Atypical neural responses to vocal anger in attention-deficit/hyperactivity disorder

Background Deficits in facial emotion processing, reported in attention-deficit/hyperactivity disorder (ADHD), have been linked to both early perceptual and later attentional components of event-related potentials (ERPs). However, the neural underpinnings of vocal emotion processing deficits in ADHD have yet to be characterised. Here, we report the first ERP study of vocal affective prosody processing in ADHD. Methods Event-related potentials of 6–11-year-old children with ADHD (n = 25) and typically developing controls (n = 25) were recorded as they completed a task measuring recognition of vocal prosodic stimuli (angry, happy and neutral). Audiometric assessments were conducted to screen for hearing impairments. Results Children with ADHD were less accurate than controls at recognising vocal anger. Relative to controls, they displayed enhanced N100 and attenuated P300 components to vocal anger. The P300 effect was reduced, but remained significant, after controlling for N100 effects by rebaselining. Only the N100 effect was significant when children with ADHD and comorbid conduct disorder (n = 10) were excluded. Conclusion This study provides the first evidence linking ADHD to atypical neural activity during the early perceptual stages of vocal anger processing. These effects may reflect preattentive hyper-vigilance to vocal anger in ADHD

"Consciousness". Selected Bibliography 1970 - 2001

This is a bibliography of books and articles on consciousness in philosophy, cognitive science, and neuroscience over the last 30 years. There are three main sections, devoted to monographs, edited collections of papers, and articles. The first two of these sections are each divided into three subsections containing books in each of the main areas of research. The third section is divided into 12 subsections, with 10 subject headings for philosophical articles along with two additional subsections for articles in cognitive science and neuroscience. Of course the division is somewhat arbitrary, but I hope that it makes the bibliography easier to use. This bibliography has first been compiled by Thomas Metzinger and David Chalmers to appear in print in two philosophical anthologies on conscious experience (Metzinger 1995a, b). From 1995 onwards it has been continuously updated by Thomas Metzinger, and now is freely available as a PDF-, RTF-, or HTML-file. This bibliography mainly attempts to cover the Anglo-Saxon and German debates, in a non-annotated, fully formatted way that makes it easy to "cut and paste" from the original file. To a certain degree this bibliography also contains items in other languages than English and German - all submissions in other languages are welcome. Last update of current version: July 13th, 2001

SCORE EQUATING BETWEEN AEPS-2 AND AEPS-3 FOR 0-3 YEAR OLDS

Over the past two decades, the emphasis on educational equity in early childhood education (ECE) and early childhood special education (ECSE) has highlighted the importance of assessment through policies and regulations. Ensuring accurate assessment scores is a fundamental aspect of this trend. The release of the Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS-3) in December 2021 led to a shift from the Second Edition (AEPS-2) in child development scoring. In order to harmonize the previous and updated assessment versions for children aged 0-3 across six developmental domains, a common item non-equivalent design, featuring fixed parameter calibration equating (known as \u27anchoring\u27), is utilized within the Rasch framework. A total of 18,411 cases from the AEPS-2 Test Level I and 317 cases from the AEPS-3 Test were utilized to assess scale quality. The psychometric properties of both assessment versions were evaluated using the rating scale Rasch model, revealing a good model-data fit. Two sets of anchor items, selected based on either identical or functional matching methods, were determined using the cosine similarity coefficient and subsequently validated through expert content analysis. These anchor item sets demonstrated acceptable quality. The research then examined the impact of different anchor sets on person parameter estimation during the anchoring process. Ultimately, the study produced person measure and observed score conversion tables between AEPS-2 and AEPS-3. The resulting conversion tables provide valuable insights into the relationship between the old and updated assessment versions. These findings contribute to equating methodology, ECE/ECSE, and education policy. As an early implementation of functional matching anchoring equating in the ECSE field, this study provides a practical model for score equating transformation that can be applied across both early childhood education and special education sectors. In the early childhood education area, it supports the ongoing refinement of assessment tools in early childhood education, helping practitioners make more informed decisions about child development. By leveraging the psychometric model, the research contributes to improving the quality of assessment tools for early childhood education practitioners, leading to better outcomes for children in these critical developmental stages. Another important contribution of this study is that it reflects the assessment requirements in special education and connects education policy with research goals. This ensures that assessments remain consistent, fair, and accurate, enabling educators and specialists to effectively track and support children\u27s development over time, ultimately improving educational equity

