Corrigendum: Is video creation more effective than self-exercise in motor skill learning?

[This corrects the article DOI: 10.3389/fpsyg.2022.1032680.].

Specific DNA barcodes screening, germplasm resource identification, and genetic diversity analysis of Platycodon grandiflorum / 药学学报

Platycodonis Radix is the dry root of Platycodon grandiflorum of Campanulaceae, which has a variety of pharmacological effects and is a commonly used bulk Chinese medicine. In this study, the chloroplast genome sequences of six P. grandiflorum from different producing areas has been sequenced with Illumina HiSeq X Ten platform. The specific DNA barcodes were screened, and the germplasm resources and genetic diversity were analyzed according to the specific barcodes. The total length of the chloroplast genome of 6 P. grandiflorum samples was 172 260-172 275 bp, and all chloroplast genomes showed a typical circular tetrad structure and encoded 141 genes. The comparative genomics analysis and results of amplification efficiency demonstrated that trnG-UCC and ndhG_ndhF were the potential specific DNA barcodes for identification the germplasm resources of P. grandiflorum. A total of 305 P. grandiflorum samples were collected from 15 production areas in 9 provinces, for which the fragments of trnG-UCC and ndhG_ndhF were amplificated and the sequences were analyzed. The results showed that trnG-UCC and ndhG_ndhF have 5 and 11 mutation sites, respectively, and 5 and 7 haplotypes were identified, respectively. The combined analysis of the two sequences formed 13 haplotypes (named Hap1-Hap13), and Hap4 is the main genotype, followed by Hap1. The unique haplotypes possessed by the three producing areas can be used as DNA molecular tags in this area to distinguish from the germplasm resources of P. grandiflorum from other areas. The haplotype diversity, nucleotide diversity and genetic distance were 0.94, 4.79×10-3 and 0.000 0-0.020 3, respectively, suggesting that the genetic diversity was abundant and intraspecific kinship was relatively close. This study laid a foundation for the identification of P. grandiflorum, the protection and utilization of germplasm resources, and molecular breeding.

Is video creation more effective than self-exercise in motor skill learning?

Parallel to the tremendous growth and expansion of video technology, it is easy and enjoyable for students to create a video as a learning activity. However, most previous studies primarily focused on declarative knowledge learning (e.g., language learning, science learning) rather than motor skill learning. The current study aimed to investigate whether creating and sharing a video with classmates would be more effective than merely creating a video and self-exercise to learn a motor skill in terms of intrinsic motivation, perseverance in learning, learning satisfaction, and roller-skating skill. Partially consistent with our hypothesis, we found that creating and sharing a video with classmates increased students' intrinsic motivation, perseverance in motor tasks, and learning satisfaction, but not roller-skating skill, followed by merely creating a video and then self-exercise. The findings have an important implication for motor skills learning: during teaching motor skills, teachers can use encourage students to create and share a video with classmates as a homework activity to increase students' intrinsic motivation, perseverance in motor tasks, and learning satisfaction.