Adaptation of the Mullen Scales of Early Learning for use among infants aged 5‐ to 24‐months in rural Gambia

Infants in low‐resource settings are at heightened risk for compromised cognitive development due to a multitude of environmental insults in their surroundings. However, the onset of adverse outcomes and trajectory of cognitive development in these settings is not well understood. The aims of the present study were to adapt the Mullen Scales of Early Learning (MSEL) for use with infants in a rural area of The Gambia, to examine cognitive development in the first 24‐months of life and to assess the association between cognitive performance and physical growth. In Phase 1 of this study, the adapted MSEL was tested on 52 infants aged 9‐ to 24‐months (some of whom were tested longitudinally at two time points). Further optimization and training were undertaken and Phase 2 of the study was conducted, where the original measures were administered to 119 newly recruited infants aged 5‐ to 24‐months. Infant length, weight and head circumference were measured concurrently in both phases. Participants from both phases were split into age categories of 5–9 m (N = 32), 10–14 m (N = 92), 15–19 m (N = 53) and 20–24 m (N = 43) and performance was compared across age groups. From the ages of 10–14 m, Gambian infants obtained lower MSEL scores than US norms. Performance decreased with age and was lowest in the 20–24 m old group. Differential onsets of reduced performance were observed in the individual MSEL domains, with declines in visual perception and motor performance detected as early as at 10–14 months, while reduced language scores became evident after 15–19 months of age. Performance on the MSEL was significantly associated with measures of growth.     

Transgender women’s experiences and beliefs about hormone therapy through and beyond mid-age: An exploratory UK study

Background: Little is known about transgender women’s beliefs and experiences of hormone therapy (HT), as part of their transition process, and particularly as they grow older. Aims: This study aimed to investigate: (i) transgender women’s experiences and attitudes to HT, and (ii) expectations of what might occur and/or what occurred after they reached “menopausal age.” Methods: Participants were recruited through invitations to an online survey sent to 138 Lesbian, gay, bisexual, transgender plus (LGBT+) support groups across the UK. Sixty-seven transgender women consented and completed the questionnaire; responses were analyzed using a mixed-methods approach. The beliefs about medicines questionnaire (BMQ) was used to assess beliefs about HT, while an inductive thematic qualitative approach was used to explore participants’ personal expectations and experiences of HT and their views about the menopause. Results: Participants were aged on average 49 years ranging from 20 to 79 years old. Most (96%) were taking HT. BMQ scores revealed strong beliefs about the necessity of HT and some concerns. Positive views about HT were expressed, with themes including treatment importance, personal and mental health benefits, but concerns about long-term effects, side effects, and maintaining access to the treatment were also mentioned. Views about menopause included uncertainty and questioning of its relevance; some mentioned changes to HT dosage, but most expected to use HT indefinitely. Discussion: This study provides exploratory qualitative and quantitative information about transgender women’s views about HT and menopause. Practical implications include improving access to HT and provision of evidence-based information about long-term use.     

Phoneme isolation ability is not simply a consequence of letter-sound knowledge

Two studies investigated whether knowledge of specific letter-sound correspondences is a necessary precursor of children's ability to isolate phonemes in speech. In both studies, Czech and English children reliably isolated phonemes for which they did not know the corresponding letter. These data refute the idea that phoneme manipulation ability can only develop as a consequence of orthographic (letter-sound correspondence) knowledge.     

Temporal references in dreams and autobiographical memory

In an attempt to determine whether temporal references identified in dreams follow the same temporal distributions as those documented for autobiographical memories, 28 younger women (18-35 years of age) and 30 older women (60-77 years of age) kept a home dream diary for 1 week and then slept 1 night in the laboratory for rapid eye movement sleep dream collection. The following morning, they identified temporal references in their dreams and produced a sample of autobiographical memories using the semantic cuing method. For both groups, there was a linear decrease in temporal references identified in dreams and autobiographical memories with increased remoteness for the last 30 years. As predicted, for the older group, there were similar cubic trends reflecting a disproportionately higher number of both temporal references identified in dreams and autobiographical memories from adolescence/early adulthood compared with adulthood and childhood. The results support the notion of continuity between waking and dreaming memory processes.     

Influence of education on the pattern of cognitive deterioration in AD patients: the cognitive reserve hypothesis

The cognitive reserve hypothesis proposes that a high educational level could delay the clinical expression of Alzheimer's disease (AD) although neuropathologic changes develop in the brain. Therefore, some studies have reported that when the clinical signs of the disease emerge, high-educated patients may decline more rapidly than low-educated patients because the neuropathology is more advanced. However, these studies have only investigated the decline of global cognition or an isolated cognitive process. To study the differential deterioration pattern of several cognitive processes according to education, the performance of 20 AD patients with a high educational level and a low educational level were compared with the performance of 20 control subjects on a neuropsychological battery. The results showed that cognitive deterioration of AD patients is different according to education, although the global performance was similar in AD patients. The high-educated patients exhibited greater impairment of abstract thinking whereas the low-educated patients showed greater impairment of memory and attentional function. This confirms that some cognitive processes, such as abstract thinking, decline more rapidly in high-educated patients whereas others seem to evolve more slowly if compared to low-educated patients. In this latter case, high-educated patients may still benefit from cognitive reserve after the diagnosis of the dementia.     

