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Background: Given the current technological advancements and the growing need for remote education, multimedia learning has become more popular among teachers and students. Therefore, the creation of multimedia teaching programmes that can improve learning outcomes has become increasingly important. However, there is a lack of research on whether incorporating visual cues into instructors' emotional designs is more effective than using only one approach. Objectives: Based on the cognitive‐affective theory of learning with media and the cognitive affective model of e‐learning, this study aimed to explore how instructor's voice enthusiasm and visual cueing affect students' multimedia learning experience and learning outcomes. Methods: A 2 (instructor's voice enthusiasm: high vs. low) × 2 (visual cueing: visual cues vs. no cues) between‐subjects design was used, college students unfamiliar with immunomodulation learned about this subject in a video lesson. Then, they then took a retention test and completed the learning experience scales. Results and Conclusions: The results indicated that both the instructor's vocal enthusiasm and visual cueing independently have a positive impact on learners' retention test scores. However, if present simultaneously, their positive effects are not cumulative. Specifically, when visual cueing was provided, the instructor's voice enthusiasm did not significantly affect the retention test. Without visual cueing, the instructor's high voice enthusiasm positively impacts the retention test. In addition, the learning experience mediated between the instructor's voice enthusiasm and retention test. These findings offer insights into enhancing the efficacy of multimedia learning by foregrounding instructors' emotional engagement and refining the design of instructional content cues. Lay Description: What is already known about this topic?: The instructor's enthusiasm helps enhance learners' positive emotions.The effect of the instructor's enthusiasm on learning can vary depending on the conditions.Visual cueing can guide attention and improve learning. What this paper adds?: When the instructor's vocal enthusiasm and visual cueing are presented independently, they each effectively improve retention test. However, when combined, their effects are not cumulative.Learning experience acts as a mediator between the instructor's voice enthusiasm and the retention test.Instructor enthusiasm could be conveyed by voice solely. Implications for practice and/or policy: Combining the instructor's voice enthusiasm and visual cueing in the instructional video should be treated cautiously.Instructors should use enthusiastic voices to enhance students' positive emotions and learning. [ABSTRACT FROM AUTHOR]

The aim of the study was to compare the effects of implicit learning using dual task-paradigm, with explicit learning on learning a novel skill, and if the performance is maintained over a prolonged period of time. Twenty-six high school adolescents (n = 26, boys n = 15, girls n = 11, age: 16 ± 0.66 years) performed a four-week front-flip learning program, where participants underwent two hours front flip practice in total between the pre- and post-test session followed by two tests; three and six months after the post-test, in which the front-flip was not practiced. Performance was evaluated by two independent gymnastics judges. Both groups increased performance at the post test, with significantly higher scores in the explicit group compared with the implicit group. Probably benefiting from error correction to select positive action outcomes and avoid negative ones consciously. However, the explicit group was also the only group that significantly decreased performance again at first retention test, suggesting that their reliance on the retrieval of declarative knowledge from working memory was subject to decay. While it seems that performance learned via implicit learning may deteriorate more slowly, but also continuously throughout six months suggesting that the directly accumulated procedural knowledge may need for proper reinforcement and practice. [ABSTRACT FROM AUTHOR]

Background: The purpose of this study was to compare the effects of explicit learning with implicit learning using a dual-task paradigm on learning a novel skill and whether the performance was maintained over an extended period. Methods: Forty-four young children from a local gymnastics club (n = 44, boys n = 10, girls n = 34, age: 10 ± 2.9 years) completed four 30 min front-flip practice sessions over four weeks between pre- and post-test, followed by two retention tests three and six months after the post-test, in which no front-flip practice occurred. Results: Comparable improvements were found beyond baseline performance for both learning conditions over the six-month hiatus. While both groups increased performance at the post-test, neither explicit nor implicit learning groups were able to maintain the achieved performance level into six months of retention. In particular, the explicit group showed a more marked decrease than the implicit group after three months, which was probably caused by the decay of their reliance on the retrieval of declarative knowledge from working memory. Conclusions: The current findings highlight the importance of conducting retention tests over an extended period to monitor performance development after the acquisition of a novel task by different learning methods, as they can differ over time. [ABSTRACT FROM AUTHOR]