Child Detection Model Using YOLOv5

CCTV surveillance systems have been installed in public locations and are used to search for missing children and fight crime. The Penang City Council has deployed a face recognition CCTV monitoring system. As a result, the goal of this research is to identify children who were in the wrong area or at the wrong time and then notify authorities such as police and parents. According to child detection research, the average child loss rate is greater owing to a lack of child detection features. Existing research employs machine learning and deep learning across several platforms, yielding inaccurate accuracy findings. Using the YOLOv5 algorithm, this study will categorize images based on children detection in restricted locations. The datasets Coco, Coco128 and Pascal VOC were chosen because they are the standard datasets of YOLOv5 along with the public dataset INRIA Person. Annotations and augmentation techniques are employed in the pre-processing phase to acquire labelling in text file format and offer data for any object position. The YOLOv5s model then will be designed to make the proposed detector model. After training using YOLOv5s, child detector model is produced and evaluated on the dataset to acquire findings according to the performance metrics of recall, precision, and mean average precision (mAP). Finally, the performance metrics acquired from all four datasets are compared. The INRIA Person dataset performed the best, with a recall of 0.995, an accuracy of 0.998, and a mean Average Accuracy of 0.995. The findings for both models, YOLOv5s and the proposed model, are, nevertheless, quite close. This demonstrates that the proposed model can detect as well as YOLOv5s model. &nbsp

Visual Literacies and Young Children’s Writing: Creating Spaces for Young Children’s Voices and Engaging in Authentic Writing Experiences

Young children engage in multimodal written expression. The research in this study explores the spaces that were created, and the stories created by children in an after-school comic club. The club utilized the Writer’s Workshop model to support the Being a Writer program that is used in the Ocean View School District (Ocean View School District is a pseudonym). I created a supplemental writing program that utilized visual literacy instruction and taught the lessons in the club. The theoretical framework incorporated developmentally appropriate writing instruction, visual literacy elements, and sociocultural theory. This study employed an action research methodology with multiple data collection points. The coding of data points used provisional (a priori) coding and open coding. Students created multimodal artifacts as part of the club and were able to create authentic and purposeful drawings and writings. The students were able to make meaning using pictures and words. The student writers’ stories were shared in an Author Celebration. The roles of collaboration, drawing, and writing were major components of the work that the student writers engaged in and the processes through which they produced their work

Bayesian brains without probabilities

Bayesian explanations have swept through cognitive science over the past two decades, from intuitive physics and causal learning, to perception, motor control and language. Yet people flounder with even the simplest probability questions. What explains this apparent paradox? How can a supposedly Bayesian brain reason so poorly with probabilities? In this paper, we propose a direct and perhaps unexpected answer: that Bayesian brains need not represent or calculate probabilities at all and are, indeed, poorly adapted to do so. Instead, the brain is a Bayesian sampler. Only with infinite samples does a Bayesian sampler conform to the laws of probability; with finite samples it systematically generates classic probabilistic reasoning errors, including the unpacking effect, base-rate neglect, and the conjunction fallacy

Directional adposition use in English, Swedish and Finnish

Directional adpositions such as to the left of describe where a Figure is in relation to a Ground. English and Swedish directional adpositions refer to the location of a Figure in relation to a Ground, whether both are static or in motion. In contrast, the Finnish directional adpositions edellä (in front of) and jäljessä (behind) solely describe the location of a moving Figure in relation to a moving Ground (Nikanne, 2003). When using directional adpositions, a frame of reference must be assumed for interpreting the meaning of directional adpositions. For example, the meaning of to the left of in English can be based on a relative (speaker or listener based) reference frame or an intrinsic (object based) reference frame (Levinson, 1996). When a Figure and a Ground are both in motion, it is possible for a Figure to be described as being behind or in front of the Ground, even if neither have intrinsic features. As shown by Walker (in preparation), there are good reasons to assume that in the latter case a motion based reference frame is involved. This means that if Finnish speakers would use edellä (in front of) and jäljessä (behind) more frequently in situations where both the Figure and Ground are in motion, a difference in reference frame use between Finnish on one hand and English and Swedish on the other could be expected. We asked native English, Swedish and Finnish speakers’ to select adpositions from a language specific list to describe the location of a Figure relative to a Ground when both were shown to be moving on a computer screen. We were interested in any differences between Finnish, English and Swedish speakers. All languages showed a predominant use of directional spatial adpositions referring to the lexical concepts TO THE LEFT OF, TO THE RIGHT OF, ABOVE and BELOW. There were no differences between the languages in directional adpositions use or reference frame use, including reference frame use based on motion. We conclude that despite differences in the grammars of the languages involved, and potential differences in reference frame system use, the three languages investigated encode Figure location in relation to Ground location in a similar way when both are in motion. Levinson, S. C. (1996). Frames of reference and Molyneux’s question: Crosslingiuistic evidence. In P. Bloom, M.A. Peterson, L. Nadel & M.F. Garrett (Eds.) Language and Space (pp.109-170). Massachusetts: MIT Press. Nikanne, U. (2003). How Finnish postpositions see the axis system. In E. van der Zee & J. Slack (Eds.), Representing direction in language and space. Oxford, UK: Oxford University Press. Walker, C. (in preparation). Motion encoding in language, the use of spatial locatives in a motion context. Unpublished doctoral dissertation, University of Lincoln, Lincoln. United Kingdo