To study the possible role of Coxsackie B virus serotypes 1-5 (CBV 1-5) as an etiological factor in miscarriage, 97 women with miscarriage were tested for the presence of CBV-IgM by radioimmunoassays (RIAs) and compared with 113 control women undergoing voluntary interruption of pregnancy in the same gestational week. Of the 80 women with miscarriage before the 13th week of gestation, 34 (42%) had CBV-IgM, whereas 18 of 100 (18%) corresponding control women had these antibodies, a statistically significant difference (P < 0.001). There was no significant difference in CBV-IgM frequency between the women with miscarriage from the 13th through the 27th week and their controls. IgM against CBV 2 predominated, followed by IgM against CBV 5, CBV 4, CBV 3, and CBV 1. Two strains of CBV 5 were used in the RIAs, one (M147) isolated from a woman with miscarriage included in the study and one (V136) isolated in 1971 from a patient with meningitis. When the former strain was used, 13 women with miscarriage and seven control women had IgM, but with use of V136 only two women in each group were IgM positive. CBV 5 was isolated from the placental tissue from more women with miscarriage (6 of 28; 21%), than control women (2 of 21; 10%), but the difference was not statistically significant. No other viruses, except cytomegalovirus from a woman with miscarriage, were isolated.

With the rise of misinformation, there is a great need for scalable educational interventions supporting students’ abilities to determine the trustworthiness of digital news. We address this challenge in our study by developing an online intervention tool based on tutorials in civic online reasoning that aims to teach adolescents how to critically assess online information comprising text, videos and images. Our findings from an online intervention with 209 upper secondary students highlight how observational learning and feedback support their ability to read laterally and improve their performance in determining the credibility of digital news and social media posts.

Educational software in the form of games or so called "computer assisted intervention" for young children has become increasingly common receiving a growing interest and support.Currently there are, for instance, more than 1000 iPad apps tagged for preschool. Thus it has become increasingly important to empirically investigate whether these kinds of software actually provide educational benefits for such young children. The study presented in the present paper investigated whether preschoolers have the cognitive capabilities necessary to benefit from a teachable-agent-based game of which pedagogical benefits have been shown for older children.The role of executive functions in children's attention was explored by letting 36 preschoolers (3;9 -6;3 years) play a teachable-agent-based educational game and measure their capabilities to maintain focus on pedagogically relevant screen events in the presence of competing visual stimuli. Even though the participants did not succeed very well in an inhibition pre-test, results showed that they nonetheless managed to inhibit distractions during game-play. It is suggested that the game context acts as a motivator that scaffolds more mature cognitive capabilities in young children than they exhibit during a non-contextual standardised test. The results further indicate gender differences in the development of these capabilities.

Educational and technical resources are regarded as central in combating disinformation and safeguarding democracy in an era of ‘fake news’. In this study, we investigated whether a professional fact-checking tool could be utilised in curricular activity to make pupils more skilled in determining the credibility of digital news and to inspire them to use digital tools to further their transliteracy and technocognition. In addition, we explored how pupils’ performance and attitudes regarding digital news and tools varied across four countries (France, Romania, Spain, and Sweden). Our findings showed that a two-hour intervention had a statistically significant impact on teenagers’ abilities to determine the credibility of fake images and videos. We also found that the intervention inspired pupils to use digital tools in information credibility assessments. Importantly, the intervention did not make pupils more sceptical of credible news. The impact of the intervention was greater in Romania and Spain than among pupils in Sweden and France. The greater impact in these two countries, we argue, is due to cultural context and the fact that pupils in Romania and Spain learned to focus less on ’gut feelings’, increased their use of digital tools, and had a more positive attitude toward the use of the fact-checking tool than pupils in Sweden and France.