Background: The purpose of this study was to compare the effects of explicit learning with implicit learning using a dual-task paradigm on learning a novel skill and whether the performance was maintained over an extended period. Methods: Forty-four young children from a local gymnastics club (n = 44, boys n = 10, girls n = 34, age: 10 ± 2.9 years) completed four 30 min front-flip practice sessions over four weeks between pre- and post-test, followed by two retention tests three and six months after the post-test, in which no front-flip practice occurred. Results: Comparable improvements were found beyond baseline performance for both learning conditions over the six-month hiatus. While both groups increased performance at the post-test, neither explicit nor implicit learning groups were able to maintain the achieved performance level into six months of retention. In particular, the explicit group showed a more marked decrease than the implicit group after three months, which was probably caused by the decay of their reliance on the retrieval of declarative knowledge from working memory. Conclusions: The current findings highlight the importance of conducting retention tests over an extended period to monitor performance development after the acquisition of a novel task by different learning methods, as they can differ over time.

Background and Aim: To shift the paradigm from passive tutor driven tutorials to more responsible active learning by the students, a co operative teaching learning method could be a good alternative. The Jigsaw approach, a model of co operative learning, focuses on learning in groups with fellow learner co operation and reassures team work. Thus, this study was aimed at assessing the effectiveness of jigsaw strategy in comparison to tutorials in enhancing cognitive skills among the medical students in microbiology. Materials and Methods: A cross sectional study was carried out at microbiology department for 50 consenting MBBS students of professional year II and 50 consenting B.Sc nursing students of 2nd years. Students were randomly divided into two batches: Aand B of 25 students each. They were prepared for either a jigsaw (Experimental) or tutorial (Control) a week prior on predecided topics. The same groups were crossed over for another topic. Students' performance was assessed by pretest, posttest, academic achievement level, and retention test by prevalidated multiple choice questionnaires. The student perception on TL methods was evaluated by using learning experience questionnaires. Results: Posttest scores of both groups were found to be significant at the level of P < 0.05. Among medical students, mean of posttest scores in the jigsaw is more than tutorial (12.4 v/s 9.7, crossover 13.3 v/s 11.2) and in nursing students (11.7 v/s 8.2, crossover 11.6 v/s 9.9). Mean retention tests scores and absolute achievement level were high in jigsaw groups. The students preferred jigsaw over the tutorial. Conclusion: Jigsaw strategy is a robust instructional tool, well perceived by the students to enhance cognitive skills as inferred by the results and can be tailored to the needs of varied topics across different disciplines.

Abstract Background The purpose of this in vitro study was to assess the influence of different cement systems with different ceramic primers on the retention strength of zirconia crowns. Methods Thirty extracted molars were prepared with flat occlusal surfaces, 20 degrees taper, and 3 mm axial wall height. A zirconia crown with an occlusal bar was fabricated for each tooth. All specimens were divided (n = 10) into; Group M: Multilink Speed/Monobond N, Group P: Panavia V5/Clearfil Ceramic Primer Plus, Group D: Duo-Link universal/Z-Prime Plus. The intaglio surfaces of crowns were air-abraded using 50 µm alumina at 2.5 bar for 10 s. Then each crown was cemented onto its corresponding tooth. All specimens were thermocycled for 10,000 cycles between 5 and 55 °C. Each crown was subjected to gradually increasing vertical load along the path of insertion through hooks engaging the occlusal bar using a universal testing machine until failure. The force at dislodgment was recorded and retention strength was calculated for each specimen. The failure modes were recorded for each specimen. The data were statistically analyzed using one way ANOVA test followed by Tukey HSD test (α = .05). Results Group D showed lowest strength (1.42 ± 0.23 MPa) and differed significantly (P

