Framing, Advice-Seeking, and Medical Trust in the r/Keto Community: An Analysis of the Medical Flair on r/Keto

First created in 1921, the ketogenic diet was used as a medical intervention for children suffering from severe epilepsy. However, in recent years, this highly restrictive diet has gained mainstream popularity for a number of illness management, wellness, and weight loss uses. Despite its rise in use and popularity, mainstream medical opinion still views the ketogenic diet as a last resort for severe conditions. Using a content analysis of posts tagged with the “medical” flair on the subreddit “r/Keto,” this thesis found commonalities among posts which praised the ketogenic diet and shared positive personal anecdotes were the most likely to receive positive engagement from the community. These findings are in line with similar studies of both online medical communities and online diet and weight loss communities and the positive social effects those communities can have for users

Twenty-four or Four-and-twenty : Language Modulates Cross-Modal Matching for Multi-Digit Numbers in Children and Adults

Does number–word structure have a long-lasting impact on transcoding? Contrary to English, German number words comprise decade–unit inversion (e.g., vierundzwanzig is literally translated as four-and-twenty). To investigate the mental representation of numbers, we tested the effect of visual and linguistic–morphological characteristics on the development of verbal–visual transcoding. In a longitudinal cross-linguistic design, response times (RTs) in a number-matching experiment were analyzed in Grade 2 (119 German-speaking and 179 English-speaking children) and in Grade 3 (131 German-speaking and 160 English-speaking children). To test for long-term effects, the same experiment was given to 38 German-speaking and 42 English-speaking adults. Participants needed to decide whether a spoken number matched a subsequent visual Arabic number. Systematic variation of digits in the nonmatching distractors allowed comparison of three different transcoding accounts (lexicalization, visual, and linguistic–morphological). German speakers were generally slower in rejecting inverted number distractors than English speakers. Across age groups, German speakers were more distracted by Arabic numbers that included the correct unit digit, whereas English speakers showed stronger distraction when the correct decade digit was included. These RT patterns reflect differences in number–word morphology. The individual cost of rejecting an inverted distractor (inversion effect) predicted arithmetic skills in German-speaking second-graders only. The moderate relationship between the efficiency to identify a matching number and arithmetic performance could be observed cross-linguistically in all age groups but was not significant in German-speaking adults. Thus, findings provide consistent evidence of a persistent impact of number–word structure on number processing, whereas the relationship with arithmetic performance was particularly pronounced in young children

Language effects in early development of number writing and reading

Reading and writing multi-digit numbers requires accurate switching between Arabic numbers and spoken number words. This is particularly challenging in languages with number word inversion such as German (24 is pronounced as four-and-twenty) as reported by Zuber, Pixner, Moeller, and Nuerk (2009). The current study aimed to replicate the qualitative error analysis by Zuber et al. and further extended their study in a number of critical ways: (1) A cross-linguistic (German, English) analysis enabled us to differentiate between language-dependent and more general challenges of transcoding. (2) We investigated whether specific number structures influence accuracy rates. (3) To consider both transcoding directions (from Arabic numbers to number words and vice versa), we assessed performance for number reading in addition to number writing. (4) Our longitudinal design allowed us to investigate the development of transcoding between Grades 1 and 2. We assessed 170 German- and 264 English-speaking children. Children wrote and read the same set of 44 one-, two- and three- digit numbers including the same number structures as Zuber et al. For German, we confirmed that a high amount of errors in number writing was inversion-related. For English, the percentage of inversion-related errors was very low. Accuracy rates were strongly related to number syntax. The impact of number structures was independent of transcoding direction or grade level and revealed cross-linguistic challenges of reading and writing multi-digit numbers. For instance, transcoding of three-digit numbers containing a syntactic zero (e.g., 109) was significantly more accurate than transcoding of items with a lexical zero (e.g., 190). Based on our findings we suggest adaptations of current transcoding models

Common and distinct predictors of non-symbolic and symbolic ordinal number processing across the early primary school years

