Environmental and genetic influences on neurocognitive development: the importance of multiple methodologies and time-dependent intervention

Genetic mutations and environmental factors dynamically influence gene expression and developmental trajectories at the neural, cognitive, and behavioral levels. The examples in this article cover different periods of neurocognitive development—early childhood, adolescence, and adulthood—and focus on studies in which researchers have used a variety of methodologies to illustrate the early effects of socioeconomic status and stress on brain function, as well as how allelic differences explain why some individuals respond to intervention and others do not. These studies highlight how similar behaviors can be driven by different underlying neural processes and show how a neurocomputational model of early development can account for neurodevelopmental syndromes, such as autism spectrum disorders, with novel implications for intervention. Finally, these studies illustrate the importance of the timing of environmental and genetic factors on development, consistent with our view that phenotypes are emergent, not predetermined

Can a connectionist model explain the processing of regularly and irregularly inflected words in German as L1 and L2?

The connectionist model is a prevailing model of the structure and functioning of the cognitive system of the processing of morphology. According to this model, the morphology of regularly and irregularly inflected words (e.g., verb participles and noun plurals) is processed in the same cognitive network. A validation of the connectionist model of the processing of morphology in German as L2 has yet to be achieved. To investigate L2-specific aspects, we compared a group of L1 speakers of German with speakers of German as L2. L2 and L1 speakers of German were assigned to their respective group by their reaction times in picture naming prior to the central task. The reaction times in the lexical decision task of verb participles and noun plurals were largely consistent with the assumption of the connectionist model. Interestingly, speakers of German as L2 showed a specific advantage for irregular compared with regular verb participles

Conceptualizing cultures of violence and cultural change

The historiography of violence has undergone a distinct cultural turn as attention has shifted from examining violence as a clearly defined (and countable) social problem to analysing its historically defined 'social meaning'. Nevertheless, the precise nature of the relationship between 'violence' and 'culture' is still being established. How are 'cultures of violence' formed? What impact do they have on violent behaviour? How do they change? This essay examines some of the conceptual aspects of the relationship between culture and violence. It brings together empirical research into nineteenth-century England with recent research results from other European contexts to examine three aspects of the relationship between culture and violence. These are organised under the labels 'seeing violence', 'identifying the violent' and 'changing violence'. Within a particular society, narratives regarding particular kinds of behaviour shape cultural attitudes. The notion 'violence' is thus defined in relation to physically aggressive acts as well as by being connected to other kinds of attitudes and contexts. As a result, the boundaries between physical aggression which is legitimate and that which is illegitimate (and thus 'violence') are set. Once 'violence' is defined, particular cultures form ideas about who is responsible for it: reactions to violence become associated with social arrangements such as class and gender as well as to attitudes toward the self. Finally, cultures of violence make efforts to tame or eradicate illegitimate forms of physical aggression. This process is not only connected to the development of new forms of power (e.g., new policing or punishment strategies) but also to less tangible cultural influences which aim at changing the behaviour defined as violence (in particular among the social groups identified as violent). Even if successful, this three-tiered process of seeing violence, identifying the violent and changing violence continues anew, emphasising the ways that cultures of violence develop through a continuous process of reevaluation and reinvention

Analytical approach to bit-string models of language evolution

A formulation of bit-string models of language evolution, based on differential equations for the population speaking each language, is introduced and preliminarily studied. Connections with replicator dynamics and diffusion processes are pointed out. The stability of the dominance state, where most of the population speaks a single language, is analyzed within a mean-field-like approximation, while the homogeneous state, where the population is evenly distributed among languages, can be exactly studied. This analysis discloses the existence of a bistability region, where dominance coexists with homogeneity as possible asymptotic states. Numerical resolution of the differential system validates these findings.Comment: To appear in Int. J. Mod. Phys.

The impact of sound field systems on learning and attention in elementary school classrooms

Purpose: An evaluation of the installation and use of sound field systems (SFS) was carried out to investigate their impact on teaching and learning in elementary school classrooms. Methods: The evaluation included acoustic surveys of classrooms, questionnaire surveys of students and teachers and experimental testing of students with and without the use of SFS. Students ’ perceptions of classroom environments and objective data evaluating change in performance on cognitive and academic assessments with amplification over a six month period are reported. Results: Teachers were positive about the use of SFS in improving children’s listening and attention to verbal instructions. Over time students in amplified classrooms did not differ from those in nonamplified classrooms in their reports of listening conditions, nor did their performance differ in measures of numeracy, reading or spelling. Use of SFS in the classrooms resulted in significantly larger gains in performance in the number of correct items on the nonverbal measure of speed of processing and the measure of listening comprehension. Analysis controlling for classroom acoustics indicated that students ’ listening comprehension score

GCIP water and energy budget synthesis (WEBS)

