Search Results (23)

Background: Preterm infants and their families face a challenging experience during their stay in the neonatal intensive care unit (NICU). Family-centered care emphasizes the importance of welcoming parents, involving them in their baby’s daily care, and supporting the development of parenting skills. NICU staff should support parents in understanding their baby’s needs and in strengthening the parent–infant bond. Although many tools outline what parents should learn, there is a limited structured framework to monitor their involvement in the infant’s care. Tracking parental participation in daily caregiving activities could support professionals in effectively guiding families, ensuring a smoother transition to discharge. Aims: The aim of this study was to evaluate the adherence to and effectiveness of a structured tool for parental involvement in the NICU. This tool serves several key purposes: to track the progression and timing of parents’ autonomy in caring for their baby, to support parents in building caregiving competencies before discharge, and to standardize the approach of NICU professionals in promoting both infant care and family engagement. Methods: A structured template form for documenting parental involvement (“together TO-CARE template”, TTCT) was integrated into the computerized chart adopted in the NICU of Modena. Nurses were asked to complete the TTCT at each shift. The template included the following assessment items: parental presence; type of contact with the baby (touch; voice; skin-to-skin); parental involvement in care activities (diaper changing; gavage feeding; bottle feeding; breast feeding); and level of autonomy in care (observer; supported by nurse; autonomous). We evaluated TTCT uploaded data for very low birth weight (VLBW) preterm infants admitted in the Modena NICU between 1 January 2023 and 31 December 2024. Staff compliance in filling out the TTCT was assessed. The timing at which parents achieved autonomy in different care tasks was also measured. Results: The TTCT was completed with an average of one entry per day, during the NICU stay. Parents reached full autonomy in diaper changing at a mean of 21.1 ± 15.3 days and in bottle feeding at a mean of 48.0 ± 22.4 days after admission. The mean length of hospitalization was 53 ± 38 days. Conclusions: The adoption of the TTCT in the NICU is feasible and should become a central component of care for preterm infants. It promotes family-centered care by addressing the needs of both the baby and the family. Encouraging early and progressive parental involvement enhances parenting skills, builds confidence, and may help reduce post-discharge complications and readmissions. Furthermore, the use of a standardized template aims to foster consistency among NICU staff, reduce disparities in care delivery, and strengthen the support provided to families of preterm infants. Full article

Objective: The aim of this study was to determine the relationship between the components of physical fitness (PF), creativity and fluid intelligence, as well as to determine which components of PF are predictors of the analysed cognitive potential. Material and Methods: A total of 584 Spanish schoolchildren (6−11 years old; age = 8.62 ± 1.77 years) took part in this study. Creativity was assessed using the Torrance Tests of Creative Thinking (TTCT) and fluid intelligence through TEA-1. Moreover, PF components were evaluated using a 25 m sprint, handgrip strength, standing long jump and 20 m SRT. Results: Boys exhibited a better PF performance than girls (p range from = < 0.001 to 0.05), as well as higher creativity score (p < 0.001), the fluid intelligence score and QI score (p < 0.05, respectively). Moreover, PF components (CRF, strength and speed) were positively associated with creativity (p range from = < 0.001 to 0.001) and fluid intelligence (p range from = < 0.001 to 0.015). Regression analysis showed that the creativity model explained between 31.4% and 36.6% of the variance (R² = 0.314−0.366, p < 0.001), while the fluid intelligence model accounted for 25.5% to 33.1% of the variance (R² = 0.255−0.331, p < 0.001 to 0.001). Conclusions: A positive relationship was found between creativity, fluid intelligence, and PF components. Children with higher PF levels scored better in creativity, with notable differences between boys and girls. These findings highlight the educational value of incorporating structured physical activity into school settings to support both cognitive and physical development. Full article

