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Welcome to The Visible Embryo, a comprehensive educational resource on human development from conception to birth.

The Visible Embryo provides visual references for changes in fetal development throughout pregnancy and can be navigated via fetal development or maternal changes.

The National Institutes of Child Health and Human Development awarded Phase I and Phase II Small Business Innovative Research Grants to develop The Visible Embryo. Initally designed to evaluate the internet as a teaching tool for first year medical students, The Visible Embryo is linked to over 600 educational institutions and is viewed by more than ' million visitors each month.


WHO International Clinical Trials Registry Platform
The World Health Organization (WHO) has created a new Web site to help researchers, doctors and patients obtain reliable information on high-quality clinical trials. Now you can go to one website and search all registers to identify clinical trial research underway around the world!



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Pregnancy Timeline by SemestersFemale Reproductive SystemFertilizationThe Appearance of SomitesFirst TrimesterSecond TrimesterThird TrimesterFetal liver is producing blood cellsHead may position into pelvisBrain convolutions beginFull TermWhite fat begins to be madeWhite fat begins to be madeHead may position into pelvisImmune system beginningImmune system beginningPeriod of rapid brain growthBrain convolutions beginLungs begin to produce surfactantSensory brain waves begin to activateSensory brain waves begin to activateInner Ear Bones HardenBone marrow starts making blood cellsBone marrow starts making blood cellsBrown fat surrounds lymphatic systemFetal sexual organs visibleFinger and toe prints appearFinger and toe prints appearHeartbeat can be detectedHeartbeat can be detectedBasic Brain Structure in PlaceThe Appearance of SomitesFirst Detectable Brain WavesA Four Chambered HeartBeginning Cerebral HemispheresEnd of Embryonic PeriodEnd of Embryonic PeriodFirst Thin Layer of Skin AppearsThird TrimesterDevelopmental Timeline
Click weeks 0 - 40 and follow fetal growth
Google Search artcles published since 2007
 
December 30, 2011--------News Archive

Success in Making The Spinal Cord Transparent
Stimulating damaged nerve cells to regenerate has been the goal of medicine. Now it is possible to trace nerve paths in a transparent spinal cord section.

Brain Glial Cells Are Much More Than Glue
Glia cells also regulate learning and memory, new research finds.

Stress Can Slow Skin Cancer, At Least Sometimes
Chronic stress is an affliction mostly limited to modern man. However, acute stress is an important response to dangerous situations and can speed recovery.

December 29, 2011--------News Archive

FDA Warning On Change to Infant Acetaminophen
Recent dosing changes to liquid infant acetaminophen, has the FDA urging parents to read the labels. The new form of the popular pain reliever is less concentrated.

Detox Your Diet!
Harvard School of Public Health wants us all to eat food without chemicals as much as possible to avoid changing our own and our kids' body chemistry.

Discovery of Brain Cell Malfunction in Schizophrenia
Schizophrenic brains reveal less flexibility in some histones (the spools that wind DNA) blocking gene function. The problem is more pronounced in young sufferers.

December 28, 2011--------News Archive

When "A Rose by Any Other Name" Is Not
Children and adults do not classify information in the same way.

Childhood Hypersensitivity Linked to OCD
Adult onset of Obsessive Compulsive Disorder could be connected to oral and tactile sensitivities seen in childhood.

Gene Critical for Development Linked to Arrhythmia
Altering the function of a gene called Tbx3 interferes with the development of the cardiac conduction system causing potentially lethal arrhythmias of the heartbeat.

December 27, 2011--------News Archive

Reversing Autoimmune Disease in Mice
A team of scientists has turned the tables on an autoimmune disease.

An Altered Gene Tracks RNA As It Edits Neurons
Biologists use technology to observe individual differences in fruit flies

Mother-Toddler Relationship Linked to Teen Obesity
The quality of the emotional relationship between a mother and her young child could affect the potential for that child to be obese during adolescence.

December 26, 2011--------News Archive

Severe Congenital Disorder Reversed in a Mouse
Adding a sugar to water during pregnancy protects embryos from defects.

lincRNAs Pivotal In Brain Development
Long intervening non-coding RNAs (lincRNAs) play key roles during brain development in zebrafish. Now human versions are substituting for the zebrafish.

Balancing the Womb
New research hopes to explain premature births and failed inductions of labor.

WHO Child Growth Charts

What Is Your BMI?

       




Two vital ways of mentally organizing the world are through (1) label classification (understanding similar things belong in the same category) and (2) induction (making an educated guess about a thing belonging in a certain category).

There are reasons to believe that language greatly assists adults in both kinds of tasks. But how do young children use language to make sense of the things around them? It’s a longstanding debate among psychologists.

A new study in Psychological Science, challenges the predominant answer.

“For the last 30 to 40 years it has been believed that even for very young children, labels are category markets, as they are for adults,” explains psychologist Vladimir M. Sloutsky, who authored the paper with Ohio State University colleague Wei Deng.

According to this theory, if you show anyone an oblong, scaled, limbless swimming thing and say it’s a dog (a label), both adults and children will believe it’s a dog (in the category: four-legged domesticated mammals) and should behave like a dog—bark or wag its tail.

The study confirms that many adults do use labels this way. But children do not.

“Our research suggests that very early in development labels are no different from other features,” says Sloutsky. “And the more salient features may completely overrule the label.”

You insist the swimming thing is a dog. The child weighs all the evidence—and “dog” is no more important than scales or swimming—and concludes it’s a fish.

To test their hypothesis, the psychologists showed pictures of two imaginary creatures to preschoolers and college undergraduates.

Both animals had a body, hands, feet, antennae, and a head. The “flurp” was distinguished by a pink head that moved up and down; the “jalet” had a blue sideways-moving head. The heads were the only moving part. During training, the subjects learned what a flurp or a jalet looked like.

Then the experimenters changed some of the features, keeping the head consistent with most of them, and asked participants to supply the missing label. They also showed creatures with characteristics and a name, and the subjects had to predict—induce—the missing part. Both adults and children did best when the head was consistent with the name.

The difference arose when the head was a jalet’s but label was “flurp,” or vice-versa.

Most of the adults went with the label (we accept that a dolphin is a mammal, even though it looks and swims like a fish). Children relied on the head for identification. Regardless of its name, a thing with a jalet’s head was a jalet.

To eliminate the possibility that the participants were confused by the invented names, researchers then called the creatures “carrot-eater” and “meat-eater.” The results were the same.

Sloutsky says the findings could help in teaching and communicating with children.

“If saying something is a dog does not communicate what it is any more than saying it is brown, then labeling it is necessary but by no means sufficient for a child to understand.” Talking with young children, “we need to do more than just label things.”

For more information about this study, please contact: Vladimir M. Sloutsky at Sloutsky.1@osu.edu.

The APS journal Psychological Science is the highest ranked empirical journal in psychology. For a copy of the article "Carrot-Eaters and Moving Heads: Salient Features Provide Greater Support for Inductive Inference than Category Labels" and access to other Psychological Science research findings, please contact Lucy Hyde at 202-293-9300 or lhyde@psychologicalscience.org.

Original article: http://www.psychologicalscience.org/index.php/news/releases/to-children-but-not-adults-a-rose-by-any-other-name-is-still-a-rose.html