Modulation sensitivity in the perceptual organization of speech

In a spoken utterance, a talker expresses linguistic constituents in serial order. A listener resolves these linguistic properties in the rapidly fading auditory sample. Classic measures agree that auditory integration occurs at a fine temporal grain. In contrast, recent studies have proposed that sensory integration of speech occurs at a coarser grain, approximate to the syllable, on the basis of indirect and relatively insensitive perceptual measures. Evidence from cognitive neuroscience and behavioral primatology has also been adduced to support the claim of sensory integration at the pace of syllables. In the present investigation, we used direct performance measures of integration, applying an acoustic technique to isolate the contribution of short-term acoustic properties to the assay of modulation sensitivity. In corroborating the classic finding of a fine temporal grain of integration, these functional measures can inform theory and speculation in accounts of speech perception.     

阅读中自然学习生词的实验研究

本研究对儿童阅读时从语境中自然学习生词的过程及其多个影响因素进行了探讨。301名三、五年级小学生参加了实验。首先要求他们阅读文章,然后测验他们对文章中生词的知识。本研究在不同年级和能力的儿童中都发现了显著的自然学习效应。结果还表明,词的概念难度、词结构的语义透明度、语境线索强度和儿童课外阅读量对儿童的自然学习有重要影响。     

Categoricity Theorems and Conceptions of Set

Two models of second-order ZFC need not be isomorphic to each other, but at least one is isomorphic to an initial segment of the other. The situation is subtler for impure set theory, but Vann McGee has recently proved a categoricity result for second-order ZFCU plus the axiom that the urelements form a set. Two models of this theory with the same universe of discourse need not be isomorphic to each other, but the pure sets of one are isomorphic to the pure sets of the other.This paper argues that similar results obtain for considerably weaker second-order axiomatizations of impure set theory that are in line with two different conceptions of set, the iterative conception and the limitation of size doctrine.     

The Twisted Relationship Between School Spending and Academic Outputs: in Search of a New Metaphor

In this commentary we explore both putative and potential relationships between school funding and educational outcomes, for which numerous indices and variables have been examined during the past two decades. We conclude that despite large increases in real dollars, there is no readily discernable link between inputs and outputs, although when statistical control is exerted over prior ability, school mix, and teacher turn-over, certain causal inferences appear warranted. However, it can be argued that the dominant analogy should be reconsidered, and schools serving large numbers of needy children may require higher inputs to keep from further declines, much like certain departments of a hospital require disproportionately more resources than others in order to be successful because they deal with problems that are more severe.     

Mental maps in memory retrieval and comprehension.

How do people use spatial information stored in maps? This question has been explored in a number of domains, such as memory and language comprehension, with differing results. Some studies of how experimentally learned maps are organised in memory, using primed recognition, have found temporal information to influence mental map organisation. In contrast, studies of narrative comprehension, using probe identification and anaphoric reading times, have observed spatial effects. This study combines these two research traditions and shows that the organisation observed in long-term memory differs from the organisation in narrative comprehension, even when both tasks refer to the same map.     

“Can We Talk?”: Boundary Crossing and Sexual Misconduct in Seminary Teaching

This article explores a variety of personal and professional boundary issues encountered by seminary faculty. The authors contend that boundary crossing is inevitable in contemporary theological education, which is structured such that professors engage in multiple roles with students as they attend to the education of the whole person. Guidelines are reviewed for minimizing risk to students and professors. Topics include life as a community member, student‐faculty friendship, and romantic relationships. Attention to work/life balance is seen as critical to the prevention of misconduct. The article ends with a call for continued conversation as well as institutional accountability and change.     

Using high frame rate CMOS sensors for three-dimensional eye tracking

A novel three-dimensional eye tracker is described and its performance evaluated. In contrast to previous devices based on conventional video standards, the present eye tracker is based on programmable CMOS image sensors, interfaced directly to digital processing circuitry to permit real-time image acquisition and processing. This architecture provides a number of important advantages, including image sampling rates of up to 400/sec measurement, direct pixel addressing for preprocessing and acquisition, and hard-disk storage of relevant image data. The reconfigurable digital processing circuitry also facilitatesin-line optimization of the front-end, time-critical processes. The primary acquisition algorithm for tracking the pupil and other eye features is designed around the generalized Hough transform. The tracker permits comprehensive measurement of eye movement (three degrees of freedom) and head movement (six degrees of freedom), and thus provides the basis for many types of vestibulo-oculomotor and visual research. The device has been qualified by the German Space Agency (DLR) and NASA for deployment on the International Space Station. It is foreseen that the device will be used together with appropriate stimulus generators as a general purpose facility for visual and vestibular experiments. Initial verification studies with an artificial eye demonstrate a measurement resolution of better than 0.1° in all three components (i.e., system noise for each of the components measured as 0.006° H, 0.005° V, and 0.016° T. Over a range of ±20° eye rotation, linearity was found to be <0.5% (H), <0.5% (V), and <2.0% (T). A comparison with the scierai search coil technique yieldednear equivalent values for the systemnoise and the thickness of Listing’s plane.     

The Role of School-based Group Mentoring in Promoting Resilience among Vulnerable High School Students

This study examined the role of participation in a year-long school-based group mentoring program, Project Arrive (PA), on increasing resilience during the first year of high school among students identified as being at high risk for school dropout. Participants were 114, ninth grade students taking part in one of 32 PA mentoring groups, and 71 statistically matched comparison students (53% male, 75% eligible for free/reduced-price lunch, 62% Latinx). Using a propensity score with inverse probability of treatment weighting (IPTW) to reduce selection bias, and a multi-level model to account for non-independence of data within mentoring groups, we examined changes from pre-test to program exit on seven external resilience resources (developmental supports and opportunities) and four internal resilience assets (personal strengths). At program exit, PA participants had higher adjusted means than comparisons on six external resources, including school support, school belonging, school meaningful participation, peer caring relationships, prosocial peers, and home meaningful participation. PA participants also had higher adjusted means on one internal asset, problem solving. Results point to the promise of group mentoring as an approach for increasing resilience among academically vulnerable adolescents.