training block and over time. For the 1-day training group, main effects for time were observed for shoulder extension (P < .01), cervical extension (P = .01), pelvis height (P < .01), and step length (P < .01), with better performance for pelvis height and step length after combined feedback. For the 3-day training group, main effects of time were identified in pelvis height (P < .01) and step length (P < .01), with combined feedback showing better performance than other methods in shoulder extension and pelvis height. Combined feedback resulted in better performance compared with its component parts and oral feedback alone. In the combined model, participants viewed both their performance and the expert model, enabling them to see the difference between current and required performance. Combined feedback may be superior to other forms of feedback in improving movement performance. This effect can be generalized across disciplines that provide instruction and feedback in movement.

Knowledge of Results About More Accurate Versus Less Accurate Trials: Differential Effects on Psychological Variables and Motor Learning in Adolescent Females

Abstract Introduction. The primary purpose of the present study was to investigate whether providing knowledge of results (KR) on more accurate trials enhanced motivation and self-confidence or whether providing KR on less accurate trials reduced those variables. We also investigated whether anxiety was affected by the provision of feedback. Material and Methods. Participants performed a volleyball serve over four days of practice under one of two conditions: After each block of six trials, one group received feedback on the three most accurate (MA) trials, whereas the other group received feedback on the three least accurate (LA) trials. One week following practice, participants performed a retention test without feedback. Participants also completed the intrinsic motivation inventory (IMI) and the Competitive State Anxiety Inventory-2 (CSAI2). Results. Results indicated that the MA group had more effective learning as well as higher motivation and self-confidence scores than the LA group. Additionally, the MA group had lower scores on cognitive and somatic anxiety compared to the LA group. The MA group had higher motivation and self-confidence scores and lower anxiety compared to the values reported on the pre-test. Conversely, the LA group had lower motivation and self-confidence scores relative to the pre-test values, and tended to have increased cognitive and somatic anxiety following practice. Conclusions. The results of this study demonstrate that providing augmented feedback about more accurate trials facilitates motor learning and increases motivation and self-confidence whilst lowering levels of somatic anxiety.

The effectiveness of a school-based phonics instructional material

The updated version of the national English curriculum for compulsory education was released in 2022. In this updated version, phonics was also required. Although studies about phonics were uprising again after the release of the new curriculum, most of the previous studies did not specify phonics instruction approach or obtain a larger sample size. Besides, previous studies called for a school-based phonics instructional material to enhance English as a foreign language (EFL) beginners’ word recognition ability at word level. To bridge the gap, the researchers compiled a phonics instructional material based on synthetic phonics approach in light of the new national English curriculum and bottom-up reading model. To evaluate the effectiveness of such a phonics material, a number of 366 EFL students from three strata across two schools participated in this quasi-experiment via stratified random sampling technique. They experienced a pre-test, 16 weeks of training via the phonics material, a post-test as well as a delayed retention test, which was held three months later. The results of both independent t-test and paired samples t-test have indicated that the newly compiled phonics material can improve EFL students’ word recognition ability up to 50% and that the knowledge was well-retained after a period of time as practices went on. The results have further implied that to better implement phonics instruction and to radically improve EFL students’ reading ability, the solution might be to assign time in the extra-curriculum service to teach phonics via explicit and systematic synthetic phonics instruction tailored according to the school-based phonics material.

A cultural, technological, and contextual pedagogy to enhance retention of biology concepts

This study examined the impact of a pedagogy that is culturally influenced and laced with technological and contextual elements known as the culturo-techno-contextual approach (CTCA) on promoting knowledge retention of biology concepts. The research design was mixed methods, and the sample consisted of 88 senior secondary school II students selected from two Lagos State educational district V schools in Nigeria. Quantitative data was collected using the Variation and Evolution Achievement Test with a reliability value of 0.79, while qualitative data was collected using the Students’ Perception of CTCA Interview Guide. All students in the two sample schools used for the experimental and control groups took a pretest before treatment, a posttest at the end of the treatment phase, and a retention test four weeks later. The ANCOVA output demonstrated a statistically significant difference in knowledge retention [F (1,85) = 134.50; p < .05]. This suggests that experimental students retained more.