With the development of the knowledge economy, the significance of the creative industry has become increasingly prominent. Individual creativity can be stimulated by optimal lighting. This research consists of two parts: Part I examines the effects of illuminance and color temperature on creativity through three experiments, while Part II employs a two-factor repeated-measures design to investigate their interaction effects. The participants completed creativity tests during light exposure, including TTCT tasks in Part I of the experiment, and AUT and RAT tasks in Part II. They also completed questionnaires to assess their mood, and HRV data were collected for physiological analysis. The results showed that the subjects performed worse on a creativity test at an extremely low illuminance of 150 lx. Within a comfortable neutral lighting range, the participants’ creativity at 300 lx was superior to that at 1500 lx. In exploring light color, the conventional correlated color temperature (CCT) variable was replaced with colored lighting. The results indicated that both blue and orange light enhanced creative performance compared to white light. Additionally, an interactive effect of illuminance and colored lighting was observed. Fluency on the Alternative Uses Task (AUT) test was greater under 5000 K and 300 lx lighting, while originality on the AUT test was enhanced under 1500 lx, colored lighting. Emotional experience was found to be significantly correlated with creative performance. These findings contribute to the development of a design guideline that utilizes lighting intensity, color, and other elements to foster a relaxing indoor atmosphere that enhances positive mood and creativity. Full article

Background/Objectives: Attention-deficit/hyperactivity disorder (ADHD) is a highly prevalent condition etiologically related to suboptimal levels of dopamine (DA) and norepinephrine (NE) that is typically treated with psychostimulant medication. In individuals with ADHD, divergent thinking abilities have been shown to improve with the use of psychostimulants. Furthermore, psychostimulants affect autonomic nervous system (ANS) functioning, which can impact creative cognition. However, it is not known how DA and NE affect creative cognition in this setting and how this effect is related to autonomic activity in ADHD. Therefore, our objective was to elucidate ANS function and its relationship with divergent creativity gains related to psychostimulant treatment in ADHD. Method: Seventeen individuals diagnosed with ADHD (age 27.9 ± 6.7 sd) participated in two counterbalanced sessions—one while on their prescribed stimulant medication and another after abstaining for at least 24 h. During each session, participants completed convergent (anagrams) and divergent (Torrance Test of Creative Thinking) thinking tasks. An 8 min electrocardiogram prior to cognitive testing was taken to measure heart rate variability (HRV), which is an index of ANS functioning. Results: The hypothesized baseline pNN50 HRV measure was not predictive of enhanced creativity gains on convergent anagrams or divergent creativity on the Torrance when taking stimulants. Conclusions: In this pilot study, the relationship between baseline HRV and the impact of stimulants on anagram performance suggests the noradrenergic system may not play a role in the effect of stimulants on convergent or divergent creativity. The lack of a relationship between baseline HRV and stimulant-related changes in TTCT and anagram scores lends some support to the hypothesis that dopaminergic effects may be the predominant factor in the effect of stimulants on creativity in ADHD. Future research should further investigate the interaction between hypoactive neurotransmitter systems, particularly dopamine in divergent and norepinephrine in convergent creativity, using neuroimaging techniques to assess neurotransmitter dynamics during creativity-based tasks. Full article

This study aimed to explore the relationship between the critical thinking and creativity skills of university students. The objectives were to explore the level of critical thinking skills, the degree of creativity in students’ written exam papers, the nature of the relationship between these constructs, and gender differences in the manifestation of these skills in writing. A sample of 167 students, including 100 females and 67 males, from a co-educational university participated in the study. Data were collected using self-report measures for critical thinking and creativity from student mid-term exam papers. The assessment tool to assess critical thinking skills, and an adapted version of the TTCT Verbal-A was used to measure the creativity level in the written products. Descriptive statistics, correlation analysis, and comparative analysis were conducted using SPSS (version 29). The findings revealed that both the variables’ scores were moderate in the data. They also indicated that students fall within the moderate level of both the skills. A significant positive correlation was found between critical thinking and creativity, suggesting a meaningful relationship between these constructs. Gender differences were also observed, with females scoring higher in both the constructs compared to males. Furthermore, these insights highlight the need for educational strategies that foster both skills, ensuring a balanced development among students. This study is useful for educators, policymakers, and researchers interested in critical thinking and creativity and also underscores the need for future research and curricula to enhance student learning outcomes. Full article

