scholarly journals Associations between neonatal cry acoustics and visual attention during the first year

2019 ◽  
Author(s):  
Aicha Kivinummi ◽  
Gaurav Naithani ◽  
Outi Tammela ◽  
Tuomas Virtanen ◽  
Enni Kurkela ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Visual Attention ◽  
Fundamental Frequency ◽  
Cognitive Abilities ◽  
Cape Town ◽  
Future Research ◽  
First Year ◽  
Peripheral Stimulus ◽  
Acoustic Features ◽  
Infant Cry

AbstractIt has been suggested that early cry parameters are connected to later cognitive abilities. The present study is the first to investigate whether the acoustic features of infant cry are associated with cognitive development already during the first year, as measured by oculomotor orienting and attention disengagement. Cry sounds for acoustic analyses (fundamental frequency; F0) were recorded in two neonatal cohorts at the age of 0-5 days (Tampere, Finland) or at 6 weeks (Cape Town, South Africa). Eye tracking was used to measure oculomotor orienting to peripheral visual stimuli and attention disengagement from central stimuli at 8 months (Tampere) or at 6 months (Cape Town) of age. In the Tampere cohort, a marginal positive correlation between fundamental frequency of cry (F0) and visual attention disengagement was observed; infants with a higher neonatal F0 were slower to shift gaze away from the central stimulus to the peripheral stimulus. However, a similar correlation was not observed in the Cape Town cohort. No associations between F0 and oculomotor orienting were observed in either cohort. We discuss possible factors influencing the discrepancy in results between the cohorts and suggest directions for future research investigating the potential of early cry analysis in predicting later cognitive development.

Dissociating the Impact of Auditory Access and Language Access in Deaf Children’s Cognitive Development

2020 ◽  
pp. 98-122
Author(s):  
Matthew L. Hall
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Cognitive Development ◽  
Implicit Learning ◽  
Educational Practice ◽  
Verbal Working Memory ◽  
Psychological Theory ◽  
Future Research ◽  
Language Access ◽  
The Impact

Deaf and hard of hearing (DHH) children have been claimed to lag behind their hearing peers in various domains of cognitive development, especially in implicit learning, executive function, and working memory. Two major accounts of these deficits have been proposed: one based on a lack of auditory access, and one based on a lack of language access. This chapter reviews these theories in relation to the available evidence and concludes that there is little evidence of direct effects of diminished auditory access on cognitive development that could not also be explained by diminished language access. Specifically, reports of deficits in implicit learning are not broadly replicable. Some differences in executive function do stem from deafness itself but are not necessarily deficits. Where clinically relevant deficits in executive function are observed, they are inconsistent with the predictions of accounts based on auditory access, but consistent with accounts based on language access. Deaf–hearing differences on verbal working memory tasks may indicate problems with perception and/or language, rather than with working memory. Deaf–hearing differences on nonverbal tasks are more consistent with accounts based on language access, but much more study is needed in this area. The chapter concludes by considering the implications of these findings for psychological theory and for clinical/educational practice and by identifying high-priority targets for future research.

scholarly journals Bridging the gap: blending spatial skills instruction into a technology teacher preparation programme

2021 ◽  
Author(s):  
Diarmaid Lane ◽  
Sheryl Sorby
Keyword(s):  
Teacher Preparation ◽  
Gender Gap ◽  
Future Research ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Base Level ◽  
Technology Teacher ◽  
And Mathematics ◽  
The Impact

AbstractIn recent years, there has been a surge in research in spatial thinking across the international community. We now know that spatial skills are malleable and that they are linked to success across multiple disciplines, most notably Science, Technology, Engineering and Mathematics (STEM). While spatial skills have been examined by cognitive scientists in laboratory environments for decades, current research is examining how these skills can be developed in field-based environments. In this paper, we present findings from a study within a Technology Teacher preparation programme where we examined first-year students’ spatial skills on entry to university. We explain why it was necessary to embed a spatial skills intervention into Year 1 of the programme and we describe the impact that this had on students’ spatial scores and on academic performance. The findings from our study highlight a consistent gender gap in spatial scores at the start of the first-year with female students entering the Technology Teacher preparation programme at a lower base level than male students. We describe how we integrated spatial development activities into an existing course and how an improvement in spatial scores and overall course performance was observed. The paper concludes by discussing the long-term sustainability of integrating spatial interventions within teacher preparation programmes while also highlighting the importance of future research to examine spatial skills as a fundamental component of technological capability.

scholarly journals A review of infant cry analysis and classification

2021 ◽  
Vol 2021 (1) ◽  
Author(s):  
Chunyan Ji ◽  
Thosini Bamunu Mudiyanselage ◽  
Yutong Gao ◽  
Yi Pan
Keyword(s):  
Neural Network ◽  
Machine Learning ◽  
Signal Analysis ◽  
Future Research ◽  
Prosodic Features ◽  
Infant Cry ◽  
Machine Learning Classification ◽  
Machine Learning Classifiers ◽  
Learning Classifiers ◽  
Processing Techniques

