79 research outputs found
Global expression analysis of EBV-infected B cells early and late after infection reveals a dynamic interplay between growth and survival signals
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Onset Rivalry: The Initial Dominance Phase Is Independent Of Ongoing Perceptual Alternations
Binocular rivalry has been used to study a wide range of visual processes, from the integration of low-level features to the selection of signals that reach awareness. However, many of these studies do not distinguish between early and late phases of rivalry. There is clear evidence that the “onset” stage of rivalry is characterized by stable, yet idiosyncratic biases that are not evident in the average dominance of sustained rivalry viewing. Low-level stimulus features also have robust effects in the onset phase that are not seen in sustained rivalry, suggesting these phases may be driven at least partly by different neural mechanisms. The effects of high-level cognitive and affective factors at onset are less clear but also show differences from their effects in sustained viewing. These findings have important implications for the interpretation of any rivalry experiments using brief presentation paradigms and for understanding how the brain copes with binocular discrepancies in natural viewing conditions in which our eyes constantly move around an ever-changing environment. This review will summarize current research and explore the factors influencing this “onset” stage.Psycholog
Protecting Palestinian children from political violence:The role of the international community
Protecting Palestinian children from political violence:The role of the international community
A Dynamical Resolution of the Sigma Term Puzzle
We propose a resolution of the puzzle posed by the discrepancy between the
pion-nucleon sigma term inferred from pion-nucleon scattering, and that deduced
from baryon mass splittings using the Zweig rule. We show that there is a
significant hypercharge-dependent dynamical contribution to baryon masses, not
hitherto included in the analysis, which may be estimated using the scale Ward
identity, and computed by solution of the Schwinger-Dyson equation for the
quark self-energy. We find that the discrepancy is completely resolved without
the need for any Zweig rule violation.Comment: 14 pages and 4 figures (not included), plain TeX and harvmac, DFTT
92/69 and OUTP-92-35
The Importance of Ordinal Information in Interpreting Number/Letter Line Data
The degree to which the ability to mark the location of numbers on a number-to-position (NP) task reflects a mental number line (MNL) representation, or a representation that supports ordered lists more generally, is yet to be resolved. Some argue that findings from linear equation modeling, often used to characterize NP task judgments, support the MNL hypothesis. Others claim that NP task judgments reflect strategic processes; while others suggest the MNL proposition could be extended to include ordered list processing more generally. Insofar as the latter two claims are supported, it would suggest a more nuanced account of the MNL hypothesis is required. To investigate these claims, 84 participants completed a NP and an alphabet-to-position task in which they marked the position of numbers/letters on a horizontal line. Of interest was whether: (1) similar judgment deviations from linearity occurred for number/letter stimuli; (2) left-to-right or right-to-left lines similarly, affected number/letter judgments; and (3) response times (RTs) differed as a function of number/letter stimuli and/or reverse/standard lines. While RTs were slower marking letter stimuli compared to number stimuli, they did not differ in the standard compared to the reverse number/letter lines. Furthermore, similar patterns of non-linear RTs were found marking stimuli on the number/letter lines, suggesting that similar strategic processes were at play. These findings suggest that a general mental representation may underlie ordered list processing and that a linear mental representation is not a unique feature of number per se. This is consistent with the hypothesis that number is supported by a representation that lends itself to processing ordered sequences in general
Implications of Change/Stability Patterns in Children’s Non-symbolic and Symbolic Magnitude Judgment Abilities Over One Year: A Latent Transition Analysis
Non-symbolic magnitude abilities are often claimed to support the acquisition of symbolic magnitude abilities, which, in turn, are claimed to support emerging math abilities. However, not all studies find links between non-symbolic and symbolic magnitude abilities, or between them and math ability. To investigate possible reasons for these different findings, recent research has analyzed differences in non-symbolic/symbolic magnitude abilities using latent class modeling and has identified four different magnitude ability profiles residing within the general magnitude ability distribution that were differentially related to cognitive and math abilities. These findings may help explain the different patterns of findings observed in previous research. To further investigate this possibility, we (1) attempted to replicate earlier findings, (2) determine whether magnitude ability profiles remained stable or changed over 1 year; and (3) assessed the degree to which stability/change in profiles were related to cognitive and math abilities. We used latent transition analysis to investigate stability/changes in non-symbolic and symbolic magnitude abilities of 109 5- to 6-year olds twice in 1 year. At Time 1 and 2, non-symbolic and symbolic magnitude abilities, number transcoding and single-digit addition abilities were assessed. Visuospatial working memory (VSWM), naming numbers, non-verbal IQ, basic RT was also assessed at Time 1. Analysis showed stability in one profile and changes in the three others over 1 year. VSWM and naming numbers predicted profile membership at Time 1 and 2, and profile membership predicted math abilities at both time points. The findings confirm the existence of four different non-symbolic–symbolic magnitude ability profiles; we suggest the changes over time in them potentially reflect deficit, delay, and normal math developmental pathways
Concert recording 2014-04-18
[Track 01]. Piano sonata no. 5 in C minor, op. 10, no. 1. I. Allegro molto e con brio ; [Track 02]. II. Adagio molto / Ludwig van Beethoven -- [Track 03]. Nocturne in D-flat major, op. 27, no. 2 / Frederic Francois Chopin -- [Track 04]. Rhapsody in blue / George Gershwin -- [Track 05]. Happy from Despicable me 2 / Pharrell Williams -- [Track 06]. Let it go from Frozen / Kristen Anderson-Lopez, Robert Lopez -- [Track 07]. Spain / Chick Corea
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