Background and Aim: To shift the paradigm from passive tutor driven tutorials to more responsible active learning by the students, a co operative teaching learning method could be a good alternative. The Jigsaw approach, a model of co operative learning, focuses on learning in groups with fellow learner co operation and reassures team work. Thus, this study was aimed at assessing the effectiveness of jigsaw strategy in comparison to tutorials in enhancing cognitive skills among the medical students in microbiology. Materials and Methods: A cross sectional study was carried out at microbiology department for 50 consenting MBBS students of professional year II and 50 consenting B.Sc nursing students of 2nd years. Students were randomly divided into two batches: Aand B of 25 students each. They were prepared for either a jigsaw (Experimental) or tutorial (Control) a week prior on predecided topics. The same groups were crossed over for another topic. Students' performance was assessed by pretest, posttest, academic achievement level, and retention test by prevalidated multiple choice questionnaires. The student perception on TL methods was evaluated by using learning experience questionnaires. Results: Posttest scores of both groups were found to be significant at the level of P < 0.05. Among medical students, mean of posttest scores in the jigsaw is more than tutorial (12.4 v/s 9.7, crossover 13.3 v/s 11.2) and in nursing students (11.7 v/s 8.2, crossover 11.6 v/s 9.9). Mean retention tests scores and absolute achievement level were high in jigsaw groups. The students preferred jigsaw over the tutorial. Conclusion: Jigsaw strategy is a robust instructional tool, well perceived by the students to enhance cognitive skills as inferred by the results and can be tailored to the needs of varied topics across different disciplines. [ABSTRACT FROM AUTHOR]

The aim of this research was to determine the sustainability of a given ten-week motor skills training program for children with developmental coordination disorder (DCD). Children with DCD in four kindergartens in the Khorezm region of Uzbekistan were selected to take part in the study. Participants were 24 children between 4 and 6 years old (5.25 ± 0.13 years), assigned to an intervention group (IG: 17 children; 10 boys) and a control group (CG: 7 children; 4 boys). The Movement Assessment Battery for Children (MABC-2) was used to assess motor competence pre-intervention, post-intervention, and retention test measurement after 18 months. The retention test results for the IG indicated a decline in all three motor domains of MABC-2. Despite this, the results that were acquired during the retention test came out to be better than the results that were achieved during the pre-test. At the same time, children who were allocated to the CG maintained their performance. The findings suggest that a preschool-based motor skill training program has the potential to increase motor skills in children with DCD. However, the positive benefits produced by the intervention may decrease over the course of time if the intervention is not continued. [ABSTRACT FROM AUTHOR]

Background and objectives: Adequate retention is a basic requirement for the acceptance of complete denture. The aim of this study was to evaluate the retention quality of fluid denture base materials and compare it with conventional acrylic denture base materials Method: Sixteen edentulous male patients with an age 45-60 years participated in the study. For each patient two denture bases were constructed, one of them made from fluid denture base materials and the other made from hot acrylic denture base materials. A specially designed strain gauge measuring device was used to measure the force required to dislodge the two dentures from basal seats. Six measurements of retention of newly inserted denture base were recorded for each patient (three for maxillary acrylic denture base and three for maxillary fluid denture base). Results: The results of the retention test showed that the fluid denture base materials required more force in order to dislodge denture than the heat cure denture base materials, which means a significant improvement in retention quality obtained by fluid denture base materials. Conclusions: It has appeared that the fluid acrylic denture base materials produce denture base material with excellent retentive efficiency to the underlying tissue when compared to conventional denture base materials.

Background: The purpose of this in vitro study was to assess the influence of different cement systems with different ceramic primers on the retention strength of zirconia crowns. Methods: Thirty extracted molars were prepared with flat occlusal surfaces, 20 degrees taper, and 3 mm axial wall height. A zirconia crown with an occlusal bar was fabricated for each tooth. All specimens were divided (n = 10) into; Group M: Multilink Speed/Monobond N, Group P: Panavia V5/Clearfil Ceramic Primer Plus, Group D: Duo-Link universal/Z-Prime Plus. The intaglio surfaces of crowns were air-abraded using 50 µm alumina at 2.5 bar for 10 s. Then each crown was cemented onto its corresponding tooth. All specimens were thermocycled for 10,000 cycles between 5 and 55 °C. Each crown was subjected to gradually increasing vertical load along the path of insertion through hooks engaging the occlusal bar using a universal testing machine until failure. The force at dislodgment was recorded and retention strength was calculated for each specimen. The failure modes were recorded for each specimen. The data were statistically analyzed using one way ANOVA test followed by Tukey HSD test (α =.05). Results: Group D showed lowest strength (1.42 ± 0.23 MPa) and differed significantly (P <.001) from Group M (2.71 ± 0.45 MPa) and Group P (2.47 ± 0.41 MPa). There was no significant difference (P =.34) between Group M and Group P. The failure modes for Groups M and Group P were mainly cohesive, while Group D showed adhesive failure. Conclusions: The retention strength of zirconia crowns was improved with Multilink Speed and Panavia V5 cement systems, while the use of the Duo-Link Universal cement system only showed half of those retention strength values. [ABSTRACT FROM AUTHOR]

