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...question is, Do instructional DVDs actually help babies learn? To find out, researchers at the University of California at Riverside designed the most definitive study of the issue to date. The study used a DVD called Baby Wordsworth (part of the Baby Einstein series), which is aimed at teaching babies new vocabulary words, and assigned a group of 12-to-24-month-olds to watch it daily for six weeks. Turns out, the videos didn't work. There was no difference in language acquisition between children who were assigned to watch the DVD and a control group. (See pictures...
...contrast, a video that provides multiple and different stimulating sounds, but in a passive, one-way flow of information - perhaps overstimulating the brain to the point of paralysis - may fail to engage babies in learning. (This is why nonnative speakers of a language, even if they are fluent, find it difficult to reproduce the same sounds of a native speaker, because they were not trained to hear them as infants, says Christakis.) (See "The Year in Health 2009: From...
...study highlights the difficulty in treating dying children. Parents find it intolerable to witness their child in pain. Yet few parents, understandably, wish to concede that their child's illness is incurable. And that reluctance, combined with an uncertain outlook for many pediatric cancers, makes it much more difficult for caregivers to map out end-of-life treatment plans for seriously ill children. "An uncertain prognosis should be a signal to initiate, rather than to delay, palliative care," wrote the authors of a 2008 study conducted at the University of California, San Francisco, Children's Hospital, on pediatric palliative practices...
...Artists and scientists find each other very exotic—they idealize each other,” says Professor Ruth Lingford. “Artists are in awe of scientists, and scientists find art mystifying and wonderful.” It was with the aim of encouraging collaboration between these two disciplines that Lingford and Professor Alain Viel joined forces to craft VES 54: Animating Science, offered for the first time this spring...
...animate medical diagrams, she found she did not fully understand the mechanisms she’d once committed to memory. “We have that kind of experience all the time,” Lue says. “When you are asked to storyboard something, you find the gaps in your understanding. Any kind of visual representation—exercises in which students have to diagram, draw, and visualize—are very powerful, because they have to unpack what they understand about something.” Lingford explains how animation focuses viewers’ attention...