Active school travel is associated with fewer suicide attempts among adolescents from low-and middle-income countries

Background/Objective: This study explored the association between active school travel (AST) and suicide attempts among adolescents in low- and middle-income countries (LMICs). Method: We used the data from the Global School-based Health Survey, including 127,097 adolescents aged 13-17 years from 34 LMICs. A self-reported survey was used to collect data on AST and suicide attempts as well as some variables. Multivariable logistic regression was performed to assess the association between AST and suicide attempts. A meta-analysis with random effects was undertaken to identify the difference in the association between AST and suicide attempts. Results: Across all the adolescents, the prevalence of AST was 37% and the prevalence of suicide attempts was 11.60%. Adolescents who engaged in AST were less likely to have suicide attempts irrespective of gender. The country-wise analysis indicated a large inconsistency in the association between AST and suicide attempt across the countries. Conclusions: AST would appear to be a protective factor for reducing suicide attempts among adolescents. However, the association between AST and suicide attempts varied greatly across the countries. Future studies should confirm the association between AST and suicide attempts.     

On the role of imagery in linear syllogistic reasoning

Summary The functional role of imagery in linear syllogistic reasoning has not yet been convincingly established. Shortcomings of previous theories and research are discussed. A conceptual analysis of the imagery position leads to the differentiation of modality-specific, analogical-representational, and process perspectives. To obtain evidence relevant to the first and third of these perspectives, a Stroop-type interference paradigm was used in combination with self-paced successive presentation of task components (premises and question of linear syllogisms). Effects of interference information and task components upon response time were consistent with the process reconceptualization of the imagery position.     

Surface perception and the generic view principle

The hypothesis that perceptual experience can be understood in terms of rule-based processing has strongly influenced recent theories of visual surface perception. However, many of the rules that these theories propose apply only in relatively restricted situations. I suggest that more general and robust principles for reducing perceptual ambiguity are available, such as the generic view principle (GVP) described here. According to the GVP, vision assumes that qualitative (e.g. topological) image structure is stable with respect to small changes of viewpoint. Some consequences of the GVP for visual surfaces, including illusory surfaces, are described. I also demonstrate the decisive role of real and illusory background surfaces in specifying the 3-D shape and layout of visual objects and scenes.     

Transfer of newly acquired stimulus valence between identities in dissociative identity disorder (DID)

Patients with Dissociative Identity Disorder (DID) frequently report episodes of interidentity amnesia, that is amnesia for events experienced by other identities. The goal of the present experiment was to test the implicit transfer of trauma-related information between identities in DID. We hypothesized that whereas declarative information may transfer from one identity to another, the emotional connotation of the memory may be dissociated, especially in the case of negative, trauma-related emotional valence. An evaluative conditioning procedure was combined with an affective priming procedure, both performed by different identities. In the evaluative conditioning procedure, previously neutral stimuli come to refer to a negative or positive connotation. The affective priming procedure was used to test the transfer of this acquired valence to an identity reporting interidentity amnesia. Results indicated activation of stimulus valence in the affective priming task, that is transfer of emotional material between identities.     

Towards a Better Understanding of Cognitive Deficits in Absence Epilepsy: a Systematic Review and Meta-Analysis

Neuropsychology Review - Cognition in absence epilepsy (AE) is generally considered undisturbed. However, reports on cognitive deficits in AE in recent years have suggested otherwise. This review...     

Reference frame preferences in haptics differ for the blind and sighted in the horizontal but not in the vertical plane

We investigated which reference frames are preferred when matching spatial language to the haptic domain. Sighted, low-vision, and blind participants were tested on a haptic-sentence-verification task where participants had to haptically explore different configurations of a ball and a shoe and judge the relation between them. Results from the spatial relation "above", in the vertical plane, showed that various reference frames are available after haptic inspection of a configuration. Moreover, the pattern of results was similar for all three groups and resembled patterns found for the sighted on visual sentence-verification tasks. In contrast, when judging the spatial relation "in front", in the horizontal plane, the blind showed a markedly different response pattern. The sighted and low-vision participants did not show a clear preference for either the absolute/relative or the intrinsic reference frame when these frames were dissociated. The blind, on the other hand, showed a clear preference for the intrinsic reference frame. In the absence of a dominant cue, such as gravity in the vertical plane, the blind might emphasise the functional relationship between the objects owing to enhanced experience with haptic exploration of objects.     

The Ways of Criticism

This paper attempts to systematically characterize critical reactions in argumentative discourse, such as objections, critical questions, rebuttals, refutations, counterarguments, and fallacy charges, in order to contribute to the dialogical approach to argumentation. We shall make use of four parameters to characterize distinct types of critical reaction. First, a critical reaction has a focus, for example on the standpoint, or on another part of an argument. Second, critical reactions appeal to some kind of norm, argumentative or other. Third, they each have a particular illocutionary force, which may include that of giving strategic advice to the other. Fourth, a critical reaction occurs at a particular level of dialogue (the ground level or some meta-level). The concepts here developed shall be applied to discussions of critical reactions by Aristotle and by some contemporary authors.