Infant Rule Learning: Advantage Language,or Advantage Speech?

Infants appear to learn abstract rule-like regularities (e.g., la la da follows an AAB pattern) more easily from speech than from a variety of other auditory and visual stimuli (Marcus et al., 2007). We test if that facilitation reflects a specialization to learn from speech alone, or from modality-independent communicative stimuli more generally, by measuring 7.5-month-old infants' ability to learn abstract rules from sign language-like gestures. Whereas infants appear to easily learn many different rules from speech, we found that with sign-like stimuli, and under circumstances comparable to those of Marcus et al. (1999), hearing infants were able to learn an ABB rule, but not an AAB rule. This is consistent with results of studies that demonstrate lower levels of infant rule learning from a variety of other non-speech stimuli, and we discuss implications for accounts of speech-facilitation.     

Does Formal Complexity Reflect Cognitive Complexity? Investigating Aspects of the Chomsky Hierarchy in an Artificial Language Learning Study

This study investigated whether formal complexity, as described by the Chomsky Hierarchy, corresponds to cognitive complexity during language learning. According to the Chomsky Hierarchy, nested dependencies (context-free) are less complex than cross-serial dependencies (mildly context-sensitive). In two artificial grammar learning (AGL) experiments participants were presented with a language containing either nested or cross-serial dependencies. A learning effect for both types of dependencies could be observed, but no difference between dependency types emerged. These behavioral findings do not seem to reflect complexity differences as described in the Chomsky Hierarchy. This study extends previous findings in demonstrating learning effects for nested and cross-serial dependencies with more natural stimulus materials in a classical AGL paradigm after only one hour of exposure. The current findings can be taken as a starting point for further exploring the degree to which the Chomsky Hierarchy reflects cognitive processes.     

Linguistic Relativity: Does Language Help or Hinder Perception?

A recent study has explored the interplay between language and perception through the brain's visual pathways. The results suggest an influence of linguistic categories on the speed of colour discrimination.     

Temporal Learning and List-Level Proportion Congruency: Conflict Adaptation or Learning When to Respond?

The current report presents a temporal learning account as a potential alternative to the conflict adaptation account of list-level proportion congruent effects in the Stroop paradigm. Specifically, retrieval of information about response times on previous trials influences a participant''s preparedness to respond at a similar time on following trials. First, an adaptation of the Parallel Episodic Processing (PEP) model is presented, and a list-level effect is produced with a temporal learning mechanism. Next, linear mixed effect model analyses show that temporal learning biases are present in list-level proportion congruent data. A non-conflict experiment is then presented in which a list-level effect is observed with a contrast, rather than congruency, manipulation. Analyses of the experimental and simulated data could not, however, provide a clear picture of whether temporal learning was the sole contributor to the list-level proportion congruent effect. These results do, however, demonstrate that caution is warranted when interpreting list-level proportion congruent effects.     

Cerebellar Motor Learning: When Is Cortical Plasticity Not Enough?

Classical Marr-Albus theories of cerebellar learning employ only cortical sites of plasticity. However, tests of these theories using adaptive calibration of the vestibulo–ocular reflex (VOR) have indicated plasticity in both cerebellar cortex and the brainstem. To resolve this long-standing conflict, we attempted to identify the computational role of the brainstem site, by using an adaptive filter version of the cerebellar microcircuit to model VOR calibration for changes in the oculomotor plant. With only cortical plasticity, introducing a realistic delay in the retinal-slip error signal of 100 ms prevented learning at frequencies higher than 2.5 Hz, although the VOR itself is accurate up to at least 25 Hz. However, the introduction of an additional brainstem site of plasticity, driven by the correlation between cerebellar and vestibular inputs, overcame the 2.5 Hz limitation and allowed learning of accurate high-frequency gains. This “cortex-first” learning mechanism is consistent with a wide variety of evidence concerning the role of the flocculus in VOR calibration, and complements rather than replaces the previously proposed “brainstem-first” mechanism that operates when ocular tracking mechanisms are effective. These results (i) describe a process whereby information originally learnt in one area of the brain (cerebellar cortex) can be transferred and expressed in another (brainstem), and (ii) indicate for the first time why a brainstem site of plasticity is actually required by Marr-Albus type models when high-frequency gains must be learned in the presence of error delay.     