The COL1A1 gene encodes the α1 chain of type I collagen, and the data reported so far demonstrate that its polymorphic variants may affect biomechanical properties of bones, muscles, and tendons, and contribute to musculoskeletal disorders. Given, however, limited research on these variants in tendon pathology, we analyzed the impact of COL1A1 polymorphisms on the tendinopathy phenotype and the effectiveness of platelet-rich plasma (PRP) treatment for tennis elbow. Pain perception and therapy outcomes were analyzed from baseline, i.e., before PRP injection to two years post-PRP injection in a cohort of 107 patients. The study focused on seven COL1A1 variants: rs2249492 (C/T), rs2586488 (A/G), rs2075558 (A/C), rs2253369 (C/T), rs35231764 (A/G), rs1800012 (C/A), and rs9898186 (C/T). We demonstrated that carriers of the TT/CT (rs2249492), AA/AC (rs1800012), and TT/CT (rs9898186) genotypes reported pain related to injury more frequently than subjects with other COL1A1 variants, also in the context of performing specific activities and other pain characteristics. These polymorphisms did not significantly influence therapy effectiveness, although rs35231764 showed a moderate effect. In conclusion, the T (rs2249492), A (rs1800012), and T (rs9898186) alleles of COL1A1 gene are risk factors for pain perception in tennis elbow patients, but do not appear to substantially impact PRP treatment outcomes. Full article

Pharmacogenetic markers are current targets for the personalized treatment of psychosis. Limited data exist on COMT and NRG1 polymorphisms in relation to risperidone treatment. This study focuses on the impact of COMT rs4680 and NRG1 (rs35753505, rs3924999) polymorphisms on risperidone treatment in schizophrenia spectrum disorders (SSDs). This study included 103 subjects with SSD treated with risperidone monotherapy. COMT rs4680, NRG1 rs35753505, and rs3924999 were analyzed by RT-PCR. Participants were evaluated via the Positive and Negative Syndrome Scale (PANSS) after six weeks. Socio-demographic and clinical characteristics were collected. COMT rs4680 genotypes significantly differed in PANSS N scores at admission: AG>AA genotypes (p = 0.03). After six weeks of risperidone, PANSS G improvement was AA>GG (p = 0.05). The PANSS total score was as follows: AA>AG (p = 0.04), AA>GG (p = 0.02). NRG1 rs35753504 genotypes significantly differed across educational levels, with CC>CT (p = 0.02), and regarding the number of episodes, TT>CC, CT>CC (p = 0.01). The PANSS total score after six weeks of treatment showed a better improvement for TT<CT genotypes (p = 0.01). NRG1 rs3924999 genotypes revealed GG<AG (p = 0.02) for PANSS G scores after six weeks, with AG and GG requiring higher doses (p = 0.007, p = 0.02). Overall, our study suggests that the genetic polymorphisms COMT rs4680, NRG1 rs35753505, and rs3924999 significantly impact the treatment response to risperidone in patients with SSD. Full article

Divergent thinking (DT) is widely considered an essential cognitive dimension of creativity, which involves goal-oriented processes, including working memory (WM), which allows for retrieving and loading of information into the attentional stream and, consequently, enhancing divergence of thinking. Despite the critical role of WM in DT, little work has been done on the mechanism affecting this interplay. The current study addressed the involvement of a formal musical background in the relationship between WM and DT and was conducted with 83 healthy young adults (M = 19.64 years; SD = 0.52 years; 33 females). The participants were requested to indicate if they had a formal background in music in the conservatory (M = 4.78 years; SD = 5.50 years) as well as perform the digit span forward test (DSFT) and the alternative uses task—AUT from the Torrance test of creative thinking (TTCT). The results indicated that years of formal musical background moderated the association between WM and DT. These findings suggest that music enhances the positive effect of high-order cognitive processes, such as WM, on the ability to think divergently. Theoretical and practical implications as well as limitations were discussed. Full article

