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Cognitive fit considers the stages of human-information processing, including somatosensation, executive function, and motor selection. Human cognitive capabilities should remain available to process task- and stimulus-related information in the presence of an exosystem. YC-1 nmr Dynamic and cognitive fit are operationalized in a task-specific manner, while static fit can be considered for predefined postures. CONCLUSION A deeper understanding of how an exosystem fits an individual is needed to ensure good human-system performance. Development of methods for evaluating different fit characteristics is necessary. APPLICATION Methods are presented to inform exosystem evaluation across physical and cognitive characteristics.Introduction Glucocorticoid (GC) induced osteoporosis (GIOP) is the most common form of secondary osteoporosis. It develops in a dose and time dependent manner, due to a rapid and transient increase in bone resorption, followed by the inhibition of bone formation.Areas covered In this review, the authors summarize the pathophysiology of GIOP and give discussion to the clinical management of patients taking GCs, focusing on the currently available drugs that have antiresorptive or anabolic activity on bone.Expert opinion Despite the widespread use of GCs and their well-established detrimental skeletal effects, GIOP remains an under-diagnosed and under-treated condition. Indeed, the clinical management of GIOP is still debated, so that the recent guidelines differ in their indications for pharmacological intervention. Either bone mineral density (BMD) or algorithms such as FRAX do not completely account for the remarkable and rapid increase in fracture risk of most GC-treated patients. Moreover, while oral bisphosphonates remain the most used and cost-effective option, the potential increased benefits of more potent antiresorptive agents (e.g. denosumab and zoledronate) or anabolic compounds (e.g. teriparatide) warrant further investigation. Despite the above limitations, the assessment of fracture risk is recommended for all individuals committed to receiving oral GCs for 3 months or longer.Purpose Purposes of this study were to (1) develop an instrument of connectedness with health care providers (HCPs) for adolescents and young adults (AYAs) with cancer (ages 13 to 21 years); (2) evaluate the content validity of the instrument through expert panels; (3) assess the dimensionality of the instrument; (4) evaluate the internal consistency reliability of the instrument; and (5) evaluate the convergent and discriminant validity of the instrument through hypothesis testing. Methods The Connectedness with HCPs Scale (C-HCPS) was developed and evaluated in two phases. Phase I involved generating items, having two expert panels (AYAs and clinicians; n = 13) evaluate the items for content validity, and pretesting the instrument before pilot testing (n = 6). In phase II, the psychometric properties of the instrument (dimensionality, internal consistency reliability, and convergent/discriminant validity) were evaluated (n = 101). Results The initial exploratory factor analysis revealed that the items separated into two separate instruments. In addition to the C-HCPS, a Disconnectedness with HCPs Scale (D-HCPS) was revealed. The C-HCPS contains 35 items and the D-HCPS contains 11 items. Exploratory factor analysis suggested a five-factor solution for the C-HCPS and a two-factor solution for the D-HCPS. Internal consistency reliability of the C-HCPS and D-HCPS was 0.964 and 0.881, respectively. Good evidence of convergent and discriminant validity was demonstrated through hypothesis testing. Conclusion Findings indicate that the C-HCPS and D-HCPS are both reliable instruments with good evidence of convergent and discriminant validity. Further exploration of these instruments using confirmatory factor analysis in a larger sample is needed.Background The relationship between auditory processing (AP) test results and reading has shown significant correlations in the literature; however, whether the relationship is more coincidental or more causal is uncertain. Improving AP deficits is also not well understood, especially regarding its impacts on real-world benefits such as with reading and language. Purpose This study investigates the efficacy of two deficit-specific AP therapy programs and compares them to a control therapy program on behavioral AP measures. It also investigates relationships between the improved AP skills and related real-world skills, particularly reading ability. Method From three school regions, 335 children were tested using the Feather Squadron Diagnostic Assessment AP test and, if qualified, given a deficit-specific AP therapy (either Insane Earplane or Zoo Caper Skyscraper) or placed in a control therapy group. After therapy, AP abilities were measured again and compared across groups. For one region, pre- and posttherand speech/language difficulties.The Current Insights feature is designed to introduce life science educators and researchers to current articles of interest in other social science and education journals. In this installment, I highlight three diverse research studies one exploring classroom talk and how it impacts conceptual learning; one identifying a unique influence on evolution acceptance statistical understanding; and the last a genetics lesson that reduces racial bias.Whether students view intelligence as a fixed or malleable trait (i.e., their “mindset”) has significant implications for their responses to failure and academic outcomes. Despite a long history of research on mindset and its growing popularity, recent meta-analyses suggest that mindset does a poor job of predicting academic outcomes for undergraduate populations. Here, we present evidence that these mixed results could be due to ambiguous language on the mindset scale. Specifically, the term “intelligence” is a referent in every item of the mindset scale but is never defined, which could result in differing interpretations and measurement error. Therefore, we conducted an exploratory, qualitative study to characterize how undergraduate students define intelligence and how their definitions may influence how they respond to the mindset scale. We uncovered two distinct ways that undergraduates define intelligence knowledge and abilities (e.g., ability to learn, solve problems). Additionally, we found that students’ definitions of intelligence can vary across contexts.