The 5-HT2A, 5-HT5A, and 5-HT6 serotonergic receptors in the medial prefrontal cortex behave differently in extinction learning: Does social support play a role?

Studies on the social modulation of fear have revealed that in social species, individuals in a distressed state show better recovery from aversive experiences when accompanied - referred to as social buffering. However, the underlying mechanisms remain unknown, hindering the understanding of such an approach. Our previous data showed that the presence of a conspecific during the extinction task inhibited the retrieval of fear memory without affecting the extinction memory in the retention test. Here, we investigate the role of serotonergic receptors (5-HTRs), specifically 5-HT2A, 5-HT5A, and 5-HT6 in the medial prefrontal cortex (mPFC), In the retention of extinction after the extinction task, in the absence or presence of social support. Extinction training was conducted on 60-day-old male Wistar rats either alone or with a conspecific (a familiar cagemate, non-fearful). The antagonists for these receptors were administered directly into the mPFC immediately after the extinction training. The results indicate that blocking 5-HT5A (SB-699551–10 μg/side) and 5-HT6 (SB-271046A - 10 μg/side) receptors in the mPFC impairs the consolidation of CFC in the social support group. Interestingly, blocking 5-HT2A receptors (R65777 - 4 μg/side) in the mPFC led to impaired CFC specifically in the group undergoing extinction training alone. These findings contribute to a better understanding of brain mechanisms and neuromodulation associated with social support during an extinction protocol. They are consistent with previously published research, suggesting that the extinction of contextual fear conditioning with social support involves distinct neuromodulatory processes compared to when extinction training is conducted alone.

Development of Novel Cornstarch Hydrogel-Based Food Coolant and its Characterization.

The food, pharmaceutical, and supply transport storage chain is seeking coolants that come with plastic-free packaging, are nontoxic, environmentally friendly, robust, reusable, and reduce water waste. To meet this demand, a new food coolant based on cornstarch hydrogel was developed and tested using the regeneration method. This study investigated the reusability, water retention, rehydration, and surface cleanliness of the hydrogel, along with its application in freshness retention for fruits. The results of the gel strength and differential scanning calorimetry (DSC) analysis showed that the ideal concentration of cornstarch hydrogel was 8%. Freezing and thawing experiments demonstrated that the hydrogel had the potential to be used as a cooling medium for refrigerated fresh foods. Moreover, the gel strength, scanning electron microscopy images (SEM), DSC, and thermogravimetric analysis (TG) revealed that the freeze-thaw reuse only slightly affected its freezable water content and that its gel strength gradually increased during reuse. Water retention and rehydration tests showed that the hydrogels could be better preserved at -20 °C compared to 4 °C, and the water lost during reuse could be replenished through rehydration. The flexibility in terms of shape and size also allows the hydrogel ice to be used as a customized coolant for various food shapes, as demonstrated by preservation experiments. Additionally, washing the hydrogel after each use can result in a significant reduction in Escherichia coli, Salmonella, and Staphylococcus aureus concentrations by 3.03, 3.47, and 2.77 log CFU/hydrogel, respectively. Overall, the new cornstarch hydrogel coolant is a promising alternative to conventional ice, with the potential to serve as a food coolant.

Effects of Proprioceptive Insoles and Specific Core Training on Postural Stability for Preventing Injuries in Tennis.