Creative thinking as a 21st century skill is fundamental to human development and a catalyst for innovation. Researchers frequently study it as it encourages students to analyze, synthesize, and evaluate information from different angles, vital for making informed decisions and solving complex problems. Therefore, this study aimed to assess the impact of a STEM-based curriculum on the development of creative thinking in high school students studying physics. Employing a quasi-experimental design, data were collected from 94 high school students of mixed gender and grade levels using the Torrance Tests of Creative Thinking (TTCT). Data analyses involve multivariance analyses (MANOVA) to answer the research questions. The findings showed that a STEM-based curriculum significantly impacted the development of students’ creative thinking compared to students who studied under a traditional curriculum regarding the metrics of fluency, flexibility, and originality. However, the development of participants’ metric of elaboration remained the same. Furthermore, the findings showed a significant influence of the grade level of participants who studied under a STEM-based curriculum on the metrics of fluency and elaboration. On the other hand, the findings revealed that grade level did not relate to the STEM-based curriculum for the metrics of flexibility and originality. The findings are discussed in light of recent research on the impact of STEM education. Full article

The principal aim of the present study was to investigate the effect of a differentiated social studies course curriculum on gifted students’ verbal creativity. This study is important in terms of developing verbal creativity in gifted students through the social sciences curriculum. It is important in terms of being the first study to develop verbal creativity through a differentiation study in the field of social studies for gifted students. Differentiation in social studies was carried out by considering the Integrated Curriculum Model (ICM). For this, the study was conducted using a quasi-experimental design with pretest–post-test experimental and control groups. The sample consisted of 24 gifted students, 12 in the experimental group and 12 in the control group, selected from secondary schools in Istanbul. While the experimental group received this curriculum-oriented training to develop their verbal creativity skills, the control group received a standard social studies curriculum. In the study, the verbal creativity skills of gifted students were tested using the “Torrance Test of Creative Thinking-Verbal” (TTCT-V) before and after the interventions. In addition, a demographic information form was used to describe the demographic characteristics of the participants. Then, the data were analyzed using the Mann–Whitney U test and Wilcoxon Signed Ranks test. The findings showed that differentiated activities and instructions showed a significant positive effect on the gifted students’ verbal creativity skills. Therefore, it was concluded that the differentiated social studies curriculum developed for gifted students contributed to students’ verbal creativity skills. Full article

Long non-coding RNAs (lncRNAs) have key roles in tumor development and the progress of many cancers, including breast cancer (BC). This study aimed to explore for the first time the association of the migration/differentiation-associated lncRNA SENCR rs12420823C/T variant with BC risk and prognosis. Genotyping was carried out for 203 participants (110 patients and 93 controls) using the TaqMan allelic discrimination technique. The corresponding clinicopathological data, including the recurrence/survival times, were analyzed with the different genotypes. After adjustment by age and risk factors, the T/T genotype carrier patients were more likely to develop BC under homozygote comparison (T/T vs. C/C: OR = 8.33, 95% CI = 2.44–25.0, p = 0.001), dominant (T/T-C/T vs. C/C: OR = 3.70, 95% CI = 1.72–8.33, p = 0.027), and recessive (T/T vs. C/T-C/C: OR = 2.17, 95% CI = 1.08–4.55, p < 0.001) models. Multivariate logistic regression analysis showed that the T/T genotype carriers were more likely to be triple-negative sub-type (OR = 2.66, 95% CI = 1.02–6.95, p = 0.046), at a higher risk of recurrence (OR = 3.57, 95% CI = 1.33–9.59, p = 0.012), and had short survival times (OR = 3.9, 95% CI = 1.52–10.05, p = 0.005). Moreover, Cox regression analysis supported their twofold increased risk of recurrence (HR = 2.14, 95% CI = 1.27–3.59, p = 0.004). Furthermore, the predictive nomogram confirmed the high weight for SENCR rs12420823*T/T and C/T genotypes in predicting recurrence within the first year. The Kaplan–Meier survival curve demonstrated low disease-free survival (T/T: 12.5 ± 1.16 months and C/T: 15.9 ± 0.86 months versus C/C: 22.3 ± 0.61 months, p < 0.001). In conclusion, the LncRNA SENCR rs12420823*C/T may be associated with an increased risk of BC in women and could be a promising genetic variant for predicting recurrence and survival. Full article

