Discrimination of Faces, Sex, and Relationships by Capuchin Monkeys

Whether attending a business function or moving to a new neighborhood, the ability to recognize, remember, and garner information about the social relationships of other individuals is critical for human survival. But to what degree is this unique to humans? Nonhuman primates provide us with the opportunity to study the evolutionary history and function of human socio-cognitive skills within a comparative framework. I tested capuchin monkeys on three computerized tasks that evaluated their ability to discriminate the faces, sexual identities and dominance relationships of conspecifics living in their own social group, a neighboring social group or completely unfamiliar individuals. This paradigm allowed for testing the effect of familiarity and parsed underlying mechanisms of these socio-cognitive skills, both of which help to elucidate how social knowledge emerges from the foundations of perception

Performance on a Face Discrimination Task by Orangutans Reflects a Possible Interaction between Familiarity and Novelty

Faces provide humans with information on the age, sex, individual identity, and emotional state of others. Although comparatively less is known about nonhuman primates’ face processing abilities, several gregarious group living species are able to discriminate conspecific faces. Here, we tested a less gregarious species, orangutans, to determine if they exhibit similar skills. Using a matching-to-sample paradigm, orangutans matched two identical portraits of unfamiliar orangutans. Next, subjects matched two different photographs of the same individual across viewpoints. During testing, subjects successfully transferred to novel photographs of familiar, but not unfamiliar, individuals with their first exposure to these stimuli. However, performance was not maintained throughout continued exposure to these stimuli, suggesting a possible novelty effect. Interestingly, orangutans performed significantly above chance when individuating familiar males, but not females. Further examination is needed to understand social organization and other social factors which were important in the evolution of face-processing

Managing the Second Year of Your PHD: Data Collection and Upgrading from an MPhil to a PhD

Your PhD typically takes the following course: Getting to grips with the literature and necessary research skills in the first year, conversion to PhD status and data collection in the second year and third year dedicated to writing up the thesis. This article aims to provide guidance and information for the crucial second year

What do MRI radiographers really know?

Magnetic Resonance Imaging (MRI) is an important diagnostic imaging tool that has seen rapid expansion in recent years with a commensurate increase in the number of radiographers undertaking MRI scans. This imaging modality is a complex one and the strong magnetic fields associated with MRI scanners pose a very serious risk to patients and staff. Therefore it is essential that MR radiographers receive appropriate training in the correct operation and safe use of MRI. The education of radiographers undertaking MRI examinations is largely provided “in-house” by radiographers or applications specialists. This training is usually informal and focuses on essential safety training and the use of scanner software. This learning is not usually formally assessed and therefore its value is not properly evaluated. In 2007 the authors, acting as independent consultants, developed a number of assessment tools to enable quick and effective evaluation of theoretical knowledge and skills related to the clinical use of MRI in a group of individuals with a range of MRI experience. A total of 47 individuals with a range of MRI experience were tested using an Objective Structured Clinical Examination (OSCE). Some were also given a viva voce. Our results show that the majority of radiographers in our sample could not answer more than half the OSCE questions correctly and a significant and unacceptable number did not convince us they could practice MRI safely. Very few of the examinees had adequate knowledge of image quality issues and parameter manipulation. A few also raised concerns over their radiographic credentials

Managing the Second Year of Your PHD: Data Collection and Upgrading from an MPhil to a PhD

Your PhD typically takes the following course: Getting to grips with the literature and necessary research skills in the first year, conversion to PhD status and data collection in the second year and third year dedicated to writing up the thesis. This article aims to provide guidance and information for the crucial second year

Territorial innovation dynamics: a knowledge based perspective

A great deal of studies has focused on the role played by geographical location on the emergence and the building of localised learning capacities (Maskell, Malmberg, 1999). In this perspective, empirical studies have demonstrated that innovation dynamics of clusters results from the quality of interactions and coordination inside the cluster as well as interactions with external, often global, networks. In this context, knowledge exchange between firms and institutions are claimed to be the main drivers of spatial agglomeration (Canals et al, 2008). Hence, cluster policies have followed the main idea that geographic proximity facilitates collective innovation in so far as firms can capture knowledge externalities more easily. This idea is in fact very attractive but contains some limits (Suire et Vicente, 2007): if some clusters are successful others seem to decline. Therefore, in order to understand the territorial dynamics of clusters, the analysis of the specific nature of knowledge and information flows within a cluster is crucial. The objective of the paper is to enhance the analysis of the role of cognitive and relational dimensions of interactions on territorial dynamics of innovation. We focus on the key sub process of innovation: knowledge creation, which is above all a social process based on two key complex social mechanisms: the exchange and the combination of knowledge (Nahapiet and Goshal, 1996). We suggest building a theoretical framework that hinges on these two key mechanisms. In this perspective, we mobilise Boisot's I-Space model (Boisot, 1998) for the diffusion and exchange of knowledge and suggest completing the model by introducing the concept of architectural knowledge (Henderson and Clark, 1990) so as to take the complexity of the combination process into consideration. This analysis is conducted through the illustrative analysis of three different case studies. We will draw upon the case of Aerospace Valley Pole of Competitiveness (PoC), The Secured Communicating Solutions PoC, and Fabelor Competence Cluster. The cases show that the existence of architectural knowledge is pivotal to territorial innovation.Architectural Knowledge, I-Space Model, Territorial Innovation, Geographical Clusters, Knowledge Management

