Let's Share Perspectives! Mentalistic Skills Involved in Cooperation

Previous research has found a link between theory of mind and cooperation. The aim of this study is to deepen into this relationship, to identify which theory of mind skills are more related to the cooperative ability on a referential communication task. A total of 50 children from first and fifth grade completed a battery of theory of mind tasks, and also a cooperative task where children worked in pairs to build block models. Each pair was composed by a builder and a guide, who gave instructions to his partner about how to build a replica of the model. The results show a significant relationship between the theory of mind skills and cooperation. Specifically, we found that the second-order false-belief task was the variable most related to cooperation after controlling the effect of age. In addition, we observed that the mentalist skills were more important for cooperation in the builders than in the guides. Finally, we discuss the findings of this study and make suggestions for the future

Language acquisition in a post-pandemic context: the impact of measures against COVID-19 on early language development

Language acquisition is influenced by the quality and quantity of input that language learners receive. In particular, early language development has been said to rely on the acoustic speech stream, as well as on language-related visual information, such as the cues provided by the mouth of interlocutors. Furthermore, children's expressive language skills are also influenced by the variability of interlocutors that provided the input. The COVID-19 pandemic has offered an unprecedented opportunity to explore the way these input factors affect language development. On the one hand, the pervasive use of masks diminishes the quality of speech, while it also reduces visual cues to language. On the other hand, lockdowns and restrictions regarding social gatherings have considerably limited the amount of interlocutor variability in children's input. The present study aims at analyzing the effects of the pandemic measures against COVID-19 on early language development. To this end, 41 children born in 2019 and 2020 were compared with 41 children born before 2012 using the Catalan adaptation of the MacArthur Bates Communicative Development Inventories (MB-CDIs). Results do not show significant differences in vocabulary between pre- and post-Covid children, although there is a tendency for children with lower vocabulary levels to be in the post-Covid group. Furthermore, a relationship was found between interlocutor variability and participants' vocabulary, indicating that those participants with fewer opportunities for socio-communicative diversity showed lower expressive vocabulary scores. These results reinforce other recent findings regarding input factors and their impact on early language learning

Language acquisition in a post-pandemic context: the impact of measures against COVID-19 on early language development

Language acquisition is influenced by the quality and quantity of input that language learners receive. In particular, early language development has been said to rely on the acoustic speech stream, as well as on language-related visual information, such as the cues provided by the mouth of interlocutors. Furthermore, children’s expressive language skills are also influenced by the variability of interlocutors that provided the input. The COVID-19 pandemic has offered an unprecedented opportunity to explore the way these input factors affect language development. On the one hand, the pervasive use of masks diminishes the quality of speech, while it also reduces visual cues to language. On the other hand, lockdowns and restrictions regarding social gatherings have considerably limited the amount of interlocutor variability in children’s input. The present study aims at analyzing the effects of the pandemic measures against COVID-19 on early language development. To this end, 41 children born in 2019 and 2020 were compared with 41 children born before 2012 using the Catalan adaptation of the MacArthur-Bates Communicative Development Inventories (MB-CDIs). Results do not show significant differences in vocabulary between pre- and post-Covid children, although there is a tendency for children with lower vocabulary levels to be in the post-Covid group. Furthermore, a relationship was found between interlocutor variability and participants’ vocabulary, indicating that those participants with fewer opportunities for socio-communicative diversity showed lower expressive vocabulary scores. These results reinforce other recent findings regarding input factors and their impact on early language learning

Let's Share Perspectives! Mentalistic Skills Involved in Cooperation

Previous research has found a link between theory of mind and cooperation. The aim of this study is to deepen into this relationship, to identify which theory of mind skills are more related to the cooperative ability on a referential communication task. A total of 50 children from first and fifth grade completed a battery of theory of mind tasks, and also a cooperative task where children worked in pairs to build block models. Each pair was composed by a builder and a guide, who gave instructions to his partner about how to build a replica of the model. The results show a significant relationship between the theory of mind skills and cooperation. Specifically, we found that the second-order false-belief task was the variable most related to cooperation after controlling the effect of age. In addition, we observed that the mentalist skills were more important for cooperation in the builders than in the guides. Finally, we discuss the findings of this study and make suggestions for the future