AbstractThis paper reviews recent research works in infant cry signal analysis and classification tasks. A broad range of literatures are reviewed mainly from the aspects of data acquisition, cross domain signal processing techniques, and machine learning classification methods. We introduce pre-processing approaches and describe a diversity of features such as MFCC, spectrogram, and fundamental frequency, etc. Both acoustic features and prosodic features extracted from different domains can discriminate frame-based signals from one another and can be used to train machine learning classifiers. Together with traditional machine learning classifiers such as KNN, SVM, and GMM, newly developed neural network architectures such as CNN and RNN are applied in infant cry research. We present some significant experimental results on pathological cry identification, cry reason classification, and cry sound detection with some typical databases. This survey systematically studies the previous research in all relevant areas of infant cry and provides an insight on the current cutting-edge works in infant cry signal analysis and classification. We also propose future research directions in data processing, feature extraction, and neural network classification fields to better understand, interpret, and process infant cry signals.

Vicarious trauma: Strategies for legal practice and law schools

2021 ◽  
pp. 1037969X2199985
Author(s):  
Kelley Burton ◽  
Amanda Paton
Keyword(s):  
Mental Health ◽  
Vicarious Trauma ◽  
Health Workers ◽  
Mental Health Workers ◽  
Future Research ◽  
First Year ◽  
Helping Professionals ◽  
Legal Practice ◽  
Law Schools ◽  
Individual Level

We examine the effect of vicarious trauma on various stakeholders in the legal profession. Criminal lawyers are likely to experience higher levels of vicarious trauma than other lawyers. Additionally, lawyers are at a heightened risk of vicarious trauma compared to other helping professionals such as mental health workers. We identify a range of strategies that can be implemented at an organisational or individual level to address vicarious trauma. Future research should evaluate the effectiveness of vicarious trauma strategies and initiatives. Importantly, we argue that vicarious trauma initiatives should begin in first-year law courses and continue over a career.

scholarly journals Numerical assessment in the wild: insights from social carnivores

2018 ◽  
Vol 373 (1740) ◽  
pp. 20160508 ◽  
Author(s):  
Sarah Benson-Amram ◽  
Geoff Gilfillan ◽  
Karen McComb
Keyword(s):  
Cognitive Abilities ◽  
Future Research ◽  
Wild Animals ◽  
Playback Experiments ◽  
Natural Habitats ◽  
Numerical Assessment ◽  
Individual Discrimination ◽  
In Captivity ◽  
Assessment Skills ◽  
In The Wild

Playback experiments have proved to be a useful tool to investigate the extent to which wild animals understand numerical concepts and the factors that play into their decisions to respond to different numbers of vocalizing conspecifics. In particular, playback experiments have broadened our understanding of the cognitive abilities of historically understudied species that are challenging to test in the traditional laboratory, such as members of the Order Carnivora. Additionally, playback experiments allow us to assess the importance of numerical information versus other ecologically important variables when animals are making adaptive decisions in their natural habitats. Here, we begin by reviewing what we know about quantity discrimination in carnivores from studies conducted in captivity. We then review a series of playback experiments conducted with wild social carnivores, including African lions, spotted hyenas and wolves, which demonstrate that these animals can assess the number of conspecifics calling and respond based on numerical advantage. We discuss how the wild studies complement those conducted in captivity and allow us to gain insights into why wild animals may not always respond based solely on differences in quantity. We then consider the key roles that individual discrimination and cross-modal recognition play in the ability of animals to assess the number of conspecifics vocalizing nearby. Finally, we explore new directions for future research in this area, highlighting in particular the need for further work on the cognitive basis of numerical assessment skills and experimental paradigms that can be effective in both captive and wild settings. This article is part of a discussion meeting issue ‘The origins of numerical abilities’.

scholarly journals Patterns of blunt force homicide in the West Metropole of the City of Cape Town, South Africa

2017 ◽  
Vol 113 (5/6) ◽  
Author(s):  
Courtnee Clark ◽  
Calvin G. Mole ◽  
Marise Heyns ◽  
◽  
◽  
...  
Keyword(s):  
South Africa ◽  
Cape Town ◽  
Future Research ◽  
The West ◽  
Blunt Force ◽  
Blunt Force Trauma ◽  
Lack Of Information ◽  
Salt River ◽  
The City ◽  
Ballistic Trauma

There is currently a lack of information regarding the prevalence of and characteristics associated with blunt force trauma related homicides in South Africa. Information relating to the patterns of blunt force trauma could assist in the development and implementation of interventions targeted at specific areas or individuals as well as direct future research towards areas in need of investigation. This study is a 5-year retrospective review of autopsy reports obtained from Salt River Mortuary (Cape Town, South Africa). The prevalence of blunt force trauma was considered for unnatural deaths with a focus on homicide. The patterns of homicidal blunt force trauma are also presented. A total of 15 519 autopsy cases was analysed. In 1198 (7.72%) of these cases, the cause of death was found to be blunt force trauma and 828 (5.32%) of these cases were classified as homicides. Approximately 11% of blunt force homicide cases occurred in combination with sharp and/or ballistic trauma. Men from poor socio-economic areas were shown to be most at risk of blunt force homicide in the City of Cape Town.