The aim of this research was to determine the sustainability of a given ten-week motor skills training program for children with developmental coordination disorder (DCD). Children with DCD in four kindergartens in the Khorezm region of Uzbekistan were selected to take part in the study. Participants were 24 children between 4 and 6 years old (5.25 ± 0.13 years), assigned to an intervention group (IG: 17 children; 10 boys) and a control group (CG: 7 children; 4 boys). The Movement Assessment Battery for Children (MABC-2) was used to assess motor competence pre-intervention, post-intervention, and retention test measurement after 18 months. The retention test results for the IG indicated a decline in all three motor domains of MABC-2. Despite this, the results that were acquired during the retention test came out to be better than the results that were achieved during the pre-test. At the same time, children who were allocated to the CG maintained their performance. The findings suggest that a preschool-based motor skill training program has the potential to increase motor skills in children with DCD. However, the positive benefits produced by the intervention may decrease over the course of time if the intervention is not continued.

The purpose of this study was to examine the effects of a blended teaching-learning approach on academic achievement and twenty-first century skills of preservice teachers who took the teaching principles and methods course. The implementation was carried out over a period of ten weeks with preservice teachers who were enrolled in pedagogical training at the Faculty of Education at Karamanoğlu Mehmetbey University in the 2019–2020 academic year. In the study, a semi-experimental research design with experimental and control groups was employed. Data collection tools were an academic achievement test and "multidimensional twenty-first century skills scale". Analysis revealed that there was a significant difference across the two groups' academic achievement and twenty-first century skills in favor of the experimental group. In addition, analysis of the retention test administered four weeks later showed a significant difference in favor of the experimental group. In the light of the results, the implications and future directions were discussed. [ABSTRACT FROM AUTHOR]

Emerging nonvolatile memories (NVMs) are considered as suitable candidates to replace conventional memories such as static RAM (SRAM) and dynamic RAM (DRAM) due to high density, high performance, and low (static) power operation. However, NVMs bring new fault issues and call for new tests. For example, NVMs exhibit wide read and write latency distribution, incur high write current (leads to high supply noise), are susceptible to external magnetic/thermal field, show high and stochastic retention time, and are prone to endurance and reliability failures. The conventional tests either cannot capture the faults specific to emerging NVMs or they incur significant test time if implemented on emerging NVMs. In this article, we summarize fault models specific to NVMs and explain the related test issues and challenges. We also propose new tests along with necessary design-for-test techniques to characterize the failures. We further summarize NVM tests proposed in prior works and analyze their test time requirements. [ABSTRACT FROM AUTHOR]

In the last few decades, there has been exponential increase in studies aiming to trace the molecular mechanism of fear extinction with a hope to minimize the return of fear after exposure therapy required for operational treatment of anxiety disorders. The present study explored how the timing of extinction training after developing a specific fear, affects the consequent return of the extinguished fear and the role of histone acetylation in controlling the circuitry, thereof. It was found that rats undergone extinction training 10 min. after fear memory acquisition (Immediate Extinction) had deficits in retention of extinction memory as compared to one which underwent extinction 24 h after fear acquisition (Delayed Extinction). When the differences were sorted at the circuitry level the relative activity of the infralimbic prefrontal cortex (IL) to prelimbic cortex (PL) was found to be lower in the immediate extinction group as compared to the delayed extinction group as evidenced by the c-fos expression in the mPFC of these groups. Further investigation showed that acetylation of histone H3/H4 along with the levels of CREB binding protein (CBP) which is a histone acetyltransferase (HAT), was associated with neuronal activation and was significantly lower in the IL of the immediate extinction group than the delayed extinction group. In conclusion, the observed deficits in the immediate extinction group may be the result of compromised activation of IL, which in turn may be associated with changes in histone acetylation. [ABSTRACT FROM AUTHOR]