Adquisición del lenguaje y cognición

Aquest article se centra en les relacions entre el llenguatge i la cognició, principalment en la influència de l’adquisició del llenguatge en la cognició. S’assumeix que hi ha una relació estreta i bidireccional entre el desenvolupament lingüístic i el cognitiu. Aquest article pretén il·lustrar com l’adquisició d’un sistema lingüístic té repercussions a nivell cognitiu, no només en la primera infància. La discussió dels diversos estudis porta a comprendre la influència de l’adquisició del llenguatge a diversos nivells. Tant pel que fa al desenvolupament cognitiu inicial, com en relació amb la importància de l’adquisició del llenguatge per al desenvolupament de les habilitats metacognitives i de les funcions executives. Diferents aspectes de l’adquisició del llenguatge potencien el desenvolupament cognitiu de manera que difícilment podria succeir sense llenguatge.This paper focuses on the relationship between language and cognition, in particular the impact of language acquisition on cognition. It is assumed that there is a close and bidirectional relationship between the development of language and cognition. This paper aims to illustrate how the acquisition of a linguistic system has repercussions on the cognitive level, even beyond early childhood. From the analysis of several studies it is found that the influence of language acquisition occurs at different levels, from initial cognitive development to the development of metacognitive abilities and executive functions. Different aspects of language acquisition promote cognitive development in such a way that the latter could would be unlikely to occur without the former.Este artículo se centra en las relaciones entre el lenguaje y la cognición, principalmente en la influencia de la adquisición del lenguaje en la cognición. Se asume que hay una relación estrecha y bidireccional entre el desarrollo lingüístico y el cognitivo. Este artículo pretende ilustrar como la adquisición de un sistema lingüístico tiene repercusiones a nivel cognitivo, no solamente en la primera infancia. La discusión de los diversos estudios lleva a comprender la influencia de la adquisición del lenguaje a diversos niveles. Tanto a nivel del desarrollo cognitivo inicial, como en relación con la importancia de la adquisición del lenguaje para el desarrollo de las habilidades metacognitivas y de las funciones ejecutivas. Diferentes aspectos de la adquisición del lenguaje potencian el desarrollo cognitivo de una manera que difícilmente podría suceder sin lenguaje

A synthetic approach to palmerolides via Negishi cross coupling. The challenge of the C15-C16 bond formation

The esterification of fragment C1-C8 (2) with fragment C16-C23 (3) to give iodo derivative 4, followed by a Pd-catalysed coupling with a C9-C15 fragment (7 or 8), may provide a common precursor of most palmerolides. Ligands and reaction conditions were exhaustively examined to perform the C15-C16 bond formation via Negishi reaction. With simple models, pre-activated Pd-Xantphos and Pd-DPEphos complexes were the most efficient catalysts at RT. Zincation of the C9-C15 fragment (8) and cross coupling with 4 required 3 equiv of t-BuLi, 10 mol % of Pd-Xantphos and 60 °C

The role of motion and intensity in deaf children’s recognition of real human facial expressions of emotion

© 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.There is substantial evidence to suggest that deafness is associated with delays in emotion understanding, which has been attributed to delays in language acquisition and opportunities to converse. However, studies addressing the ability to recognise facial expressions of emotion have produced equivocal findings. The two experiments presented here attempt to clarify emotion recognition in deaf children by considering two aspects: the role of motion and the role of intensity in deaf children’s emotion recognition. In Study 1, 26 deaf children were compared to 26 age-matched hearing controls on a computerised facial emotion recognition task involving static and dynamic expressions of 6 emotions. Eighteen of the deaf and 18 age-matched hearing controls additionally took part in Study 2, involving the presentation of the same 6 emotions at varying intensities. Study 1 showed that deaf children’s emotion recognition was better in the dynamic rather than static condition, whereas the hearing children showed no difference in performance between the two conditions. In Study 2, the deaf children performed no differently from the hearing controls, showing improved recognition rates with increasing rates of intensity. With the exception of disgust, no differences in individual emotions were found. These findings highlight the importance of using ecologically valid stimuli to assess emotion recognition.Peer reviewedFinal Published versio

Comparing and taming the reactivity of HWE and Wittig reagents with cyclic hemiacetals

A practical solution to the formation of mixtures of E/Z and open/cyclic isomers in the reaction of (2R,4S)-4-hydroxy-2-methylpentanal (as its hemiacetal, a lactol) with conjugated phosphoranes (stabilised Wittig reagents) and Horner-Wadsworth-Emmons reagents is disclosed. The HWE reaction has a strong bias to give oxolanes. On the other hand, stabilised Wittig reagents give unsaturated carboxyl derivatives of configuration E (major) and oxolanes (minor); the latter can be avoided by addition of CF3CH2OH or using morpholine amide phosphorane