Tennis is a complex sport based on unpredictability that requires adequate physical and psychological preparation to prevent injuries. The aim of this study was to investigate the effects of 8-week specific core stability training on postural stability in competitive adolescent tennis players, aged between 14 and 19 years old. Sixty-one participants were randomly allocated into two groups: experimental (n = 32) and control (n = 29) groups. The first group wore proprioceptive insoles 8 h a day and performed a detailed training 3 times a week for 8 weeks; the second group only received proprioceptive insoles to wear 8 h a day for 8 weeks. The postural stability parameters (center-of-pressure length, center-of-pressure velocity, and 95% confidence ellipse sway area) included three assessment times: baseline (T0), intermediate test (T1), post-test (T2), and retention test (T3). Data analysis showed a significant improvement in the experimental group compared with the control group, indicating a large effect size in center-of-pressure length, ellipse sway area, and center-of-pressure velocity at T2 and T3 (p < 0.05). In conclusion, our results suggest that a specific and detailed core stability training plays a significant role in improving balance and postural stability in young tennis players, especially in terms of preventing the risk of injury.

High-intensity acute exercise impacts motor learning in healthy older adults

Healthy aging is associated with changes in motor sequence learning, with some studies indicating decline in motor skill learning in older age. Acute cardiorespiratory exercise has emerged as a potential intervention to improve motor learning, however research in healthy older adults is limited. The current study investigated the impact of high-intensity interval exercise (HIIT) on a subsequent sequential motor learning task. Twenty-four older adults (aged 55–75 years) completed either 20-minutes of cycling, or an equivalent period of active rest before practicing a sequential force grip task. Skill learning was assessed during acquisition and at a 6-hour retention test. In contrast to expectation, exercise was associated with reduced accuracy during skill acquisition compared to rest, particularly for the oldest participants. However, improvements in motor skill were retained in the exercise condition, while a reduction in skill was observed following rest. Our findings indicate that high-intensity exercise conducted immediately prior to learning a novel motor skill may have a negative impact on motor performance during learning in older adults. We also demonstrated that exercise may facilitate early offline consolidation of a motor skill within this population, which has implications for motor rehabilitation.

Effects of contextual interference and differential learning on performance and mental representations in a golf putting task

AbstractIt is widely accepted that mental representations can have an important influence on motor performance. Although differences in mental representations of motor tasks have been reported between novices and experts, little is known about their development as a function of motor learning approaches. The aim of this study was to compare the effects of contextual interference (CI) and differential learning (DL) on the performance and mental representations in a golf putting task. A total of 40 participants were randomly assigned into four groups: blocked contextual interference (BCI), random contextual interference (RCI), DL, and control. First, the participant's initial mental representation level was tested by means of the structural dimensional analysis of mental representation. Then, the participant's initial performance level was tested by 12 golf‐putting trials from 2.44 m. During the acquisition phase, participants practiced golf putting according to their grouping for three consecutive days with 10 blocks of 12 trials per day. No intervention was applied for the control group. The retention‐tests were performed 72 h after the last acquisition day. In addition, a transfer test to a novel distance outside the acquired range (4 m) was performed immediately after the retention‐test. The results of the putting performance in the retention test showed that RCI and DL performed better compared to BCI and the control group (all p &lt; 0.05). In the transfer test, BCI and RCI outperformed the control group (all p &lt; 0.05), but both were further outperformed by the DL group (all p &lt; 0.05). Moreover, the DL group showed a more structured mental representation than the other groups during the retention test. These results indicated that DL used a different underlying mechanism that resulted in different levels of performance during transfer and a more structured mental representation compared with CI.

Effect of Concept Mapping Instructional Strategy on Senior Secondary School Students’ Performance in Home Economics

his study investigates the effects of the concept mapping instructional strategy on Senior Secondary School students’ performance in Home Economics in Akure South Local Government Area of Ondo State, Nigeria. The study adopted the pre-test post-test quasi-experimental design approach. The participants are made up of 199 students selected from the total population of all SS2 Home Economics students in Akure South Local Government Area during the 2022/2023 session. The participants were given pre-tests, post-tests, and retention tests after two weeks. Five major research questions and null hypotheses were raised, answered, and tested. Independent t-test analyses revealed the following: Students taught using the concept mapping strategy performed better than those taught with the conventional method and equally performed better in the two-week retention test. Female students performed better than male students. There is no significant difference in the performance of students in private schools with those in public schools. All the groups showed improved performance for the two week retention test after been taught using concept mapping strategy. The study showed that the concept mapping strategy is an appropriate method for teaching Home Economics for both male and female students. Among others, the study recommends that seminars should be organized for teachers to emphasize and encourage the use of the concept mapping strategy in teaching science and practical oriented subjects in senior secondary schools.