Copyright of Itobiad: Journal of the Human & Social Science Researches / İnsan ve Toplum Bilimleri Araştırmaları Dergisi is the property of Itobiad: Journal of the Human & Social Science Researches and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Motor imagery is the ability to imagine performing a movement without any action. The time a movement is mentally rehearsed highly correlates with the actual time of motor action. In this study, the effect of voluntary changes in imagery speed on the duration of the actual performance and learning a complex unfamiliar skill, and also the difference between the effects of real-time and fast imagery were investigated. 32 male volunteers (mean age: 22.23±2.07 yr) participated in the pretest, imagery training period, posttest, and retention test. The motor task was a sequence of new skills involving coordinated movements of upper and lower extremities with body locomotion. During the training period and in the real time, they mentally rehearsed the sequence performed in the pretest faster and more slowly. Analysis of variance (ANOVA), dependent and independent t tests were used to analyze the data. The findings revealed that the actual duration of real-time and fast imagery group decreased after training period (p0.05). However, there was no difference between the effect of real-time and fast imagery (p>0.05). Moreover, no significant differences were found in the subsequent performance and retention of control and slow imagery groups (p>0.05). It is suggested that the duration of motor imagery should be close to the duration of physical performance in order to promote the performance and learning new tasks and individuals should be cautious about changes in mental image speed.

The goal of this study is searching effective time (before, during and after physical practice) for mental practice in learning the Volleyball Service Skill. Forty-five beginner students, aged 12–14 years, with no history of Volleyball Service Skill participated in the study (45 Male ones). Most of them were Secondary school students. All were unable to serve Volleyball correctly. The subjects were divided into the three groups (MP before PP, MP during PP and MP after PP). All subjects performed mental and physical practice in 21 sessions and for 30 minutes per session. The subjects were tested at the end of the 7th, 14th, 21th, and 28th sessions. The Volleyball Serving Test was used for test comparing the rate of learning. The result of this research showed there was significant difference between means of the MP-during-PP group, and the MP-before-PP and the MP-after-PP groups in improving their Volleyball Service skill. Moreover, the MP-before-PP and MP-after-PP groups did not differ from each other concerning the scores. The retention test showed that subjects in the MP-before-PP and the MP-after-PP groups, in contrast to the MP-during-PP group, did not significantly improve their Volleyball Service skill. This study suggested that coaches and P.E teachers apply mental practice (10 minutes) as an essential part in programs and teach the beginners that use mental practice in every time of physical practice (spatially during physical practice).

Introduction: To overcome limitations of screw-retained prostheses, cement-retained prostheses have become the restoration of choice now a days. Selection of the cement hence becomes very critical to maintain retrievability of the prostheses. Aim: The purpose of this study was to assess and compare the retention of base metal crowns cemented to implant abutments with five different luting cements. Materials and Methods: Ten implant analogs were secured in five epoxy resin casts perpendicular to the plane of cast in right first molar and left first molar region and implant abutments were screwed. Total of 100 metal copings were fabricated and cemented. The cements used were zinc phosphate, resin modified glass ionomer cement, resin cement, non-eugenol acrylic based temporary implant cement & non-eugenol temporary resin cement implant cement. Samples were subjected to a pull-out test using an Instron universal testing machine at a crosshead speed of 0.5mm/min. The load required to de-cement each coping was recorded and mean values for each group calculated and put to statistical analysis. Results: The results showed that resin cement has the highest retention value 581.075N followed by zinc phosphate luting cement 529.48N, resin modified glass ionomer cement 338.095 N, non-eugenol acrylic based temporary implant cement 249.045 N and non-eugenol temporary resin implant cement 140.49N. Conclusion: Within the limitations of study, it was concluded that non-eugenol acrylic based temporary implant cement and non-eugenol temporary resin implant cement allow for easy retrievability of the prosthesis in case of any failure in future. These are suitable for cement retained implant restorations. The results provide a possible preliminary ranking of luting agents based on their ability to retain an implant-supported prosthesis and facilitate easy retrieval.

