Manual lateralization in wild redfronted lemurs (Eulemur rufifrons) during spontaneous actions and in an experimental task

2013 ◽  
Vol 153 (1) ◽  
pp. 61-67 ◽  
Author(s):  
Anna V. Schnoell ◽  
Franziska Huebner ◽  
Peter M. Kappeler ◽  
Claudia Fichtel
Keyword(s):  
Experimental Task ◽  
Eulemur Rufifrons

scholarly journals Extraction of organic chemistry grammar from unsupervised learning of chemical reactions

2021 ◽  
Vol 7 (15) ◽  
pp. eabe4166
Author(s):  
Philippe Schwaller ◽  
Benjamin Hoover ◽  
Jean-Louis Reymond ◽  
Hendrik Strobelt ◽  
Teodoro Laino
Keyword(s):  
Organic Chemistry ◽  
Neural Networks ◽  
Chemical Synthesis ◽  
Unsupervised Learning ◽  
Chemical Reactions ◽  
Data Driven ◽  
Experimental Task ◽  
Rule Based ◽  
Atom Mapping ◽  
Mapping Information

Humans use different domain languages to represent, explore, and communicate scientific concepts. During the last few hundred years, chemists compiled the language of chemical synthesis inferring a series of “reaction rules” from knowing how atoms rearrange during a chemical transformation, a process called atom-mapping. Atom-mapping is a laborious experimental task and, when tackled with computational methods, requires continuous annotation of chemical reactions and the extension of logically consistent directives. Here, we demonstrate that Transformer Neural Networks learn atom-mapping information between products and reactants without supervision or human labeling. Using the Transformer attention weights, we build a chemically agnostic, attention-guided reaction mapper and extract coherent chemical grammar from unannotated sets of reactions. Our method shows remarkable performance in terms of accuracy and speed, even for strongly imbalanced and chemically complex reactions with nontrivial atom-mapping. It provides the missing link between data-driven and rule-based approaches for numerous chemical reaction tasks.

scholarly journals Interlingual Interactions Elicit Performance Mismatches Not “Compromise” Categories in Early Bilinguals: Evidence from Meta-Analysis and Coronal Stops

Languages ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 9
Author(s):  
Joseph V. Casillas
Keyword(s):  
Speech Production ◽  
Acoustic Analysis ◽  
Voice Onset Time ◽  
Meta Analysis ◽  
Onset Time ◽  
Comprehensive Assessment ◽  
Effect Sizes ◽  
Experimental Task ◽  
Cumulative Evidence

Previous studies attest that some early bilinguals produce the sounds of their languages in a manner that is characterized as “compromise” with regard to monolingual speakers. The present study uses meta-analytic techniques and coronal stop data from early bilinguals in order to assess this claim. The goal was to evaluate the cumulative evidence for “compromise” voice-onset time (VOT) in the speech of early bilinguals by providing a comprehensive assessment of the literature and presenting an acoustic analysis of coronal stops from early Spanish–English bilinguals. The studies were coded for linguistic and methodological features, as well as effect sizes, and then analyzed using a cross-classified Bayesian meta-analysis. The pooled effect for “compromise” VOT was negligible (β = −0.13). The acoustic analysis of the coronal stop data showed that the early Spanish–English bilinguals often produced Spanish and English targets with mismatched features from their other language. These performance mismatches presumably occurred as a result of interlingual interactions elicited by the experimental task. Taken together, the results suggest that early bilinguals do not have “compromise” VOT, though their speech involves dynamic phonetic interactions that can surface as performance mismatches during speech production.