Critical roles of nicotinic acetylcholine receptors in olfactory memory formation and retrieval in crickets.

Acetylcholine (ACh) is a major excitatory neurotransmitter in the insect central nervous system, and insect neurons express several types of ACh receptors (AChRs). AChRs are classified into two subgroups, muscarinic AChRs and nicotinic AChRs (nAChRs). nAChRs are also divided into two subgroups by sensitivity to α-bungarotoxin (α-BGT). The cricket Gryllus bimaculatus is one of the useful insects for studying the molecular mechanisms in olfactory learning and memory. However, the roles of nAChRs in olfactory learning and memory of the cricket are still unknown. In the present study, to investigate whether nAChRs are involved in cricket olfactory learning and memory, we tested the effects of two different AChR antagonists on long-term memory (LTM) formation and retrieval in a behavioral assay. The two AChR antagonists that we used are mecamylamine (MEC), an α-BGT-insensitive nAChR antagonist, and methyllycaconitine (MLA), an α-BGT-sensitive nAChR antagonist. In crickets, multiple-trial olfactory conditioning induced 1-day memory (LTM), whereas single-trial olfactory conditioning induced 1-h memory (mid-term memory, MTM) but not 1-day memory. Crickets injected with MEC 20min before the retention test at 1day after the multiple-trial conditioning exhibited no memory retrieval. This indicates that α-BGT-insensitive nAChRs participate in memory retrieval. In addition, crickets injected with MLA before the multiple-trial conditioning exhibited MTM but not LTM, indicating that α-BGT-sensitive nAChRs participate in the formation of LTM. Moreover, injection of nicotine (an nAChR agonist) before the single-trial conditioning induced LTM. Finally, the nitric oxide (NO)-cGMP signaling pathway is known to participate in the formation of LTM in crickets, and we conducted co-injection experiments with an agonist or inhibitor of the nAChR and an activator or inhibitor of the NO-cGMP signaling pathway. The results suggest that nAChR works upstream of the NO-cGMP signaling system in the LTM formation process.

Short-term interference in learning ballistic motor tasks: Refining the notion of specificity

Introduction Learning of an isometric ballistic force task (BT) can be impaired if it is followed by the learning of a visuomotor accuracy task (VMT) involving isometric contractions of the same muscles (Lundbye-Jensen et al., 2011). This phenomenon, known as retrograde interference, is thought to occur because the memory trace created after learning the BT is affected by the activation of similar neural circuits involved in the VMT (Lundbye-Jensen et al., 2011). However, it remains unclear how the contraction type involved in the two motor tasks influences potential interference effects. The aim of this study was therefore to compare the influence of a VMT involving dynamic position control or isometric force control on short-term retrograde interference in a previously learned isometric BT involving the same muscles. Methods 45 participants were randomly assigned to one of 3 groups. Participants started by learning an isometric BT involving the wrist flexors of the non-dominant hand. Participants in the first two groups then learned a VMT involving dynamic (VMTDynamic group) or isometric (VMTIsometric group) contractions of the same muscles, while participants in the third group took a break (control group). Finally, participants completed the BT retention test. Each BT training consisted of 35 trials in which participants were asked to achieve the highest rate of force development (RFDmax). The VMT training consisted of 50 trials in which participants were asked to follow a curve with a cursor. Position of the cursor was linked to the wrist flexion/extension angle (VMTDynamic) or the isometric force produced (VMTIsometric). Interference was quantified by comparing RFDmax between the end of the initial training (POST) and the start of the retention test (RET). Results A mixed design ANOVA revealed a significant interaction effect (F(2, 40) = 3.87, p = 0.029). Post hoc corrected paired t-tests showed a significant decrease in RFDmax for the VMTIsometric group between POST (2,524 ± 1,144 N/s) and RET (1,960 ± 921 N/s). In contrast, performance of the other two groups did not change (VMTDynamic group: 2,679 ± 1,321 vs. 2,499 ± 1,278 N/s; control group: 2,489 ± 1,005 vs. 2,334 ± 1,013 N/s). Discussion/Conclusion Interference was only observed in the VMTIsometric group, suggesting that the same type of contraction must be involved in the VMT and BT for short-term retrograde interference to occur. It is known that the neural control of isometric contractions is different from dynamic contractions (Duchateau &amp; Enoka, 2016). It can therefore be speculated that the resulting reduction in neural competition between the motor tasks was sufficient to prevent interference in the VMTDynamic group. In conclusion, for retrograde interference to occur, not only must the same muscles be involved in both motor tasks, but they must also perform the same type of contraction.