Mixing Languages during Learning? Testing the One Subject—One Language Rule

In bilingual communities, mixing languages is avoided in formal schooling: even if two languages are used on a daily basis for teaching, only one language is used to teach each given academic subject. This tenet known as the one subject-one language rule avoids mixing languages in formal schooling because it may hinder learning. The aim of this study was to test the scientific ground of this assumption by investigating the consequences of acquiring new concepts using a method in which two languages are mixed as compared to a purely monolingual method. Native balanced bilingual speakers of Basque and Spanish—adults (Experiment 1) and children (Experiment 2)—learnt new concepts by associating two different features to novel objects. Half of the participants completed the learning process in a multilingual context (one feature was described in Basque and the other one in Spanish); while the other half completed the learning phase in a purely monolingual context (both features were described in Spanish). Different measures of learning were taken, as well as direct and indirect indicators of concept consolidation. We found no evidence in favor of the non-mixing method when comparing the results of two groups in either experiment, and thus failed to give scientific support for the educational premise of the one subject—one language rule.     

Grammatical Difficulties in Children with Specific Language Impairment: Is Learning Deficient?

Theoretical accounts of grammatical limitations in specific language impairment (SLI) have been polarized between those that postulate problems with domain-specific grammatical knowledge, and those that regard grammatical deficits as downstream consequences of perceptual or memory limitations. Here we consider an alternative view that grammatical deficits arise when the learning system is biased towards memorization of exemplars, and is poor at extracting statistical dependencies from the input. We examine evidence that SLI involves deficits in extracting nonadjacent dependencies from input, leading to reliance on rote learning, and consider how far this may be part of a limitation of procedural learning, or a secondary consequence of memory limitations.     

Does Investment in the Sexes Differ When Fathers Are Absent?

This study examines child survival and growth in a patrilineal Ethiopian community as a function of father absence and sex. In line with evolutionary predictions for sex-biased parental investment, the absence of a father and associated constraints on household resources is more detrimental for sons’ than daughters’ survival in infancy. Father absence doubles a son’s risk of dying in infancy but has a positive influence on the well-being of female members of the household, improving daughter survival, growth, and maternal nutritional status. Lack of paternal investment may be compensated for by other matrilateral kin through increased reciprocity between mother, daughter, and sister.

Can We Dissociate Contingency Learning from Social Learning in Word Acquisition by 24-Month-Olds?

We compared 24-month-old children’s learning when their exposure to words came either in an interactive (coupled) context or in a nonsocial (decoupled) context. We measured the children’s learning with two different methods: one in which they were asked to point to the referent for the experimenter, and the other a preferential looking task in which they were encouraged to look to the referent. In the pointing test, children chose the correct referents for words encountered in the coupled condition but not in the decoupled condition. In the looking time test, however, they looked to the targets regardless of condition. We explore the explanations for this and propose that the different response measures are reflecting two different kinds of learning.     

Consequences of Cathodal Stimulation for Behavior: When Does It Help and When Does It Hurt Performance?

Cathodal Transcranial Direct Current Stimulation (C-tDCS) has been reported, across different studies, to facilitate or hinder performance, or simply to have no tangible effect on behavior. This discrepancy is most prominent when C-tDCS is used to alter a cognitive function, questioning the assumption that cathodal stimulation always compromises performance. In this study, we aimed to study the effect of two variables on performance in a simple cognitive task (letter Flanker), when C-tDCS was applied to the left prefrontal cortex (PFC): (1) the time of testing relative to stimulation (during or after), and (2) the nature of the cognitive activity during stimulation in case of post-tDCS testing. In three experiments, we had participants either perform the Flanker task during C-tDCS (Experiment 1), or after C-tDCS. When the Flanker task was administered after C-tDCS, we varied whether during stimulation subjects were engaged in activities that posed low (Experiment 2) or high (Experiment 3) demands on the PFC. Our findings show that the nature of the task during C-tDCS has a systematic influence on the outcome, while timing per se does not.     

When condensed matter physics meets biology: Does superhydrophobicity benefiting the cryopreservation of human spermatozoa?

With the increasing demand in regenerative and reproductive medicine for successful conservation of living matter, the need of reliable platform in cell banking seems inevitable. Whilst the cells storage at cryogenic temperatures is a well-developed method, far less is known about the efficiency of nanotechnology in cryogenics. The primary objective of this study is to represent the first of its kind experimental results related to cryopreservation of human spermatozoa by means of superhydrophobic carbon soot coatings. The inclusion of soot-based water repellent interface during the freezing and thawing of human semen minimizes the solid-liquid interfacial area, retards the heat transfer rate and promotes the recovery of up to 80% of initial motility of post-thaw sperm cells. Our discoveries reveal a fundamentally new and exciting direction of development of cryopreservation technologies in the battle against painful biopsies and repetitive surgeries.     

Does Learning or Instinct Shape Habitat Selection?