Listening and Language at 4 Years of Age

1992 ◽  
Vol 35 (3) ◽  
pp. 588-595 ◽  
Author(s):  
Judith S. Gravel ◽  
Ina F. Wallace
Keyword(s):  
Otitis Media ◽  
Cognitive Abilities ◽  
Speech Intelligibility ◽  
Test Procedure ◽  
First Year ◽  
Language Abilities ◽  
Standardized Measures ◽  
Cognitive Measure ◽  
Listening Task ◽  
First Year Of Life

The effect of early otitis media on preschoolers’ listening and language abilities was examined in a cohort of prospectively followed children. At 4 years of age, children considered otitis negative and otitis positive during the first year of life were examined using a speech-incompetition task and several standardized measures of language and cognitive function. An adaptive test procedure was used, with sentence materials from the Pediatric Speech Intelligibility Test (PSI) (Jerger & Jerger, 1984). Results indicated that children with positive histories of otitis media during the first year required a more advantageous signal-to-competition ratio to perform at 50% sentence intelligibility than did their otitis-negative peers. There was no interaction between birth status (high-risk or full-term) and adaptive PSI listening task outcome. No differences between the groups were found In either receptive or expressive language abilities or in cognitive abilities. Further, there was no relationship between any language or cognitive measure and the adaptive PSI result

scholarly journals Comparison of Vocalization Patterns in Piglets Which Were Crushed to Those Which Underwent Human Restraint

Animals ◽  
2018 ◽  
Vol 8 (8) ◽  
pp. 138 ◽  
Author(s):  
Nichole Chapel ◽  
Jeffrey Lucas ◽  
Scott Radcliffe ◽  
Kara Stewart ◽  
Donald Lay
Keyword(s):  
Fundamental Frequency ◽  
Peak Frequency ◽  
Future Research ◽  
Research Practices

Though many studies focused on piglet crushing utilizing piglet vocalizations to test sow response, none have verified the properties of test vocalizations against actual crushing events. Ten sows were observed 48 h after parturition, and crushing events were recorded from all sows. When a crushing event occurred, a second piglet within the same litter was used to solicit a vocalization through manual restraint to compare restrained piglets’ call properties to those of crushed piglets’. A total of 659 Restrained calls and 631 Crushed calls were collected. Variables were gathered at the loudest point in a call, and as an average across the entire call. Crushed piglets had a lower fundamental frequency (p < 0.01; Crushed: 523.57 ± 210.6 Hz; Restrained: 1214.86 ± 203.2 Hz) and narrower bandwidth (p < 0.01; Crushed: 4897.01 ± 587.3 Hz; Restrained: 6674.99 ± 574.0 Hz) when analyzed at the loudest portion of a call. Overall, piglets which were crushed had a lower mean peak frequency than those which were restrained (p = 0.01; 1497.08 ± 239.4 Hz and 2566.12 ± 235.0 Hz, respectively). Future research should focus on measuring sow reactivity to Crushed and Restrained piglets to continue to improve research practices.

scholarly journals Situation-Background-Assessment-Recommendation (SBAR) and Emergency Medicine Residents' Learning of Case Presentation Skills

2012 ◽  
Vol 4 (3) ◽  
pp. 370-373 ◽  
Author(s):  
Matthew C. Tews ◽  
J. Marc Liu ◽  
Robert Treat
Keyword(s):  
Emergency Medicine ◽  
Communication Skills ◽  
Comfort Level ◽  
Future Research ◽  
First Year ◽  
Clinical Environment ◽  
General Applicability ◽  
Good Reliability ◽  
First Case ◽  
Patient Handoffs

Abstract Background To date, no standardized presentation format is taught to emergency medicine (EM) residents during patient handoffs to consulting or admitting physicians. The Situation-Background-Assessment-Recommendation (SBAR) is a common format that provides a consistent framework to communicate pertinent information. Objective The objective of this study was to describe and evaluate the feasibility of using SBAR to teach interphysician communication skills to first-year EM residents to use during patient handoffs. Methods An educational study was designed as part of a pilot curriculum to teach first-year EM residents handoff communication skills. A standardized SBAR reporting format was taught during a 1-hour didactic intervention. All residents were evaluated using pretest/posttest simulated cases using a 17-item SBAR checklist initially, and then within 4 months to assess retention of the tool. A survey was distributed to determine resident perceptions of the training and potential clinical utility. Results There was a statistically significant improvement from the resident scores on the pretest/posttest of the first case (P  =  .001), but there was no difference between posttest of the first case and pretest of the second case (P  =  .34), suggesting retention of the material. There was a statistically significant improvement from the pretest and posttest scores on the second case (P  =  .001). The survey yielded good reliability for both sessions (Cronbach alpha  =  0.87 and 0.89, respectively), demonstrating statistically significant increases for the perceived quality of training, presentation comfort level, and the use of SBAR (P  =  .001). Conclusion SBAR was acceptable to first-year EM residents, with improvements in both the ability to apply SBAR to simulated case presentations and retention at a follow-up session. This format was feasible to use as a training method and was well received by our resident physicians. Future research will be useful in examining the general applicability of the SBAR model for interphysician communications in the clinical environment and residency training programs.

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