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We tested whether analogical training could help children learn a key principle of elementary engineering-namely, the use of a diagonal brace to stabilize a structure. The context for this learning was a construction activity at the Chicago Children's Museum, in which children and their families build a model skyscraper together. The results indicate that even a single brief analogical comparison can confer insight. The results also reveal conditions that support analogical learning.

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Early visual memory can be split into two primary components: a high-capacity, short-lived iconic memory followed by a limited-capacity visual working memory that can last many seconds. Whereas a large number of studies have investigated visual working memory for low-level sensory features, much research on iconic memory has used more “high-level” alphanumeric stimuli such as letters or numbers. These two forms of memory are typically examined separately, despite an intrinsic overlap in their characteristics. Here, we used a purely sensory paradigm to examine visual short-term memory for 10 homogeneous items of three different visual features (color, orientation and motion) across a range of durations from 0 to 6 s. We found that the amount of information stored in iconic memory is smaller for motion than for color or orientation. Performance declined exponentially with longer storage durations and reached chance levels after ∼2 s. Further experiments showed that performance for the 10 items at 1 s was contingent on unperturbed attentional resources. In addition, for orientation stimuli, performance was contingent on the location of stimuli in the visual field, especially for short cue delays. Overall, our results suggest a smooth transition between an automatic, high-capacity, feature-specific sensory-iconic memory, and an effortful “lower-capacity” visual working memory.

Repetitive transcranial magnetic stimulation (rTMS) is a procedure increasingly used to treat patients with central neuropathic pain, but its efficacy is still under debate. Patients with medically refractory chronic central neuropathic pain were included in 2 randomized phases (active/sham), separated by a wash-out period of 8 weeks. Each phase consisted of 4 consecutive rTMS sessions and a final evaluation session, all separated from one another by 3 weeks. High-frequency (20 Hz) rTMS was delivered over the primary motor cortex (M1) contralateral to the patient's pain using a neuronavigated robotic system. Patients and clinicians assessing outcomes were blinded to treatment allocation during the trial. The primary outcome measured the percentage of pain relief (%R) from baseline. Secondary outcomes were VAS score, Neuropathic Pain Symptom Inventory, analgesic drug consumption, and quality of life (EQ-5D). Thirty-six patients performed the entire study with no adverse effects. The analgesic effect for the main criterion (%R) was significantly higher in the active (33.8% confidence interval [CI]: [23.88-43.74]) than in the sham phase (13.02% CI: [6.64-19.76]). This was also the case for the secondary outcome VAS (−19.34% CI: [14.31-25.27] vs −4.83% CI: [1.96-8.18]). No difference was observed for quality of life or analgesic drug consumption. Seventeen patients (47%) were identified as responders, but no significant interaction was found between clinical and technical factors considered here and the analgesic response. These results provide strong evidence that 3 weeks spaced high-frequency rTMS of M1 results in a sustained analgesic effect and support the clinical interest of this stimulation paradigm to treat refractory chronic pain.

This paper presents an original approach to designing social media that support informal learning in the digital workplace. It adapts design‐based research to take into account the embeddedness of interactions within digitally mediated work‐based contexts. The approach is demonstrated through the design, implementation, and evaluation of software tools supporting a particular type of informal learning called knowledge maturing. The paper: introduces and presents the rationale for, and concept of, knowledge maturing; presents a new design methodology for developing social media that support informal learning and knowledge maturing; focuses on one prototype, for ‘people tagging for organisational development’, that was produced by the methodology (and concisely describes two others); presents the formative evaluation of the highlighted prototype; and finally, discusses the implications and insights arising from this work.

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