There is a lot of debate about what is the most effective notetaking method. The process of handwriting notes may enhance memory, because it forces the student to summarize information and triggers embodied cognition, the process of learning by using one's body (Mueller & Oppenheimer, 2014). However, other research shows that typed notes may be superior, because they allow students to take down more information (Flannigan & Titsworth, 2020). Past research has rarely investigated touchscreen devices like tablets, which may combine the benefits of handwriting and digital notes. To address this gap, we surveyed UWEC students across all disciplines to investigate how notetaking preferences relate to academic achievement. We expect to find that students using touchscreen devices will have the highest academic performance. Additionally, we expect that students who have a major that requires them to spend a lot of time on a computer will prefer taking notes on a laptop. However, we expect that students overall will prefer paper and pencil notetaking.
As the age of the world’s population continues to increase, it is important to investigate behaviors, such as alcohol consumption, that may negatively impact the health of the older population. In the present study, aged, young adult, and adolescent female and male C57BL/6J mice underwent a measure of acute alcohol withdrawal via a handling-induced convulsion study followed by a drinking in the dark procedure to measure alcohol self-administration. We report that aged animals enter acute alcohol withdrawal later than younger animals as measured by the later onset of handling-induced convulsions. The later onset is likely due to reduced alcohol metabolism. Furthermore, aged animals consumed significantly less alcohol in the drinking in the dark paradigm but had similar blood alcohol concentrations compared to younger animals. The current work demonstrates for the first time differential alcohol self-administration and acute alcohol withdrawal in aged animals compared to younger animals.
The literature on ibogaine’s effects continues to grow, including its impact on opiate withdrawal and craving, mood symptoms, and trauma-related responses. To fully inform clinicians of this rapidly evolving field, it is critical that they are aware of emerging dosing strategies and protocols and associated adverse effects. A search of PubMed/MEDLINE, Embase, and PsycInfo was conducted for human studies on ibogaine, noribogaine, or 5-MeO-DMT. A prespecified strategy used controlled vocabulary and keyword search terms for substance-use, mood/anxiety, and trauma-related disorders. Randomized trials, microdosing, and sequential treatments were prioritized. Only three RCTs exist: a double-blind pilot in 20 adults with cocaine dependence; an ascending-dose trial in 36 healthy volunteers; and a crossover trial in 27 opioid-dependent patients. Microdosing has been associated with reductions in withdrawal and mood and anxiety benefits but remains anecdotal. Sequential protocols incorporating ibogaine with 5-MeO-DMT or magnesium produced profound reductions in post-traumatic stress, depression, anxiety, and insomnia; however, these derive from retrospective questionnaires or open-label trials. Initial evidence suggests that ibogaine may reduce withdrawal, craving, and psychiatric symptoms, while microdosing and sequential treatment appear promising. The evidence base thus far is limited and consists of small early-phase RCTs. Ibogaine’s cardiovascular toxicity and narrow therapeutic margin require caution.
This study aims to assess the effectiveness of virtually delivering Strategic Incremental Rehearsal (SIR), a drill-based math facts intervention. We investigate whether virtual SIR improves math fact fluency and accuracy, can be implemented effectively, and is acceptable to students and caregivers. Although developing adequate automaticity in math fact knowledge is fundamental, many students do not master math facts at desired rates or within a desired time frame (Nelson et al., 2022). SIR has shown effectiveness in previous research; however, few studies have explored its use in math interventions and through virtual methods. A multiple-baseline across skills single-case design (SCD) will be used to evaluate outcomes for three 4th – 5th-grade students. Proximal measures will include daily assessments of math fact fluency and accuracy. Surveys of participant and parent perceptions of the intervention will be completed at the intervention’s conclusion. Maintenance of math fact skills will also be evaluated 2 weeks after the intervention concludes. We expect improved accuracy and fluency in multiplication facts, strong clinician implementation, and positive social validity ratings. This research will enhance understanding of virtual SIR applications and contribute to the Human Development Center program.
Smartphones and social media are ubiquitous in the lives of college students, offering valuable opportunities for connection while also presenting potential challenges to their well-being. Because social media plays a central role in students' experiences, understanding its impact is essential for promoting healthier habits and supportive campus environments. In this study, we examine how college students' social media behaviors relate to several key aspects of well-being, including sleep quality, burnout, empathy, loneliness, perceived body-image pressures, anxiety, and depression. Using an online survey, we explore the associations between UWEC students' social media use and these indicators of well-being. We hypothesize that higher levels of social media use will be associated with greater anxiety, depression, burnout, loneliness, and perceived appearance-related pressures, along with lower empathy and decreased sleep quality. Ultimately, this study aims to deepen our understanding of the many factors shaping college students’ well-being in a digital era dominated by smartphones and social media.
Opioids have serious repercussions including overdose and death. Drugs that counteract the opioid overdose have become imperative. Naltrexone is an opioid antagonist that limits endorphin functions in the brain; its specific mechanism is unknown. Chronic, intermittent sucrose solution access increases endorphin function. Previously, our laboratory demonstrated male rats with chronic, intermittent sucrose learned to discriminate naltrexone (0.1 to 3.2 mg/kg) from saline. In this study, we sought to establish discrimination in female and male rats. Rats were trained to lever press in operant chambers. Rats then received 12-hour access to 25% sucrose solutions for two weeks. After which, discrimination training began. Rats were trained to discriminate between naltrexone (1.0 mg/kg) and saline. After naltrexone administration, left lever responses resulted in 45 mg sugar pellet delivery; right lever presses produced eight seconds of darkness. Contingencies were reversed following saline administration. After training, rats received sucrose for 12 hours. Training continued until > 80% condition-appropriate responses occurred for 8 of 10 sessions. During tests, responses toward either lever were reinforced. Naltrexone dose-effect curves (0.1-1 mg/kg) were created. Naltrexone was more potent in females than males. Knowledge about the naltrexone and its uses can be used to combat opioid use and dependency.
Psychology 102, Foundations in the Discipline of Psychology, is an introductory course meant to introduce new majors to the field of psychology while also providing experiences that will help them determine their direction within it and becoming a successful college student. The course has been taught for a handful of years and received good feedback from students, but this feedback and their apparent engagement in the course declined in recent semesters, which resulted in the current project. We identified core problems with the course and worked to resolve them so that students’ expectations were better met through, e.g., hands-on experiences and more appropriate learning assessments. Ultimately, this course is meant to help students reflect on their goals and values and create a clear vision of their professional lives, and this course revision seems more supportive of those goals.
Teacher burnout is common, leading to multiple concerns like teacher turnover and worse student outcomes (Chang, 2009). One promising intervention used to decrease teacher burnout in K-12 teachers is Acceptance and Commitment Therapy (ACT), which targets psychological flexibility – the ability to adapt to different situations to pursue one’s goals (Emery, 2011). Building on this work, the present study examined the relationship between psychological flexibility and burnout across three teaching populations: preservice teachers, primary teachers, and college professors. We administered questionnaires measuring psychological flexibility and teacher burnout to 11 preservice teachers, 11 primary teachers, and 40 college professors. Contrary to expectations, results indicated no significant differences in burnout levels among the three groups. However, less teaching experience and higher job commitment were strongly associated with increased burnout, reflecting both organizational and individual predictors. Additionally, correlations between psychological flexibility and burnout were generally not significant; however, preservice teachers showed a positive relationship. These findings suggest that burnout is similar across teaching roles, but the role of psychological flexibility may differ depending on career stage. Results highlight the need for tailored interventions to support teacher well-being.