Diversity of Response Patterns in a Simple Repetitive Uniform Task

1976 ◽  
Vol 20 (18) ◽  
pp. 435-445
Author(s):  
James P. B. O'Brien
Keyword(s):  
Factorial Design ◽  
Activity Pattern ◽  
Exploratory Study ◽  
Creative Thinking ◽  
Response Pattern ◽  
Ad Hoc ◽  
Response Variability ◽  
Response Patterns ◽  
Experimental Task ◽  
Parallel Lines

A 3×3×3 factorial design, N=135, is used to evaluate the effects of three conditions of feedback (zero, low extrinsic, and high extrinsic), three conditions of response pattern restriction (no restriction dictated, restriction to three patterns, restriction to one pattern), and three levels of repetitive-figure manipulation diversity determined by scores on Torrance Tests of Creative Thinking, Form A, Activity III: repetitive parallel lines. The experimental task was to turn nine circularly arranged knobs repetitively in a white visual, broadband audio environment over three 6-minute periods separated by rest pauses. O'Brien (1976) found significant differences for measures of response variability including pattern changing activity, pattern shifting, error factors, and other measures. An extended ad hoc analysis of that exploratory study is accomplished in which a comparison of percent common patterns emitted evidences that Ss who score differently on the pretest perform with different degrees of uniqueness when they are restricted to repetition of previous patterns, but not when they are free to vary types of patterns emitted. Also, comparison of initial trials indicates that high pretest scorers are more likely to begin the task with rarer patterns, low scorers use more common patterns, and intermediate scorers fall in between.

scholarly journals Behavioural and physiological response to frustration in autistic youth: associations with irritability

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Virginia Carter Leno ◽  
Georgia Forth ◽  
Susie Chandler ◽  
Philippa White ◽  
Isabel Yorke ◽  
...  
Keyword(s):  
Physiological Response ◽  
Objective Measure ◽  
Parent Report ◽  
Population Based ◽  
Sensitivity Analyses ◽  
Reactivity Index ◽  
Physiological Data ◽  
Experimental Task ◽  
Incident Rate ◽  
Underlying Mechanisms

Abstract Background Irritability is a common and impairing occurrence in autistic youth, yet the underlying mechanisms are not well-known. In typically developing populations, differences in frustration response have been suggested as important driver of the behavioural symptoms of irritability. Research exploring the role of frustration response as a risk factor for irritability in autistic populations is limited and often uses parent report or observer ratings; objective measures of frustration response appropriate for use in autistic populations are required to advance the field. Methods In the current study, fifty-two autistic adolescents aged 13–17 years from a population-based longitudinal study completed an experimental task designed to induce frustration through exposure to periods of unexpected delay. Behavioural (number of button presses) and physiological (heart rate; HR) metrics were collected during delay periods. Irritability was measured using the parent-rated Affective Reactivity Index (ARI). Analyses used mixed-level models to test whether irritability was associated with different slopes of behavioural and physiological response to experimentally induced frustration during the task. Age and baseline HR (for the physiological data only) were included as covariates. Results Analyses showed a marginal association between irritability and the slope of behavioural response (incident rate ratio (IRR) =.98, p=.06), and a significant association with the slope of physiological response (b=−.10, p=.04); higher levels of irritability were associated with a dampened behavioural and physiological response, as indicated by flatter slopes of change over the course of the task. The pattern of results largely remained in sensitivity analyses, although the association with physiological response became non-significant when adjusting for IQ, autism symptom severity, and medication use (b=−.10, p=.10). Conclusions Results suggest that the current experimental task may be a useful objective measure of frustration response for use with autistic populations, and that a non-adaptive response to frustration may be one biological mechanism underpinning irritability in autistic youth. This may represent an important target for future intervention studies.