Time constraints and resource sharing in adults' working memory spans

This article presents a new model that accounts for working memory spans in adults, the time-based resource-sharing model. The model assumes that both components (i.e., processing and maintenance) of the main working memory tasks require attention and that memory traces decay as soon as attention is switched away. Because memory retrievals are constrained by a central bottleneck and thus totally capture attention, it was predicted that the maintenance of the items to be recalled depends on both the number of memory retrievals required by the intervening treatment and the time allowed to perform them. This number of retrievals:time ratio determines the cognitive load of the processing component. The authors show in 7 experiments that working memory spans vary as a function of this cognitive load.     

Direct social contacts override auditory information in the song-learning process in starlings (Sturnus vulgaris)

Social influence on song acquisition was studied in 3 groups of young European starlings raised under different social conditions but with the same auditory experience of adult song. Attentional focusing on preferred partners appears the most likely explanation for differences found in song acquisition in relation to experience, sex, and song categories. Thus, pair-isolated birds learned from each other and not from broadcast live songs, females did not learn from the adult male tutors, and sharing occurred more between socially associated peers. On the contrary, single-isolated birds clearly copied the adult songs that may have been the only source of attention stimulation. Therefore, social preference appears as both a motor for song learning and a potential obstacle for acquisition from nonpreferred partners, including adults.     

Neural correlates of the effects of morphological family frequency and family size: an MEG study

Schreuder and Baayen (Schreuder. R., & Baayen, R. H. (1997). How complex simplex words can be. Journal of Memory and Language 37, 118-139) report that lexical decision times to nouns are not sensitive to the cumulative frequency of the noun's morphological derivatives in its "morphological family", even though such a cumulative frequency effect is obtained in the domain of inflection. Under a decomposition view of derivational morphology, this constitutes a puzzling exception to the robust finding that lexical frequency is one of the major determinants of behavioral response latencies. If morphologically complex words are decomposed, each occurrence of a member of a noun's morphological family should add to its root-frequency. We investigated the effects of morphological family frequency on the magnetoencephalographic response component M350, which shows sensitivity to factors affecting early stages of lexical processing, including lexical frequency. We hypothesized that high morphological family frequency should have a facilitory effect on the M350, even though no such effect can be seen in response time, presumably due to competition among possible root-affix combinations. Contrary to this hypothesis, we found that high family frequency elicits an M350 inhibition, suggesting that competition among morphological family members occurs at the M350. The result is significant, since there is evidence that competition among phonologically similar words occurs after, not at, the M350. Thus, our results suggest that competition within a morphological family precedes competition within a phonological similarity neighborhood.     

Behavioral activity associated with onset in chronic tic and habit disorder

Seventy-six people (aged 18-62 years) diagnosed with either a chronic tic disorder or a habit disorder, entering a treatment study, kept a baseline daily diary for at least ten days, noting tic frequency and activity at time of onset. Together with an evaluator, participants completed a form ranking three high-risk activities where the tic or habit was likely to appear, and three low-risk activities where the tic was absent or barely present. Subjective appraisals distinguishing the two types of activities were also elicited and their relevance to the tic was measured on a seven-point scale using an adaptation of Kelly's repertory grid technique. Overall, the most frequent high-risk and low-risk activities were, respectively, passive attendance and physical activity. There were, however, significant differences in types of high-risk activities amongst the tic and habit disorders. Conversely, appraisals of the high-risk activities seemed to center on negative evaluations of tenseness, boredom, dissatisfaction, and disinterest.     

Inhibitory phonetic priming: Where does the effect come from?

Both phonological and phonetic priming studies reveal inhibitory effects that have been interpreted as resulting from lexical competition between the prime and the target. We present a series of phonetic priming experiments that contrasted this lexical locus explanation with that of a prelexical locus by manipulating the lexical status of the prime and the target and the task used. In the related condition of all experiments, spoken targets were preceded by spoken primes that were phonetically similar but shared no phonemes with the target (/bak/–/dεt/). In Experiments 1 and 2, word and nonword primes produced an inhibitory effect of equal size in shadowing and same–different tasks respectively. Experiments 3 and 4 showed robust inhibitory phonetic priming on both word and nonword targets in the shadowing task, but no effect at all in a lexical decision task. Together, these findings show that the inhibitory phonetic priming effect occurs independently of the lexical status of both the prime and the target, and only in tasks that do not necessarily require the activation of lexical representations. Our study thus argues in favour of a prelexical locus for this effect.