Introduction: Gastric cancer (GC) is one of the leading causes of cancer-related decimations worldwide. The gastric infection at both the stomach and duodenum with Helicobacter pylori causes inflammation by the tumor necrosis factor-alpha (TNF-α). The aim of the study was to associate and evaluate the three TNF-α gene polymorphisms at positions −308 G/A, −238 G/A, and −857 C/T with the risk of GC. Methods: A total of 156 individuals (consecutively diagnosed 95 GC patients and 61 controls) above the age of 18 years were enrolled in the study. Healthy individuals with normal upper gastrointestinal endoscopy (UGIE) irrespective of their family history of GC or peptic ulcer were included as controls. The cited three TNF-α gene polymorphisms were evaluated using polymerase chain reaction-restriction fragment length polymorphism (RFLP). Results: There was no significant difference in the distribution of gene polymorphisms as genetic factors, TNF-α−308 GA/AA (22.1% vs. 14.8%, p = 0.2), TNF-α−238 GA/AA (21% vs. 19.6%, p = 0.8), and TNF-α−857 CT/TT (8.4% vs. 11.5%, p = 0.5), between GC cases and healthy controls. A subgroup analysis of H. pylori-positive patients showed that there was no significant difference in the distribution of GA/AA polymorphisms in TNF-α−308 (15(45.5%) vs. 3(23%); p = 0.17) and −238 (12(36.3%) vs. 2(15.4%); p = 0.17), and the distribution of TT/CT −857 CT/TT (13(39.4%) vs. 2(15.4%); p = 0.13), among the GC cases and controls. Conclusion: The statistical comparisons of GA/AA vs. GG genotypes at −308 (with OR = 1.6, 95% CI: 0.6–3.8), −238 (OR = 1.09, 95% CI: 0.4–2.4) and TT/CT vs. CC genotypes at −857 (OR = 0.7, 95% CI: 0.2–2.1) did not suggest any association of TNF-α with GC in the population herein. Hence, the TNF-α (−308 G/A, −238 G/A and −857 C/T) may not be the associating factor for GC incidence determined by the PCR–RFLP method. Full article