Habitat selection is an important behavioural process widely studied for its population-level effects. Models of habitat selection are, however, often fit without a mechanistic consideration. Here, we investigated whether patterns in habitat selection result from instinct or learning for a population of grizzly bears (Ursus arctos) in Alberta, Canada. We found that habitat selection and relatedness were positively correlated in female bears during the fall season, with a trend in the spring, but not during any season for males. This suggests that habitat selection is a learned behaviour because males do not participate in parental care: a genetically predetermined behaviour (instinct) would have resulted in habitat selection and relatedness correlations for both sexes. Geographic distance and home range overlap among animals did not alter correlations indicating that dispersal and spatial autocorrelation had little effect on the observed trends. These results suggest that habitat selection in grizzly bears are partly learned from their mothers, which could have implications for the translocation of wildlife to novel environments.     

Does Perceptual Learning Suffer from Retrograde Interference?

In motor learning, training a task B can disrupt improvements of performance of a previously learned task A, indicating that learning needs consolidation. An influential study suggested that this is the case also for visual perceptual learning. Using the same paradigm, we failed to reproduce these results. Further experiments with bisection stimuli also showed no retrograde disruption from task B on task A. Hence, for the tasks tested here, perceptual learning does not suffer from retrograde interference.     

Data Acquisition for Conservation Assessments: Is the Effort Worth It?

When identifying conservation priorities, the accuracy of conservation assessments is constrained by the quality of data available. Despite previous efforts exploring how to deal with imperfect datasets, little is known about how data uncertainty translates into errors in conservation planning outcomes. Here, we evaluate the magnitude of commission and omission error, effectiveness and efficiency of conservation planning outcomes derived from three datasets with increasing data quality. We demonstrate that investing in data acquisition might not always be the best strategy as the magnitude of errors introduced by new sites/species can exceed the benefits gained. There was a trade-off between effectiveness and efficiency due to poorly sampled rare species. Given that data acquisition is limited by the high cost and time required, we recommend focusing on improving the quality of data for those species with the highest level of uncertainty (rare species) when acquiring new data.     

When Does the Self-Regulatory Response Elicited in Soybean Root after Inoculation Occur?

The inoculation of soybean (Glycine max L.) roots with Bradyrhizobium japonicum produces a regulatory response that inhibits nodulation in the younger regions of the roots. By exposing the soybean roots to live homologous bacteria for only a short period of time, the question of whether or not early interactions of rhizobia with root cells, prior to infection, elicit this regulatory response has been explored. B. japonicum cells mixed with infective bacteriophages were applied to the roots and then 6 or 24 hours later roots were again inoculated with phage-resistant rhizobia. Mixing of the rhizobia and bacteriophages caused bacterial lysis in 6 to 8 hours and allowed the bacteria to act as live symbionts on the root for only a few hours. However, the interaction of live homologous bacteria with the soybean roots for a few hours did not cause inhibition of nodulation in the younger regions of the roots. Results of these experiments indicate that the self-regulatory response in soybean is not rapidly produced by the early, pre-infection, interactions between rhizobia and the root cells.     

Does Video Gaming Affect Orthopaedic Skills Acquisition? A Prospective Cohort-Study

Introduction

Previous studies have suggested that there is a positive correlation between the extent of video gaming and efficiency of surgical skill acquisition on laparoscopic and endovascular surgical simulators amongst trainees. However, the link between video gaming and orthopaedic trauma simulation remains unexamined, in particular dynamic hip screw (DHS) stimulation.

Objective

To assess effect of prior video gaming experience on virtual-reality (VR) haptic-enabled DHS simulator performance.

Methods

38 medical students, naïve to VR surgical simulation, were recruited and stratified relative to their video gaming exposure. Group 1 (n = 19, video-gamers) were defined as those who play more than one hour per day in the last calendar year. Group 2 (n = 19, non-gamers) were defined as those who play video games less than one hour per calendar year. Both cohorts performed five attempts on completing a VR DHS procedure and repeated the task after a week. Metrics assessed included time taken for task, simulated flouroscopy time and screw position. Median and Bonett-Price 95% confidence intervals were calculated for seven real-time objective performance metrics. Data was confirmed as non-parametric by the Kolmogorov-Smirnov test. Analysis was performed using the Mann-Whitney U test for independent data whilst the Wilcoxon signed ranked test was used for paired data. A result was deemed significant when a two-tailed p-value was less than 0.05.

Results

All 38 subjects completed the study. The groups were not significantly different at baseline. After ten attempts, there was no difference between Group 1 and Group 2 in any of the metrics tested. These included time taken for task, simulated fluoroscopy time, number of retries, tip-apex distance, percentage cut-out and global score.

Conclusion

Contrary to previous literature findings, there was no correlation between video gaming experience and gaining competency on a VR DHS simulator.