Systematic Analysis of Verbalizations Produced in Comparing Musical Timbres

A method of verbal protocol analysis is presented in which verbal units used to compare sound events are extracted from the protocols and analysed from three general points of view: (1) their logical sense, (2) their stimulus-relatedness, and (3) their semantic content. At each level, several analysis steps progressively label the verbal units from hierarchically superior to inferior levels (with increasing differentiation as one descends the hierarchy). The technique shows great reliability across analyses by independent experts. It was applied to an investigation of timbre comparisons in which Russian nonmusician subjects rated the dissimilarity of timbres presented in pairs and described verbally their similarities and differences. The technique demonstrates an effectiveness in revealing differences in focus on perceptual attributes of timbre that contribute to inter- and intra-subject discrepancies in dissimilarity ratings. Further, as concerns identification of the sound sources producing the events, there is evidence that basic categories are very general in nature in these nonmusician subjects.     

The effects of self-monitoring on the expressive display of masculinity-femininity

Do self-monitoring processes influence (1) the correspondence between assessed personality and expressive masculinity-femininity, and (2) the cross-channel consistency (face, body, voice) of expressive masculinity-femininity? To answer these questions, 36 male and 36 females completed the Bem Sex-Role Inventory (BSRI) and Snyder's Self-Monitoring Scale, and then were videotaped as teachers. Five groups of naive judges rated these stimulus subjects on expressive masculinity-femininity, basing their respective ratings on: video pictures and voices, just pictures, just faces, just bodies, or just voices. A sixth group of judges rated subjects on physical attractiveness. The results indicated that judged physical attractiveness was significantly correlated with judged masculinity-femininity, with men being judged more masculine and females more feminine the more attractive they were. BSRI femininity correlated strongly with judged masculinity-femininity, and BSRI masculinity, less so. Finally, self-monitoring did prove to moderate the correspondence between personality and expressive behavior, and the cross-channel consistency of masculinity-femininity cues: however, these moderating effects were different for males and females.     

A comparative study of the self-concepts of adolescents from intact and non-intact families

Data were collected from a sample of 81 6th-, 7th- and 8th-grade children from intact and non-intact families. The self-concepts of the children from both the intact and non-intact families were measured through the use of the Piers-Harris Self-Concept Scale. The data were analyzed through the multiple-regression approach; demographic variables describing the children, the children's family structures and the number of years since the divorce were built into the analysis. Contrary to much of the clinical literature, the self-concepts of the children in the non-intact families were found not to be negative.     

Developmental dyslexia: Electrophysiological evidence of clinical subgroups

Event-related potentials (ERPs) to word and to musical-chord stimuli were recorded in 13 dyslexic boys and 13 age-matched normal readers. Normal readers and dyslexics whose reading handicaps involved visual-spatial processing deficits had greater word versus musical-chord ERP waveform differences over the left as compared to the right hemisphere. Dyslexics whose reading difficulties were related to auditory-verbal processing deficits did not exhibit this asymmetry. These results are interpreted as supportive of the hypothesis that the latter group of dyslexics has failed to develop normal left hemisphere specialization for processing of auditory-linguistic material.     

The effects of cooperative learning on trait emotional intelligence and academic achievement of Spanish primary school students

Increasing the students' academic achievement in the international evaluation arena is a challenge for our country, and cooperative learning and emotional intelligence may be a solution for this problem. The link between cooperative learning, emotional intelligence, and academic achievement has been poorly studied so far. The objective of the present investigation was to examine the influence of cooperative learning on trait emotional intelligence and academic achievement. The methodology used was a quasi-experimental design with pre/post-measurements and experimental/control groups. The participants were primary education students (n = 692) and teachers (n = 24) from eight public schools in Madrid, Spain. The instruments used were the Emotional Quotient-Youth Version questionnaire and internal and external assessment tests. Our results indicated that cooperative learning improved scores of one dimension of trait emotional intelligence, change adaptability, and students' academic achievement (Mathematics and Spanish Language). We discussed the possible implications of these outcomes for educational practice.     

