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Research on computer-supported collaborative learning faces the challenge of extending student collaboration to higher social levels and enabling cross-boundary interaction. This study investigated collaborative knowledge building among four Grade 5 classroom communities that studied human body systems with the support of Idea Thread Mapper (ITM). While students in each classroom collaborated in their local (home) discourse space to investigate various human body functions, they generated reflective syntheses--"super notes"--to share knowledge progress and challenges in a cross-community meta-space. As a cross-community collaboration, students from the four classrooms further used the Super Talk feature of ITM to investigate a common problem: how do people grow? Data sources included classroom observations and videos, online discourse within each community, students' super notes and records of Super Talk discussion shared across the classrooms, and student interviews. The results showed that the fifth-graders were able to generate high quality super notes to reflect on their inquiry progress for cross-classroom sharing. Detailed analysis of the cross-classroom Super Talk documented students' multifaceted understanding constructed to understand how people grow, which built on the diverse ideas from each classroom and further contributed to enriching student discourse within each individual classroom. The findings are discussed focusing on how to approach cross-community collaboration as an expansive and dynamic context for high-level inquiry and continual knowledge building with technology support.

Objective To investigate the effects of lycopene (Lyc) on hippocampal inflammation, social deficits and repetitive stereotyped behaviors in BTBR T+ Itpr3tf/J autistic mice (BTBR, a mouse strain showing lower sociability as a model for autism spectrum disorder). Methods Adult male C57BL/6J (C57) and BTBR mice aged 7-8 weeks were randomly divided into (n=8): C57+Veh group, C57+Lyc group, BTBR+Veh group and BTBR+Lyc group. The mice from the C57+Lyc group and BTBR+Lyc group were given 20 mg/kg Lyc by gavage once a day for 7 d, and those of the C57+Veh group and BTBR+Veh mice were given equal volume of corn oil. Then three-chamber social test, male-female reciprocal social interactions, self-grooming, marble buying, open field test, object recognition test, nest building, and Y-maze test were conducted in these mice. Immediately after the behavioral tests, the mice were sacrificed and their brain samples were harvested for RT-qPCR and Western blotting. Results Behavioral results showed that in the three-chamber social test, the mice of the BTBR+Veh group spent longer time in the chamber with the object, showing much curiosity about the object (P < 0.05), while the mice after Lyc treatment showed a preference for strange mice (P < 0.05). In the self-grooming and marble burying behavior test, the BTBR+Veh group showed markedly increased repeated stereotyped behaviors than the C57+Veh group mice (P < 0.05), which could be alleviated by Lyc treatment (P < 0.05). The hippocampal expression of NLRP3 at mRNA and protein levels (P < 0.05), and the mRNA levels of IL-1β, IL-18, IL-6, NF-κB, and TNF-α were significantly increased in the BTBR+Veh group mice when compared with the C57+Veh group mice, and Lyc treatment obviously reversed above changes (P < 0.05). Conclusion Lyc treatment improves three-chamber social deficits and repetitive stereotyped behaviors in BTBR mice by reducing NLRP3 inflammasome in the hippocampus of BTBR mice.

To evaluate the effect of family psychosocial intervention on the mental health and family function of caregivers of children with cancer.

IL-27 controls a diverse range of immune responses in many disease settings. Here, we identify intestinal epithelial cells (IECs) as one of the major IL-27 cellular sources in the gut-associated tissue. Unlike IL-27 secreted by innate immune cells, gut epithelial IL-27 is dispensable for T-bet+ regulatory T cell (T reg cell) differentiation or IL-10 induction. Rather, IEC-derived IL-27 specifically promotes a distinct CD8αα+CD4+ intraepithelial lymphocyte (IEL) population that acquires their functional differentiation at the intestinal epithelium. Loss of IL-27 in IECs leads to a selective defect in CD8αα+CD4+ IELs over time. Consequently, mice with IEC-specific IL-27 ablation exhibited elevated pathogen burden during parasitic infection, and this could be rescued by transfer of exogenous CD8αα+CD4+ IELs. Collectively, our data reveal that in addition to its known regulatory properties in preventing immune hyperactivity, gut epithelial IL-27 confers barrier immunity by inducing a specific IEL subset and further suggest that IL-27 produced by different cell types plays distinct roles in maintaining intestinal homeostasis.

Background: Performance goal orientations are influential motivational factors for predicting learning performance. However, a lack of attention has been paid to investigating the effects of performance goal orientations on learning performance and in-game performance in the context of digital game-based learning. Objectives: This study implemented a game-based English vocabulary learning system and investigated how performance goal orientations affected learners' learning performance and in-game performance. Methods: A total of 59 non-English major university students participated in this study, divided into performance-approach learners (PAPL) and performance-avoidance learners (PAVL) based on their performance goal orientations. The English vocabulary listening test and log data were collected for conducting quantitative analyses. Results and conclusions: The results showed that the PAPL outperformed the PAVL in learning performance, whereas the two groups demonstrated similar gain scores and overall in-game performance. Moreover, the results showed that the PAVL's learning performance was strongly associated with all aspects of in-game performance in the learning activities. Conversely, the PAPL's learning performance was only associated with two aspects of in-game performance in the competition activities. Implications: The findings of this study suggest that performance goal orientations play significant roles in both learning performance and in-game performance, which could benefit the PAVL's in-game performance, which is a substantial factor in promoting their learning performance via DGBL.

Lexical competence is considered as an important indicator of language proficiency. While learning vocabulary, learners need to remember various aspects of knowledge about the word (e.g., meaning, form and use). Many vocabulary learning strategies have been proposed to help learners consolidate vocabulary knowledge. Among them, grouping words belonging to the same meaning categories is conducive to recall (Schmitt, 1997). On the other hand, learning chunks is also a mnemonic device for increasing vocabulary. Taking into consideration these two important vocabulary memory strategies that help students learn faster and recall better, the current study proposes grouping and learning lexical phrases sharing semantic equivalence but differing in use (i.e., phrasal paraphrases) (e.g., "is worth reading", "is worthy of being read" and "is worthwhile reading"). For this, a corpus-based paraphrasing system, PREFER, was introduced because it provides a sufficient number of paraphrases and corresponding Chinese translations, usage patterns and example sentences. Such information could widen and deepen learners' vocabulary knowledge. A pre-and post-test was conducted on 49 college freshmen to examine their performance in phrasal paraphrase learning. The results showed that with the assistance of the introduced system, students achieved substantial gains regardless of their proficiency level. Furthermore, students' errors on the test sheets were thoroughly analyzed for the purpose of understanding students' learning difficulties while learning paraphrases. Despite its exploratory nature, the current study shed some light on the effects of learning phrasal paraphrases on vocabulary expansion.