Consensus protocol for EEG and amplitude-integrated EEG assessment and monitoring in neonates

The aim of this work is to establish inclusive guidelines on electroencephalography (EEG) applicable to all neonatal intensive care units (NICUs). Guidelines on ideal EEG monitoring for neonates are available, but there are significant barriers to their implementation in many centres around the world. These include barriers due to limited resources regarding the availability of equipment and technical and interpretive round-the-clock personnel. On the other hand, despite its limitations, amplitude-integrated EEG (aEEG) (previously called Cerebral Function Monitor [CFM]) is a common alternative used in NICUs. The Italian Neonatal Seizure Collaborative Network (INNESCO), working with all national scientific societies interested in the field of neonatal clinical neurophysiology, performed a systematic literature review and promoted interdisciplinary discussions among experts (neonatologists, paediatric neurologists, neurophysiologists, technicians) between 2017 and 2020 with the aim of elaborating shared recommendations. A consensus statement on videoEEG (vEEG) and aEEG for the principal neonatal indications was established. The authors propose a flexible frame of recommendations based on the complementary use of vEEG and aEEG applicable to the various neonatal units with different levels of complexity according to local resources and specific patient features. Suggestions for promoting cooperation between neonatologists, paediatric neurologists, and neurophysiologists, organisational restructuring, and teleneurophysiology implementation are provided

Free-riding and knowledge spillovers in teams: The role of social ties

We investigate whether and how social ties affect performance in teams by implementing a field experiment in which a sample of undergraduate students are randomly assigned either to teams composed by friends or to teams composed by individuals not linked by friendship relationships. Students undertake an intermediate exam divided into two parts: one graded on the basis of individual performance and the other graded on the basis of team performance. We find that students assigned to socially connected teams perform significantly better than control students in both the team part and the individual part of the exam, suggesting that social ties are relevant both for solving free-riding problems and for inducing knowledge spillovers among teammates. The positive effect of friendship persists over time: treated students obtain better grades also after the conclusion of the experiment

The adverse consequences of tournaments : evidence from a field experiment

We ran a field experiment to investigate whether competing in rank-order tournaments with different prize spreads affects individual performance. Our experiment involved students from an Italian University who took an exam that was partly evaluated on the basis of relative performance. Students were matched in pairs on the basis of their high school grades and each pair was randomly assigned to one of three different tournaments. Random assignment neutralizes selection effects and allows us to investigate if larger prize spreads increase individual effort. We do not find any positive effect of larger prizes on performance. Furthermore, we show that the effect of prize spreads on students\u2019 performance depends on their degree of risk-aversion: competing in tournaments with large spreads negatively affects the performance of risk-averse students, while it does not produce any effect on students who are more prone to taking risks

Overconfidence, omens and gender heterogeneity : results from a field experiment

We investigate whether overconfidence is affected by superstitious beliefs and whether the effect is heterogeneous according to gender. With this aim, we run a field experiment involving about 700 Italian students. According to widespread superstitions, some numbers are considered lucky while others are thought of as unlucky. In our experiment, we exploited this by randomly assigning students to numbered seats in their written exam. At the end of the examination, we asked students the grade they expected to get. We find that students tend to be overconfident about their performance at the exam and that their overconfidence is positively affected by being assigned to a lucky number. Interestingly, males and females react differently: females' overconfidence tends to be negatively affected when assigned to unlucky numbers, while they are not affected by being assigned to lucky numbers; males are not affected by being assigned to unlucky numbers but are more overconfident when assigned to lucky numbers

Are females scared of competing with males? Results from a field experiment

We conducted a field experiment involving 720 Italian undergraduate students to investigate the existence of gender differences in performance in competitive settings and whether performance is affected by one's opponent gender. The experimental design was aimed at neutralizing other differences in psychological attitudes, such as self-confidence and risk aversion, that are typically considered as potential explanations of gender differences in competitive environments. Students were invited to undertake a midterm exam under a tournament scheme having as a prize some bonus points to add to the final grade. Students competed in pairs of equal predicted ability but different gender composition. In a competitive setting in which risk aversion, feedback provision and self-confidence have little relevance, we find that women tend to perform similarly to men. The gender of one's competitor does not play any role in shaping students' behavior. Men and women perform similarly both in the competitive and in the non-competitive environment