Phone follow up to families of COVID-19 patients who died at the hospital: families' grief reactions and clinical psychologists' roles

A proportion of persons affected by coronavirus disease-19 (COVID-19) die and do so in extraordinary circumstances. This can make grief management extremely challenging for families. The Clinical Psychology unit of an Italian hospital offered a bereavement follow-up call to such families. This study aimed to explore the families' experiences and needs collected during these calls, and the role that the psychologists played through the call. A total of 246 families were called over 3 months. Multiple qualitative methods included: (i) written reports of the calls with relatives of patients who died at the hospital for COVID-19; (ii) qualitative semi-structured interviews with psychologists involved in the calls; (iii) observation of psychologists' peer group discussions. A thematic analysis was conducted. Six themes emerged: without death rituals, solitary, unexpected, unfair, unsafe, coexisting with other stressors. Families' reactions were perceived by psychologists as close to a traumatic grief. Families' needs ranged from finding alternative rituals to giving meaning and expressing different emotions. The psychologists played both a social-institutional and a psychological-human role through the calls (e.g., they cured disrupted communication or validated feelings and choices). This study highlighted the potential of traumatic grief of families of COVID-19 victims, and provided indications for supporting them within the space of a short phone call.     

Decision Support for International Agreements Regulating Nanomaterials

Nanomaterials are handled in global value chains for many different products, albeit not always recognisable as nanoproducts. The global market for nanomaterials faces an uncertain future, as the international dialogue on regulating nanomaterials is still ongoing and risk assessment data are being collected. At the same time, regulators and civil society organisations complain about a lack of transparency about the presence of nanomaterials on the market. In the project on Sustainable Nanotechnologies (SUN, www.sun-fp7.eu ), a Decision Support System (SUNDS) has been developed, primarily for confidential use by risk and sustainability managers inside a company or consortium. In this article, we formulate a scenario concerning a potential role for an open access decision support system in negotiations on international agreements regulating trade in nanomaterials. The scenario includes design rules for decision support systems as well as procedures for use of such a system in stakeholder dialogue and policy-making on governance of these and other emerging technologies. This article incorporates analysis of results of stakeholder engagement on nanomaterials as well as literature and internet sources suggested by these stakeholders.     

Global Collaborative Team Performance for the Revision of the International Classification of Diseases: A Case Study of the World Health Organization Field Studies Coordination Group

Background/Objective: Collaborative teamwork in global mental health presents unique challenges, including the formation and management of international teams composed of multicultural and multilingual professionals with different backgrounds in terms of their training, scientific expertise, and life experience. The purpose of the study was to analyze the performance of the World Health Organization (WHO) Field Studies Coordination Group (FSCG) using an input-processes-output (IPO) team science model to better understand the team's challenges, limitations, and successes in developing the eleventh revision of the International Classification of Diseases (ICD). Method: We thematically analyzed a collection of written texts, including FSCG documents and open-ended qualitative questionnaires, according to the conceptualization of the input-processes-output model of team performance. Results: The FSCG leadership and its members experienced and overcame numerous barriers to become an effective international team and to successfully achieve the goals set forth by WHO. Conclusions: Research is necessary regarding global mental health collaboration to understand and facilitate international collaborations with the goal of contributing to a deeper understanding of mental health and to reduce the global burden of mental disorders around the world.     

Altered bodily self‐consciousness in multiple sclerosis

In this study, we assessed the impact of multiple sclerosis (MS) on bodily self‐consciousness (BSC) using the Rubber Hand Illusion. Patients with MS showed a dissociation between body ownership and self‐location: they did report an explicit ownership of the rubber hand, but they did not point towards it, showing a defective ability of localizing body parts in space. This evidence indicates that MS may affect selective components of BSC, whose impairment may contribute to, and even worsen, the functional disability of MS.     

Improving Written Argumentative Synthesis by Teaching the Integration of Conflicting Information from Multiple Sources

The goal of this study was to assess the effectiveness of 2 different types of intervention aimed at improving written argumentative synthesis by integrating conflicting information from different sources. Both interventions combined the use of a guide with collaborative practice, but one of them also included explicit strategy instruction. Only students who received additional explicit instruction showed an improved ability to integrate conflicting information and increased the number of arguments they selected from the sources.