Background and objective Cement-retained prostheses have replaced screw-retained prostheses as the preferred restoration in recent years in order to overcome the latter's limitations. In this study, four different luting cements were compared to evaluate their efficacy on the retention of cement-based metal crowns to implant abutments. Materials and methods In the right and left first molar regions, four implant analogs (Internal Hex, Adin Dental Implant Systems Ltd., Tel-Aviv, Israel) were screwed into epoxy resin casts (Araldite CY 230-1 IN, India) that were positioned perpendicular to the cast's plane. Four metal copings were created and cemented. Group A: polycarboxylate cement (DUR) (DurelonTM, 3M Espe, St. Paul, MN); Group B: PANAVIA™ F 2.0 dual-cure resin cement (Kuraray America, Inc., New York, NY); Group C: resin-modified glass ionomer (3M™ RelyX™ Luting, 3M Espe); and Group D: non-eugenol temporary resin cement (Kerr-Temp, KaVo Kerr, Brea, CA) were used to cement crowns. To check the retention capacity, samples were put through a pull-out test on an Instron universal testing machine (TSI‑Tecsol, Bengaluru, India) with a crosshead speed of 0.5 mm/min. Each coping's de-cementing load was noted, and average values for every sample were computed and statistically analyzed. Results The findings demonstrated that non-eugenol temporary resin implant cement has the lowest retention value at 138.256 N, followed by resin-modified glass ionomer cement at 342.063 N, polycarboxylate luting cement at 531.362 N, and resin cement at 674.065 N. The average difference in retentive strength across all four groups was statistically very significant (p=0.001). Conclusion Based on our findings, non-eugenol temporary resin implant cement enables simple retrievability of the prosthesis in the event of a future failure and is appropriate for implant restorations with cement retention. Also, cements made of polycarboxylate and resin have the highest retention values., Competing Interests: The authors have declared that no competing interests exist., (Copyright © 2023, Mehta et al.)

Introduction: To overcome limitations of screw-retained prostheses, cement-retained prostheses have become the restoration of choice now a days. Selection of the cement hence becomes very critical to maintain retrievability of the prostheses. Aim: The purpose of this study was to assess and compare the retention of base metal crowns cemented to implant abutments with five different luting cements. Materials and Methods: Ten implant analogs were secured in five epoxy resin casts perpendicular to the plane of cast in right first molar and left first molar region and implant abutments were screwed. Total of 100 metal copings were fabricated and cemented. The cements used were zinc phosphate, resin modified glass ionomer cement, resin cement, non-eugenol acrylic based temporary implant cement & non-eugenol temporary resin cement implant cement. Samples were subjected to a pull-out test using an Instron universal testing machine at a crosshead speed of 0.5mm/min. The load required to de-cement each coping was recorded and mean values for each group calculated and put to statistical analysis. Results: The results showed that resin cement has the highest retention value 581.075N followed by zinc phosphate luting cement 529.48N, resin modified glass ionomer cement 338.095 N, non-eugenol acrylic based temporary implant cement 249.045 N and non-eugenol temporary resin implant cement 140.49N. Conclusion: Within the limitations of study, it was concluded that non-eugenol acrylic based temporary implant cement and non-eugenol temporary resin implant cement allow for easy retrievability of the prosthesis in case of any failure in future. These are suitable for cement retained implant restorations. The results provide a possible preliminary ranking of luting agents based on their ability to retain an implant-supported prosthesis and facilitate easy retrieval. [ABSTRACT FROM AUTHOR]

The employment of local soils for extraction of metallic elements was evaluated through batch tests to treat wastewaters generated in a petroleum refinery plant in southern Brazil. Clay and organic carbon content and clay mineralogy provide these soils, in principle, with moderate metal retention capacity. The following retention order was established: Cr3+ > Pb2+ > Cu2+ > Hg2+ > Cd2+, with total amount of metals retained varying from 36 to 65 meq kg-1. The results show the high efficiency of local soils for extracting metals from liquid effluents through sorption and precipitation processes under acid pH conditions.

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)