As part of the World Climate Research Program\u27s (WCRPs) Global Energy and Water-Cycle Experiment (GEWEX) Continental-scale International Project (GCIP), a preliminary water and energy budget synthesis (WEBS) was developed for the period 1996–1999 from the “best available” observations and models. Besides this summary paper, a companion CD-ROM with more extensive discussion, figures, tables, and raw data is available to the interested researcher from the GEWEX project office, the GAPP project office, or the first author. An updated online version of the CD-ROM is also available at http://ecpc.ucsd.edu/gcip/webs.htm/. Observations cannot adequately characterize or “close” budgets since too many fundamental processes are missing. Models that properly represent the many complicated atmospheric and near-surface interactions are also required. This preliminary synthesis therefore included a representative global general circulation model, regional climate model, and a macroscale hydrologic model as well as a global reanalysis and a regional analysis. By the qualitative agreement among the models and available observations, it did appear that we now qualitatively understand water and energy budgets of the Mississippi River Basin. However, there is still much quantitative uncertainty. In that regard, there did appear to be a clear advantage to using a regional analysis over a global analysis or a regional simulation over a global simulation to describe the Mississippi River Basin water and energy budgets. There also appeared to be some advantage to using a macroscale hydrologic model for at least the surface water budgets

Morpho-syntactic processing of Arabic plurals after aphasia: dissecting lexical meaning from morpho-syntax within word boundaries

Within the domain of inflectional morpho-syntax, differential processing of regular and irregular forms has been found in healthy speakers and in aphasia. One view assumes that irregular forms are retrieved as full entities, while regular forms are compiled on-line. An alternative view holds that a single mechanism oversees regular and irregular forms. Arabic offers an opportunity to study this phenomenon, as Arabic nouns contain a consonantal root, delivering lexical meaning, and a vocalic pattern, delivering syntactic information, such as gender and number. The aim of this study is to investigate morpho-syntactic processing of regular (sound) and irregular (broken) Arabic plurals in patients with morpho-syntactic impairment. Three participants with acquired agrammatic aphasia produced plural forms in a picture-naming task. We measured overall response accuracy, then analysed lexical errors and morpho-syntactic errors, separately. Error analysis revealed different patterns of morpho-syntactic errors depending on the type of pluralization (sound vs broken). Omissions formed the vast majority of errors in sound plurals, while substitution was the only error mechanism that occurred in broken plurals. The dissociation was statistically significant for retrieval of morpho-syntactic information (vocalic pattern) but not for lexical meaning (consonantal root), suggesting that the participants' selective impairment was an effect of the morpho-syntax of plurals. These results suggest that irregular plurals forms are stored, while regular forms are derived. The current findings support the findings from other languages and provide a new analysis technique for data from languages with non-concatenative morpho-syntax

A simple, biologically plausible feature detector for language acquisition

Language has a complex grammatical system we still have to understand computationally and biologically (Hauser et al., 2002; Yang, 2013). However, some evolutionarily ancient mechanisms have been repurposed for grammar (Dehaene & Cohen, 2007; Endress, Cahill, et al., 2009; Endress, Nespor, et al., 2009; Fitch, 2017) so that we can use insight from other taxa into possible circuit level mechanisms of grammar. Drawing upon recent evidence for the importance of disinhibitory circuits across taxa and brain regions (Chevalier & Deniau, 1990; Letzkus et al., 2015; Hangya et al., 2014; Xu et al., 2013; Goddard et al., 2014; Mysore & Knudsen, 2012; Koyama et al., 2016; Koyama & Pujala, 2018), I suggest a simple circuit that explains the acquisition of core grammatical rules used in 85% of the world’s languages (Rubino, 2013): grammatical rules based on sameness/difference relations. This circuit acts as a sameness-detector. Different items are suppressed through inhibition, but presenting two identical items leads to inhibition of inhibition. The items are thus propagated for further processing. This sameness-detector thus acts as a feature detector for a grammatical rule. I suggest that having a set of feature detectors for elementary grammatical rules might make language acquisition feasible based on relatively simple computational mechanisms

Change point analysis of historical battle deaths

It has been claimed and disputed that World War II has been followed by a `long peace', an unprecedented decline of war. We conduct a full changepoint analysis of well-documented, publicly-available battle deaths datasets, using new techniques that enable the robust detection of changes in the statistical properties of such heavy-tailed data. We first test and calibrate these techniques. We then demonstrate the existence of changes, independent of data presentation, at around 1910 and 1950 CE, bracketing the World Wars, and around the 1830s and 1994 CE. Our analysis provides a methodology for future investigations and an empirical basis for political and historical discussions.Comment: 24 pages, 11 figure

Free Will in a Quantum World?

In this paper, I argue that Conway and Kochen’s Free Will Theorem (1,2) to the conclusion that quantum mechanics and relativity entail freedom for the particles, does not change the situation in favor of a libertarian position as they would like. In fact, the theorem more or less implicitly assumes that people are free, and thus it begs the question. Moreover, it does not prove neither that if people are free, so are particles, nor that the property people possess when they are said to be free is the same as the one particles possess when they are claimed to be free. I then analyze the Free State Theorem (2), which generalizes the Free Will Theorem without the assumption that people are free, and I show that it does not prove anything about free will, since the notion of freedom for particles is either inconsistent, or it does not concern our common understanding of freedom. In both cases, the Free Will Theorem and the Free State Theorem do not provide any enlightenment on the constraints physics can pose on free will