Variable practice is superior to self-directed training for laparoscopic simulator training: a randomized trial

BackgroundMastering laparoscopy is challenging—it requires specific psychomotor skills which are difficult to obtain in the operating room without potentially compromising patient safety. Proficiency-based training programs using virtual reality simulators allow novices to practice and develop their skills in a patient-safe learning environment. Variable practice leads to stronger retention and skills transfer in a non-surgical setting. The objective of this trial was to investigate if variable practice was superior to self-directed training.MethodsA randomized trial where participants (n = 36) were randomized to proficiency-based laparoscopic simulator training of basic skills using either variable practice or self-directed training, followed by a transfer test with proficiency-based training on a procedural task (a salpingectomy). All participants returned after a period of 3–5 weeks to perform a retention test. Results: The mean time to proficiency for the basic skills tasks were 119 min (SD: 93) for the variable practice group versus 182 min (SD: 46) for the self-directed training group (p = 0.015). The time to reach proficiency during the transfer test was 103 min (SD: 57) versus 183 min (SD: 64) for the variable practice group versus the self-directed training group, respectively (p < 0.001). The mean time to proficiency for the retention test was 51 min (SD: 26) and 109 min (SD: 53) for the variable practice group and self-directed training group, respectively (p < 0.001).ConclusionVariable practice is superior to self-directed training for proficiency-based laparoscopic training. With variable time to practice proficiency is reduced, there is higher transfer to a procedural task, and retention is improved.

Training interprofessional teams in geriatric emergency medicine: A modified team-based learning approach

BackgroundOlder adults deserve special healthcare provision in every branch of medicine. Turkey currently does not have geriatric emergency medicine (GEM) subspecialty training. Thus, interprofessional training for healthcare professionals involved in GEM services is required. Team-based learning (TBL) seems suitable to implement such training. We aimed to develop and implement a training program for healthcare professionals engaged with GEM services, and evaluate the program considering teacher and learner satisfaction and knowledge retention. MethodsThis was a design-based study in which a one-day GEM training program was developed based on the literature and expert opinions. The program was applied to 54 physicians, 98 nurses, 70 health officers, and 102 paramedics using a modified version of TBL. Teams included at least one representative from each profession. TBL was modified by adding a 1-h lecture and eliminating peer evaluation. Feedback forms, individual and group tests of TBL, and a retention test conducted six months later were used for program evaluation. ResultsThe mean group test score was higher than that of individual tests in all professions. Physicians’ individual test scores were higher than those of other professions, but this difference disappeared in the group test. The retention test mean score was higher than the individual test mean score but lower than that of the group test. Teacher and learner satisfaction was high. ConclusionWe implemented a training program using a modified TBL approach to teach GEM to relevant healthcare professionals; it yielded promising results regarding knowledge gain and retention, as well as teacher and learner satisfaction. The instruction design and method used in this study can be applied to multidisciplinary team training.

