Mothers' general anxiety, anxiety about the well-being of the child and psychological stress before prenatal testing was studied by comparing women who conceived through in vitro fertilization (IVF) or intracytoplasmic sperm injection (ICSI) with women who conceived naturally. Before the first trimester screening test for Down's syndrome, a group of 51 women who conceived through IVF/ICSI and a group of 54 women who conceived spontaneously completed the State Scale of the State-Trait Anxiety Inventory (S-Anxiety; Spielberger, 1983), the Fear of Bearing a Physically or Mentally Handicapped Child Subscale of the Pregnancy-related Anxiety Questionnaire (PRAQ-R; Huizink et al., 2004), the Psychological Stress Measure (PSM; Lemyre & Tessier, 1988), and the Prenatal Psychosocial Profile (PPP; Curry, Campbell, & Christian, 1994). Women who conceived through IVF/ICSI had more elevated levels of general anxiety and psychological stress than the women who conceived naturally; however, no difference was observed between the two groups for anxiety specifically related to the health of the child. These results underline the need to monitor women's emotional state after conception via IVF/ICSI-when counseling usually ends-and around the time of the first trimester screening. Counseling might thus be extended.
Learning motivation is a motivational drive from a person to learn a material. There are factors that influence learning motivation such as lesson materials and teacher attitudes when teaching, family and the environment of friendship. When someone has a good interest in learning, he will produce good results. This result is called the achievement result which is the result of working on an exam or task. Achievement results are measured by numbers and are academic in nature. The higher the learning motivation possessed by a person, the higher the achievement results he gets and vice versa.
University research labs focusing on education, psychology, and cognitive development have been collaborating with museums more and more over the past decade. Nevertheless, cognitive science labs that primarily engage in basic as opposed to applied research and focus on research programs outside of informal learning may find it difficult to entice museums to collaborate, and existing collaborations may fall short of their full potential to garner benefits to labs and museums alike. Building on the “Living Laboratory” model, here we describe a model for thriving collaborations between cognitive science labs and museums. We focus on a kind of lab and museum collaboration that has common content, philosophy, and programming and impacts both scientific theory development and museum practice. We illustrate one example of such a collaboration between the Lab for the Developing Mind at New York University and the National Museum of Mathematics in New York City.
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