To Intervene or not to Intervene:Young adults’ views on When and How to Intervene in Online Harassment

Incidents of online harassment are increasing and can have significant consequences for victims. Witnesses (‘digital bystanders’) can be crucial in identifying and challenging harassment. This study considered when and how young adults intervene online, with the aim of understanding the applicability of existing theoretical models (i.e., Bystander Intervention Model; Response Decision-Making Framework). Thematic analysis of eight focus groups (UK community sample, N=67, 18-25 years) resulted in five themes: Noticing and Interpreting the Harassment, Perceived Responsibility for Helping, Consequences of Intervening, Perceived Ability to Make a Difference, and Deciding How to Help. The online context amplified offline preferences, such as greater preference for anonymity and perceived costs of intervention (e.g., social costs). Intervention strategies varied in visibility and effort, preferring ‘indirect’ micro-interventions focused on supporting victims. A new, merged model specific to digital bystanders is proposed, with implications for the design and messaging on Social Networking Sites (SNS) discussed

The Role of TikTok in Students’ Health and Wellbeing

Students are exposed to various academic, financial and psychosocial stressors while studying at a university, and have increasingly turned to social media to alleviate stress and access social support. While evidence suggests that social networking sites may promote health awareness and health-protective behaviours, little research has explored TikTok, a relatively new platform with over 800 million active users. Seven university students (6 females, 1 non-binary; all White British; mean age = 20.57) were interviewed about their experiences on TikTok, their motivations behind using it and its effects on their psychological wellbeing. A thematic analysis of this data revealed that while TikTok use temporarily relieved academic stress, it also encouraged addictive behaviour and upward social comparisons. These differential effects were largely mediated by TikTok’s algorithm, which recommended content based on users’ previous interactions

La perception des élèves de l’efficacité d'une période de travail personnel destinée aux devoirs et aux leçons dans le cadre d'un projet-école démocratique

La popularité des projets particuliers sélectifs qui ont pour effet de stratifier les groupes d’élèves compromet l’égalité des chances visée par l’école secondaire québécoise. Le présent mémoire s’intéresse à un projet pédagogique particulier qui accueille les élèves sans sélection pour offrir à tous un encadrement lors de la réalisation des devoirs et, à ceux qui le souhaitent, des activités parascolaires liées à leurs intérêts. Il vise à décrire, dans une perspective d’évaluation de programme, les différences de perception des élèves sur l’efficacité d’un projet (l’instauration d’une période de consolidation le matin, pour réaliser les devoirs et les leçons) en fonction de leurs caractéristiques (genre, cycle de fréquentation scolaire et type cheminement scolaire) ainsi que de leurs habitudes de travail (temps consacré quotidiennement aux devoirs et aux leçons et milieu où ils sont réalisés). Il utilise les données secondaires recueillies lors d’une précédente étude collaborative qui avait démontré une perception favorable chez les élèves des effets positifs du projet (Larouche, Amboulé-Abath et Savard, 2016a). Il exploite les réponses à un questionnaire administré à 596 élèves de scolarisation ordinaire, de la première à la cinquième secondaire, et d’adaptation scolaire. Les résultats obtenus montrent plusieurs différences dans la perception des élèves de l’efficacité du projet en fonction principalement des habitudes de travail, mais aussi du genre, du cycle de fréquentation et du type de cheminement scolaire. Les élèves qui perçoivent plus fortement l’efficacité du projet sont ceux qui ont pour habitude de travailler sur leurs devoirs et leurs leçons à la fois à la maison et durant la période dédiée, ainsi que de travailler quotidiennement au moins 30 minutes. Les données analysées montrent aussi que les filles ont une perception plus positive des avantages du projet alors que les garçons en perçoivent plus les inconvénients; que les élèves du premier cycle et ceux du deuxième cycle ont une perception différente de l’efficacité du projet; et aussi que les élèves de l’adaptation scolaire ont une perception plus négative que leurs pairs de son efficacité.The popularity of selective special school projects prejudices equality of opportunity in Quebecer secondary schools. This study focuses on a non-selective special school project that offers both homework supervision and guidance for all and the possibility of participating in extracurricular activities for every pupil who wishes to do so. The study aims to describe the difference in pupils’ perception of the efficiency of the project on homework guidance and supervision according to their characteristics (gender, secondary cycle and type of education) and their work habits (time spent daily on homework and where homework are done). This study uses secondary data from a previous collaborative study which had shown students to have a positive perception of the project’s efficiency (Larouche, Amboulé-Abath et Savard, 2016a). Data interrogated stems from a questionnaire answered by 596 secondary school pupils from special needs education and regular classes. Results show many differences in pupils’ perception of the efficiency of the project according mainly on their work habits, but also on gender, secondary cycle, and type of education. Pupils who have a most positive perception of the efficiency of the project are those who do their homework both at home and at school and those who spend at least 30 minutes daily on their homework. Data also show that girls have a more positive perception of the efficiency of the project than boys. The latter tend to perceive more the disadvantages of the project. Pupils form cycle one (junior) and those from cycle two (senior) have a different perception of the project’s efficiency. Pupils enrolled in special needs classes have a more negative perception of the efficiency of the project than their peers