In this work, a bioresorbable Mg-ZKQX6000 (Mg-6Zn-0.6Zr-0.4Ag-0.2Ca (wt%)) alloy was severely plastically deformed via equal channel angular pressing (ECAP) according to three unique hybrid routes at low temperatures (200 °C to 125 °C). The roles of ECAP processing on microstructure, and ensuing mechanical properties and corrosion rates, are assessed. Microstructurally, ECAP induces a complex plethora of features, especially variations in grain sizes and precipitates' sizes, distributions, and morphologies for individual cases. Mechanically, ECAP generally refined grain size, resulting in ultra-high strength levels of about 400 MPa in ultimate tensile strength for several cases; however, deformation via ECAP of precipitates induced embrittlement and low elongation to failure levels. Corrosion testing, conducted in simulated bodily fluid at bodily pH levels to mimic conditions in the human body, revealed consistent corrosion rates across several techniques (mass loss, hydrogen evolution, and electrochemical impedance spectroscopy (EIS)), showing that severe plastic deformation deteriorates corrosion resistance for this material. In-situ corrosion monitoring explained that corrosion accelerated after ECAP due to the creation of heterogeneous, anodic shear zones, which exhibited dense regions of refined grains and fine precipitates. Suggestions for future design and thermomechanical processing of Mg alloys for bioresorbable orthopedic implants are provided.

Attention is one of the fundamental elements of effective learning. The design of learning environments often consists of a blend of visual stimuli. Investigating the effect of visual stimuli types on the attention of children with autism spectrum disorder (ASD) is important for the theoretical understanding of attention. This study explores the effect of social and nonsocial visual stimuli on the attention of children with ASD and typically developing (TD) children in a simulated virtual classroom. Forty-six participants (ASD = 20, TD = 26) took part in a series of attention tests, in which social and nonsocial visual stimuli were used as target stimuli. We examined four eye-gaze measures: time to first fixate, first fixation duration, average fixation duration, and the sum of fixation count. The results show that social and nonsocial stimuli do not affect the attention of ASD and TD children. However, TD children pay significantly greater attention to target stimuli than children with ASD. These findings emphasize the strengths of children with ASD during attention tasks and the potential for the use of eye-gaze measures to identify attention impairment in children with ASD. This study thus recommends an investigation methodology for on-task attention assessment in a learning environment.