Unprecedented 5,5-connected (4(7)center dot 6(3)) (4(8)center dot 6(2)) structural topology: A lead biphosphonate with double layered structure

A new lead(II) phosphonate, Pb[(PO3)(2)C(OH)CH3]center dot H2O (1) was hydrothermally synthesized and characterized by IR, elemental analysis, UV, TGA, SEM, and single crystal X-ray diffraction analysis. X-ray crystallographic study showed that complex 1 has a two-dimensional double layered hybrid structure containing interconnected 4- and 12-membered rings and shows an unusual (5,5)-connected (4(7) . 6(3)) (4(8) .6(2)) topology. (C) 2008 Elsevier B.V. All rights reserved.

Catena-Poly[[[tetra-mu(2)-aqua-heptaaqua-(mu(2)-benzene-1,3,5-tricarboxylato)-mu(3)-hydroxido-trinickel(II)sodium]-mu(4)-benzene-1,3,5-tricarboxylato]sesqui-hydrate]

The title coordination polymer, {[Ni3Na(OH)(C9H3O6)(2)( H2O)(11)] center dot 1.5H(2)O}(n), is built up from three independent Ni-II ions and one Na-I cation bridged by benzene-2,4,6-tricarboxylate ( BTC) ligands and water molecules. Three Ni-II ions are bridged by three bidentate carboxylate groups of three BTC ligands, two aqua ligands and one OH- unit, to form a trinuclear metal cluster. The Na-I cation is bonded to the Ni-II cluster by two bridging water molecules. One of the three BTC ligands bridges neighbouring clusters into one-dimensional chains, which are further connected through a complex hydrogen-bonding scheme, forming a three-dimensional suprastructure. The title complex is isomorphous with the previously reported Co-II complex.

3-5岁幼儿认知灵活性的发展

To test preschoolers’ development of cognitive flexibility--an ability to solve a problem in one way and to then switch solution strategies, and the mechanism involved in the development, 3-5-year-olds are asked to perform switching tasks in which the experimenter manipulates the way the stimuli are presented: consecutive or simultaneous; the way the switching happens: between dimensions or within a dimension; the conceptual domains involved: shape, color, number and direction; the specific labels used. The main results of this work are presented below: (1) 3-5-year-olds’ cognitive flexibility develops with age, yet its development is not of the same speed in extra-dimensional switch tasks and inter-dimensional reversal tasks. 3-year-olds manifest some cognitive flexibility, but their performance is significantly worse than that of 4- and 5-year-olds. For the 3-year-olds, in reversal tasks, although 80% of the children passed the post-switch phrase in color task; less then 60% children passed the post-switch phrase in shape, number and direction tasks. In extra-dimensional tasks, 3-year-olds performance is worse than that in the reversal tasks. Less than 50% of the children passed the tasks. Children’s cognitive flexibility develops fast from 3-year-olds to 4-year-olds. Both 4-year-olds and 5-year-olds demonstrate high flexibility without significant difference between them. (2) Children’s flexibility in the conceptual domains of shape, color, number and direction follows different developing patterns. In inter-dimensional reversal tasks, 3-year-olds’ performance is not the same in the 4 conceptual domains, but the difference among the domains is insignificant in 4-and-5-year-olds. In extra-dimensional switching tasks, children’s performance on the 4 domain tasks is significantly different from one another in 3-, 4-, and 5-year-olds. (3) The way the stimuli are presented affects children’s development of cognitive flexibility. In inter-dimensional reversal tasks, 3-year-olds’ performance in consecutive presentation is significantly better than that in simultaneous presentation. 4- and 5-year-olds’ performance in the 2 presentations is not significantly different from each other. In extra-dimensional switch tasks, 3-, 4-, and 5-year-olds’ performance in the consecutive presentation is not significantly better than that in the simultaneous presentation (4) 3-, 4-, and 5-year-olds’ self-issued labeling aids their performance on the switching tasks. Children’ performance in the labeling condition is significantly better than that of no labeling. (5) 3-5-year-olds’ cognitive flexibility is highly correlated with their working memory and inhibition. Children’ development of cognitive flexibility is a process that involves activation of working memory and inhibition, in which the complexity of the task also plays a role.