Do Monkeys and Young Children Understand Exclusive “Or” Relations? A Commentary on Ferrigno et al. (2021)

2021 ◽  
pp. 095679762110246
Author(s):  
Shalini Gautam ◽  
Thomas Suddendorf ◽  
Jonathan Redshaw
Keyword(s):  
Young Children ◽  
Response Pattern ◽  
Compelling Evidence ◽  
Experimental Task ◽  
Older Children ◽  
Disjunctive Syllogism ◽  
Identical Response ◽  
Exclusive Or

Ferrigno et al. (2021) claim to provide evidence that monkeys can reason through the disjunctive syllogism (given A or B, not A, therefore B) and conclude that monkeys therefore understand logical “or” relations. Yet their data fail to provide evidence that the baboons they tested understood the exclusive “or” relations in the experimental task. For two mutually exclusive possibilities—A or B—the monkeys appeared to infer that B was true when A was shown to be false, but they failed to infer that B was false when A was shown to be true. In our own research, we recently found an identical response pattern in 2.5- to 4-year-old children, whereas 5-year-olds demonstrated that they could make both inferences. The monkeys’ and younger children’s responses are instead consistent with an incorrect understanding of A and B as having an inclusive “or” relation. Only the older children provided compelling evidence of representing the exclusive “or” relation between A and B.

Self-Perceived Creativity

2009 ◽  
Vol 25 (3) ◽  
pp. 194-203 ◽  
Author(s):  
Shulamith Kreitler ◽  
Hernan Casakin
Keyword(s):  
The Self ◽  
Experimental Task ◽  
Self Assessment ◽  
Specific Domain ◽  
Specific Product ◽  
Domain Specific ◽  
Design Representation ◽  
Design Requirements ◽  
Small Museum ◽  
Very High

In view of unclear previous findings about the validity of self-assessed creativity, the hypothesis guiding the present study was that validity would be proven if self-assessed creativity was examined with respect to a specific domain, specific product, specific aspects of creativity, and in terms of specific criteria. The participants were 52 architecture students. The experimental task was to design a small museum in a described context. After completing the task, the students self-assessed their creativity in designing with seven open-ended questions, the Self-Assessment of Creative Design questionnaire, and a list of seven items tapping affective metacognitive aspects of the designing process. Thus, 21 creativity indicators were formed. Four expert architects, working independently, assessed the designs on nine creativity indicators: fluency, flexibility, elaboration, functionality, innovation, fulfilling specified design requirements, considering context, mastery of skills concerning the esthetics of the design representation, and overall creativity. The agreement among the architects’ evaluations was very high. The correlations between the nine corresponding indicators in students’ assessment of their design and those of the experts were positive and significant with respect to three indicators: fluency, flexibility, and overall creativity. On the contrary, the correlations of the rest noncorresponding indicators with those of the experts were not significant. The findings support the validity of self-assessed creativity with specific restrictions.

An experimental task to explore the effects of age and sex on social foraging behavior.

2016 ◽  
Vol 10 (3) ◽  
pp. 168-178 ◽  
Author(s):  
Marcos Rosetti ◽  
Axel Rodríguez ◽  
Luis Pacheco-Cobos ◽  
Robyn Hudson
Keyword(s):  
Foraging Behavior ◽  
Social Foraging ◽  
Experimental Task ◽  
Age And Sex

scholarly journals Task and L1 effects

2019 ◽  
Vol 8 (1) ◽  
pp. 24-40
Author(s):  
Paz González ◽  
Tim Diaubalick
Keyword(s):  
Pilot Study ◽  
Multiple Choice ◽  
Individual Variability ◽  
Task Type ◽  
Choice Task ◽  
Production Task ◽  
Experimental Task ◽  
L2 Learners

Abstract Research on tense-aspect phenomena has shown that the type of experimental task can affect the performance of L2 learners. This pilot study on the understudied language combination Dutch-Spanish investigates this issue by focusing on the interaction between known affecting variables (inherent aspect; L1 effects) and different tasks (multiple-choice, fill-in-the-blanks, free production). First findings show that, indeed, both task type and L1 have an influence on the outcome. Generally, Dutch learners seem to prefer the Imperfect over the Preterit. This stands in contrast to previous research but can be explained by the imperfective features of the Dutch Simple Past with which the learners associate the L2 forms. Whereas this L1 effect is not visible in the multiple-choice task where the choice is forced, it manifests itself in tasks where students can choose freely between forms they know. Especially in the free production task, the L1 effect interacts with a high individual variability.

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