Lesion-symptom mapping of language impairments in people with brain tumours: The influence of linguistic stimuli

People with tumours in specific brain sites might face difficulties in tasks with different linguistic material. Previous lesion-symptom mapping studies (VLSM) demonstrated that people with tumours in posterior temporal regions have more severe linguistic impairments. However, to the best of our knowledge, preoperative performance and lesion location on tasks with different linguistic stimuli have not been examined. In the present study, we performed VLSM on 52 people with left gliomas to examine whether tumour distribution differs depending on the tasks of the Aachen Aphasia Test. The VLSM analysis revealed that single-word production (e.g. object naming) was associated with the inferior parietal lobe and that compound and sentence production were additionally associated with posterior temporal gyri. Word repetition was affected in people with tumours in inferior parietal areas, whereas sentence repetition was the only task to be associated with frontal regions. Subcortically, word and sentence production were found to be affected in people with tumours reaching the arcuate fasciculus, and compound production was primarily associated with tumours affecting the inferior longitudinal and inferior fronto-occipital fasciculus. Our work shows that tasks with linguistic stimuli other than single-word naming (e.g. compound and sentence production) relate to additional cortical and subcortical brain areas. At a clinical level, we show that tasks that target the same processes (e.g. repetition) can have different neural correlates depending on the linguistic stimuli used. Also, we highlight the importance of left temporoparietal areas.     

Culture and Social Structure: Identity in Turkey

Using a historical and biographical perspective, this paper examines the structural elements and cultural signs of contemporary social events and problems in Turkey in order to understand their basic features. Hermeneutics is used in order to understand contemporary Turkey by way of its historical background and prominent biographies. Two basic epic texts were interpreted using Gadamarian hermeneutics with the help of key concepts such as gaza¹ and gaza cult. Semiotics is used to examine key concepts as binary opposites. Dialectics is used to understand these concepts as the unity of binary opposites coexisting at the same time and place. It is concluded that the contemporary cultural values and biographies explored are linked to their historical past and Islam seems to be more influential on hybrid identities than on ethnic status.     

Self‐Regulation: Relations with Theory of Mind and Social Behaviour

It is argued that self‐regulation skill is necessary both for displaying constructive behaviour and for controlling negative social behaviour, and self‐regulation might affect social behaviours by increasing the ability to understand others' minds. In this research, in order to examine different aspects of self‐regulation and their similarities and differences in terms of their relations with other constructs, we focused on both effortful control and executive function and investigated their concurrent associations with socially competent and aggressive behaviours and theory of mind (ToM). The participants were 212 preschool children in Turkey. We assessed executive functions with behavioural measures and effortful control with mother reports. We used six tasks for comprehensive assessment of mental state understanding. Children's social competency and aggressive behaviour were assessed with teacher reports. Structural equation modelling results showed that when age and receptive language were controlled, ToM was significantly associated with social competence but not aggressive behaviour. Both effortful control and executive functions were significantly related to social competency and ToM; the pathways from each self‐regulation skill were similar in strength. ToM was linked with social competence, but it did not have a mediating role in the relations of self‐regulation with social competence. The findings highlighted the importance of self‐regulation for socio‐cognitive and social development in the preschool years. Copyright © 2016 John Wiley & Sons, Ltd.     

Looking to happy tomorrows with friends: Best and close friendships as they predict happiness

Friendships are an important source of happiness. The present study (n = 280) investigated the role of friendship quality and conflict in happiness and examined the feature of friendship that best predicted happiness. Information was gathered about the quality and conflict of the best, first and second close friendships of the individual. Results revealed that best friendship quality was the only significant predictor of happiness; however, individuals were happier when they experienced high quality first close friendships in conjunction with a high quality best friendship. Results also revealed that first close friendship quality buffered the negative impact of first close friendship conflict. The companionship feature of the best and first close friendship appeared as the strongest predictor of happiness. Findings were discussed in light of the literature and suggestions for future research were made.     

Contextual control in discrimination reversal learning

In 3 human predictive learning experiments, the authors examined contextual control of responding in discrimination reversal learning. In Phase 1, a discrimination between 2 stimuli (A+, B-) was trained in Context 1. During Phase 2, participants received discrimination reversal training (A-, B+) in Context 2. Testing occurred in Context 1 and Context 2 (Experiments 1A and 1B) or in Context 1 and Context 3 (Experiment 2). During the test phase, performance in Context 1 and Context 2 reflected the contingencies trained during Phase 1 and Phase 2, respectively. When testing occurred in Context 3, there was no discriminative responding between A and B. In addition, the experiments demonstrated that discriminating stimuli with a consistent reinforcement history were also affected by contextual manipulations. Results indicate that each training context acquires the ability to control performance. Unique-cue and configural approaches account for a major part of the results.     

Detecting olfactory rivalry

Olfactory rivalry can occur when a binary mixture is sniffed repeatedly, with one percept dominating then the other. Experiment 1 demonstrated olfactory rivalry using several new techniques. Experiments 2 and 3 examined whether participants can notice rivalry. Participants received trials composed of odor pairs: either a mixture followed by the same mixture; or a pure odor followed by the same pure odor. On some trials participants judged whether the two stimuli were the same or different, to see if they could detect rivalry. On other trials participants judged the quality of each odor, allowing us to determine whether rivalry occurred. We found evidence for rivalry when we compared reports of odor quality for one stimulus and then the other, but no evidence that participants could detect this change. These findings are consistent with the idea that people can experience olfactory illusions, but may not know they have occurred.     

Measurement of Creative Teaching in Mathematics Class

The current study serves two main purposes: (1) proposing a framework suggesting several conditions that mathematics teachers should establish to increase student creativity, and (2) developing and validating a scale based on the framework, aimed at measuring to what extent mathematics teachers establish a learning environment for their students to foster creativity. The analysis benefited from Sternberg’s Investment Theory of Creativity and Cropley’s framework in addition to other studies on creativity when developing the scale. The participants consisted of two groups of mathematics teachers. Data from the first group (n = 423) were used for exploratory factor analysis. The second group (n = 410) were used for confirmatory factor analysis. Based on results of the exploratory factor analysis, 5 items were removed from the scale. Results of confirmatory factor analysis supported the construct validity of the trimmed scale. Based on these results, there is evidence that the scale can be employed confidently to measure different dimensions of creativity-fostering behaviors of mathematics teachers.