Effect of Film Density on MgSiO3-Based Resistive Random-Access Memory

Different film density MgSiO3 based resistive random-access memorys (RRAMs) are fabricated to investigate the resistive switching behaviors. The X-ray diffraction results, set voltage, reset voltage, cycling endurance, and retention time are drawn for comparison. With the increasing oxygen ratio gas flow, the resistive switching characteristics of MgSiO3 RRAM are drastically elevated by changing the fabrication conditions of the RS layer. Moreover, we portray a filament model to explain the most likely mechanism associated with the generation and rupture of conductive filaments composed of oxygen vacancies. The high randomness among switching cycles for memory application should be prevented, but it is suitable for the physical unclonable function. The relationship between HRS and the next time set voltage shows a strong correlation, and the conduction mechanisms of the low-resistance state (LRS) and HRS correspond to ohmic conduction and space charge-limited conduction, respectively. Meanwhile, the RRAM undergoes 10,000 s retention tests, and the two resistance states can be distinguished without obvious alternation or degradation. A favorable cycling endurance and retention time achieved by optimizing the fabrication parameters of Cu/MgSiO3/Pt RRAM have the potential for nonvolatile memristors and information security applications.

The Effect of Digital Game-Based and Different Education Programs on Phonological Awareness Skills of 60-72 Months-Old Children

This study examines the effects of digital game-based and different educational programs on the phonological awareness skills of 60-72-month-old children. The study group of the research consists of 60-72-month-old children studying in kindergartens affiliated with primary schools. The study group was divided into three experimental groups and one control group. There were 22 children in experimental group 1, 16 in experimental group 2, 17 in experimental group 3, and 17 in the control group, totaling 72 children. In the study, a phonological awareness education program was applied to experimental group 1, a digital game-supported phonological awareness education program was applied to experimental group 2, a digital game-based phonological awareness education program was applied to experimental group 3, and no intervention was applied to the control group. A quasi-experimental design was used as the research model. The Study used the Early Literacy Skills Assessment Tool (ELSA) and the Early Literacy Test for Preschoolers (ELTKC) as data collection tools. A pre-test was administered to the study and control groups, and after the pre-test, educational programs were applied to the experimental groups for ten weeks. After the educational programs were implemented, a post-test was administered to the experimental and control groups, and a retention test was administered to the experimental groups. According to the results of the study, it was determined that there was a significant difference between the experimental groups and between the experimental groups and the control group.

The influence of motor learning methods on motor performance stability: The moderating effect of reinvestment propensity

Different motor learning methods (explicit or analogy learning) show different effects on motor performance stability, and reinvestment propensity plays an important role in motor performance stability. This study aimed to explore whether reinvestment propensity, that is, movement self-consciousness (MS-C) and conscious motor processing (CMP) as two dimensions, played a moderating role in the relationship between motor learning methods and motor performance stability. A total of 78 participants were randomly assigned to either the explicit or analogy learning group and their reinvestment propensity was measured. We recorded the number of golf putt goals in both the practice phase and the test phases (including a retention test and a stress test). In the moderating analysis, participants’ reinvestment propensity was the moderating variable, and the dependent variable was motor performance stability (i.e., the difference between the two test phases). Results showed that motor performance was significantly different between practicing blocks, which indicated that the motor performance of learners was gradually increasing. The significant interaction between learning methods and the test phase on motor performance was detected, suggesting under stress, analogy learning was more likely to maintain the stability of motor performance, while explicit learning impaired the stability of motor performance. The CMP played a significant moderating role in the relationship between motor learning methods and motor performance stability. The result indicated that for learners with low CMP, the motor performance stability of analogy learning was better than explicit learning, while there was no significant difference in the stability of motor performance between the two learning methods for learners with high reinvestment propensity. No significant evidence was found that MS-C played a moderating role in the relationship between motor learning methods and motor performance stability. These findings expand the theoretical framework of motor skill learning and provide theoretical support for motor performance stability.