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Does technology help or hurt learning? Evidence from middle school and high school students

Lu et al. | Oct 02, 2022

Does technology help or hurt learning? Evidence from middle school and high school students

Here, recognizing the vastly different opinion held regarding device usage, the authors considered the effects of technology use on middle and high school students' learning effectiveness. Using an anonymous online survey they found partial support that device use at school increases learning effectiveness, but found strong support for a negative effect of technology use at home on learning effectiveness. Based on their findings they suggest that the efficacy of technology depends on environmental context along with other important factors that need consideration.

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The Effect of the Human MeCP2 gene on Drosophila melanogaster behavior and p53 inhibition as a model for Rett Syndrome

Ganga et al. | Sep 07, 2020

The Effect of the Human <i>MeCP2</i> gene on <i>Drosophila melanogaster</i> behavior and p53 inhibition as a model for Rett Syndrome

In this study, the authors observe if the symptoms of Rett Syndrome, a neurodegenerative disease in humans, are reflected in Drosophila melanogaster. This was achieved by differentiating the behavior and physical aspects of wild-type flies from flies expressing the full-length MeCP2 gene and the mutated MeCP2 gene (R106W). After conducting these experiments, some of the Rett Syndrome symptoms were recapitulated in Drosophila, and a subset of those were partially ameliorated by the introduction of pifithrin-alpha.

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Measuring effects of caffeine and melatonin on learning trends of Zebrafish juveniles

Wei et al. | Jun 28, 2026

Measuring effects of caffeine and melatonin on learning trends of Zebrafish juveniles

This study investigates how caffeine and melatonin affect learning in adolescent zebrafish, serving as a model for human teens. Using an automated system to track behavior, we found that melatonin slowed learning while caffeine caused erratic, inconsistent responses, suggesting both substances can negatively impact adolescent learning patterns. These findings highlight the need for further research into their physiological effects and potential implications for human adolescents.

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