What are the cognitive mechanisms supporting non-symbolic and symbolic order processing? Preliminary evidence suggests that non-symbolic and symbolic order processing are partly distinct constructs. The precise mechanisms supporting these skills, however, are still unclear. Moreover, predictive patterns may undergo dynamic developmental changes during the first years of formal schooling. This study investigates the contribution of theoretically relevant constructs (non-symbolic and symbolic magnitude comparison, counting and storage and manipulation components of verbal and visuo-spatial working memory) to performance and developmental change in non-symbolic and symbolic numerical order processing. We followed 157 children longitudinally from Grade 1 to 3. In the order judgement tasks, children decided whether or not triplets of dots or digits were arranged in numerically ascending order. Non-symbolic magnitude comparison and visuo-spatial manipulation were significant predictors of initial performance in both non-symbolic and symbolic ordering. In line with our expectations, counting skills contributed additional variance to the prediction of symbolic, but not of non-symbolic ordering. Developmental change in ordering performance from Grade 1 to 2 was predicted by symbolic comparison skills and visuo-spatial manipulation. None of the predictors explained variance in developmental change from Grade 2 to 3. Taken together, the present results provide robust evidence for a general involvement of pair-wise magnitude comparison and visuo-spatial manipulation in numerical ordering, irrespective of the number format. Importantly, counting-based mechanisms appear to be a unique predictor of symbolic ordering. We thus conclude that there is only a partial overlap of the cognitive mechanisms underlying non-symbolic and symbolic order processing

Distinct Functional Connectivity Signatures of Impaired Social Cognition in Multiple Sclerosis

Objective: Multiple sclerosis (MS) is characterized by impairments in basic cognitive functions such as information processing speed as well as in more complex, higher-order domains such as social cognition. However, as these deficits often co-occur, it has remained challenging to determine whether they have a specific pathological basis or are driven by shared biology. Methods: To identify neural signatures of social cognition deficits in MS, data were analyzed from n = 29 patients with relapsing-remitting MS and n = 29 healthy controls matched for age, sex, and education. We used neuropsychological assessments of information processing speed, attention, learning, working memory, and relevant aspects of social cognition (theory of mind, emotion recognition (ER), empathy) and employed neuroimaging of CNS networks using resting-state functional connectivity. Results: MS patients showed significant deficits in verbal learning and memory, as well as implicit ER. Performance in these domains was uncorrelated. Functional connectivity analysis identified a distinct network characterized by significant associations between poorer ER and lower connectivity of the fusiform gyrus (FFG) with the right lateral occipital cortex, which also showed lower connectivity in patients compared to controls. Moreover, while ER was correlated with MS symptoms such as fatigue and motor/sensory functioning on a behavioral level, FFG connectivity signatures of social cognition deficits showed no overlap with these symptoms. Conclusions: Our analyses identify distinct functional connectivity signatures of social cognition deficits in MS, indicating that these alterations may occur independently from those in other neuropsychological functions

Transcoding counts : Longitudinal contribution of number writing to arithmetic in different languages

Number writing involves transcoding from number words (e.g., "thirty-two") to written digit strings (32) and is an important unique predictor of arithmetic. The existing longitudinal evidence about the relation between transcoding and arithmetic is mostly language specific. In languages with number word inversion (e.g., German), the order of tens and units is transposed in spoken number words compared with Arabic numbers. This makes transcoding more challenging than in languages without number word inversion (e.g., English). In the current study, we aimed to understand whether the contribution of number writing to the development of arithmetic is similar in languages with and without number word inversion. German-speaking children (n = 166) and English-speaking children (n = 201) were followed over the first 3 years of primary school. In a series of multiple linear regressions, we tested whether number writing of multi-digit numbers was a significant unique predictor of arithmetic after controlling for well-known non-numerical predictors (nonverbal reasoning and working memory) and numerical predictors (symbolic and nonsymbolic magnitude comparison). Number writing in Grade 1 predicted arithmetic in Grades 1, 2, and 3 over and above the other predictors. Crucially, number writing performance was of comparable importance for arithmetic development in German- and English-speaking children. Our findings extend previous evidence by showing that transcoding predicts the development of arithmetic skills during the first 3 years of primary school in languages with and without number word inversion

Transcoding counts: Longitudinal contribution of number writing to arithmetic in different languages

This SPSS syntax file reports the main analysis of the paper by Banfi et al. (2022), titled "Transcoding counts: Longitudinal contribution of number writing to arithmetic in different languages" and published in the Journal of Experimental Child Psychology (doi:10.1016/j.jecp.2022.105482)

Language Effects in Early Development of Number Writing and Reading

As part of the project “Three-hundred-and-twenty-eight and 328: Cross-format number integration and its relationship to mathematics performance”, children's number writing and number reading skills were investigated. The whole dataset of this longitudinal project also including the raw data of the present study is available on ReShare, the UK Data Service’s online data repository, and can be accessed at https://reshare.ukdataservice.ac.uk/854398/