Digital technology plays a unique role in the cultivation of students’ creative thinking, which helps them solve poorly structured problems with effective and original solutions. This study applied collaborative learning in a digital-technology-supported artificial intelligence (AI) course and aimed to explore the impact of collaborative learning on fourth-grade students’ creative thinking. According to whether a leadership role was assigned by a teacher and a final consensus was built in the group, four patterns of collaborative learning were designed for comparison in order to determine which pattern was more effective for the promotion of students’ creative thinking. In total, 37 fourth-grade students taking part in the study were divided into four groups, and each group adapted one of four patterns of collaborative learning. The Torrance Creative Thinking Test (TTCT-Figure) was used to test the pre- and post-creative thinking of the four groups of students. A paired-sample t-test was used to analyze the pre- and post-tests of students’ creative thinking to verify whether all four patterns of collaborative learning could improve the students’ creative thinking. One-way ANOVA was used to analyze the post-test results of the four groups’ creative thinking to determine the differences in the creative thinking of the four groups of students. The results indicated that the patterns of collaborative learning used by G1, G3, and G4 were effective in improving students’ creative thinking, but the pattern for G2 was not. Moreover, there were significant differences in the cultivation of students’ creative thinking via AI courses among these four patterns of collaborative learning. The G4 students, who had an assigned leadership role and consensus building, showed the greatest improvement in creative thinking. In particular, without an assigned leadership role and consensus building, students’ flexibility of creative thinking would be improved to a greater extent. Teachers can adapt the findings of this study in order to consciously train team leaders in the collaborative learning process and guide them to reach a consensus to achieve the goal of fostering creative thinking in digital-technology-supported courses. To be specific, teachers should let students participate in group collaborative learning in a free way to cultivate their flexibility. Full article

Single nucleotide polymorphisms are informative for haplotype analysis associated with genetic background and clinical linkage studies of β-thalassemia mutations. Hence, the aim of this study was to investigate five polymorphisms (codon 2 (C/T), IVS II-16 (C/G), IVS II-74 (G/T), IVS II-81 (C/T) and the Hinf I (T/A) polymorphism) on the β-globin gene, related to eight common β-thalassemia mutations in Thailand, including NT-28 (A > G), codon 17 (A > T), codon 19 (A > G), HbE (G > A), IVS I-1 (G > C), IVS I-5 (G > C), codon 41/42 (-TTCT) and IVS II-654 (C > T). The strongest LD (100%) between the β-thalassemia mutation allele and all five SNPs was found in NT-28 (A > G), codon 17 (A > T) and codon 19 (A > G). In the haplotype analysis, we found three haplotypes (H1, H2 and H7) related to Hb E, whereas we only found two haplotypes related to codon 41/42 (-TTCT) (H1, H3) and IVS I-1 (G > C) (H3, H4). Of interest is the finding relating to a single haplotype in the remaining β-thalassemia mutations. Furthermore, phylogenetic tree analysis revealed three clusters of these common β-thalassemia mutations in the Thai population and enabled us to determine the origin of these mutations. Here, we present the results of our study, including four intragenic polymorphisms and the finding that the Hinf I polymorphism could be informative in genetic background analysis, population studies and for predicting the severity of β-thalassemia in Thailand. Full article

Analyzing commuting-time satisfaction could help to improve the subjective well-being of society. This study aimed to explore the nonlinear relationship between commuting satisfaction and commuting times in different groups and its influencing factors. An empirical study was conducted in Kunming, China. Firstly, applying a random forest algorithm revealed that there was a nonlinear relationship between commuting satisfaction and commuting time. Secondly, the k-means clustering algorithm was used to divide the respondents into three types of commuter: short-duration-tolerant (group 1), medium-duration-tolerant (group 2), and long-duration-tolerant (group 3). It was found that the commuting-time satisfaction of these three clustered groups had different threshold effects. Specifically, the commuting satisfaction of group 1 showed a nonlinear downward trend, which decreased significantly at 12 and 28 min, respectively; the commuting satisfaction of group 2 rapidly decreased at 35 min; the commuting satisfaction of group 3 first increased in the range of 20–30 min, decreased significantly after 45 min, and decreased sharply above 70 min. These time thresholds were consistent with the ideal commuting times (ICTs) and tolerance thresholds of the commuting times (TTCTs) of the three clustered groups, which indicates that the ICT and TTCT had significant effects on commuting satisfaction. Lastly, the results of the multinominal logistic model showed that variables such as the commuting mode, job–housing distance, income, and educational background had significant effects on the three clustered groups. The policy implications of the study are that commuting circles should be planned with the TTCT as a constraint boundary and ICT as the optimal goal; in addition, different strategies should be adopted for different commuting groups to improve commuting satisfaction. Full article