Auditory feedback in music performance: the role of transition-based similarity

Past research has suggested that the disruptive effect of altered auditory feedback depends on how structurally similar the sequence of feedback events is to the planned sequence of actions. Three experiments pursued one basis for similarity in musical keyboard performance: matches between sequential transitions in spatial targets for movements and the melodic contour of auditory feedback. Trained pianists and musically untrained persons produced simple tonal melodies on a keyboard while hearing feedback sequences that either matched the planned melody or were contour-preserving variations of that melody. Sequence production was disrupted among pianists when feedback events were serially shifted by one event, similarly for shifts of planned melodies and tonal variations but less so for shifts of atonal variations. Nonpianists were less likely to be disrupted by serial shifts of variations but showed similar disruption to pianists for shifts of the planned melody. Thus, transitional properties and tonal schemata may jointly determine perception-action similarity during musical sequence production, and the tendency to generalize from a planned sequence to variations of it may develop with the acquisition of skill.     

Multiplication by eye and by ear for Chinese-speaking and English-speaking adults.

English-speaking (n = 32) and Chinese-speaking adults (n = 32) solved single-digit multiplication problems. In one condition, problems were presented as visual digits (e.g., 8 x 9). In the other condition, problems were presented as auditory number words in the participant's first language (e.g., /eit/ /taimz/ /nain/). Chinese-speaking adults made proportionately more operand-intrusion errors (e.g., 4 x 8 = 24) than English-speaking adults. Both groups made more operand-intrusion errors with auditory than with visual presentation. These findings are similar to those found when participants solve problems presented as visual number words (e.g., eight x nine), suggesting that in both cases the activation of phonological codes interferes with processing.     

The survey of clinical human experimentation research in ethical review of postgraduates students

An anonymous questionnaire was used to investigate the status quo of ethics review of human subject experiments among postgraduate students in clinical practice with the main conclusions as follows: Human subject experiments make up a large ratio of clinical research; the construction of an ethics review has been initially formulated, but there exists a gap in ethics awareness between advisors and the postgraduates with the desperate need to receive ethics review. It is necessary to realize the importance of informed consent and to strengthen the strict supervision of placebo application.     

PRESCHOOL ORIGINS OF CROSS-NATIONAL DIFFERENCES IN MATHEMATICAL COMPETENCE:

Abstract— Differences in mathematical competence between U S and Chinese children first emerge during the preschool years, favor Chinese children, and are limited to specific aspects of mathematical competence The base-10 structure of number names is less obvious in English than in Chinese, differences between these languages are reflected in children's difficulties learning count Language differences do not affect other aspects of early mathematics including counting small sets and solving simple numerical problems Because later mathematics increasingly involves manipulation of symbols, this early deficit in apprehending the base-10 structure of number names may provide a basis for previously reported differences in mathematical competence favoring Chinese schoolchildren     

Revisiting schindler and schlinder's list: A group therapist's perspective

Film Reviews

Revisiting schindler and schlinder's list: A group therapist's perspective     

试论《淮南子》中齐地的五行思想

《淮南子》中保存了大量的关于五行思想的资料,通过分析排比这些资料,我们能够勾勒出《淮南子》阴阳五行的大致框架,这将有助于我们更好地把握它的内容。同时,在五行思想上,《淮南子》与《管子》、《吕氏春秋》、《春秋繁露》等书有着密切的联系,通过论述《淮南子》中的五行思想,可以发现它们之间的内在联系。     

Developmental and Sex Differences in Types of Conduct Problems

Maternal report of types of conduct problems in a high-risk sample of 228 boys and 80 girls (ages 4–18) were examined, using a version of the Child Behavior Checklist, expanded to include a range of covert and overt antisocial items (stealing, lying, physical aggression, relational aggression, substance use, and impulsivity). Age and sex effects were investigated. Boys were significantly more physically aggressive than girls. There were no sex differences for stealing, lying, relational aggression, and substance use. Lying and substance use increased with age, whereas relational aggression and impulsivity peaked during early adolescence. A small group of girls had pervasive conduct problems across multiple domains. For some domains such as stealing, lying, and relational aggression, girls showed at least as many problems as boys. Girls, in general, tended to have fewer conduct problems. On the other hand, when assessed across multiple domains, conduct problems in high-risk girls were possibly more pervasive than in high-risk boys, suggesting the possibility of a gender paradox.     

Family Caregiver’s Positive,Negative, and Ambivalent Feelings Towards Stroke Survivors: Association with Psychological Well-Being

Applied Research in Quality of Life - Ambivalence is the simultaneous experience of positive and negative feelings toward a specific person. Recent research suggested ambivalence is negatively...     

The influence of self-construals on the ERP response to the rewards for self and mother

Individual self-construal (independent vs. interdependent) could be temporarily modulated by the priming effect. Our previous studies have found that when Chinese participants gambled for mother and for self, outcome feedback evoked comparable neural responses between two conditions. However, it remains unclear if the response to rewards for mother and for self would differ after independence self-construal priming. In this study, we manipulated participants’ self-construal (independent vs. interdependent) before a simple gambling task. The event-related potential (ERP) results reveal that when an interdependent self-construal was primed, the participants exhibited a comparable feedback-related negativity (FRN) elicited by outcome feedback for self and for mother. In contrast, independent self-construal priming resulted in a greater FRN elicited by outcome feedback for self than for mother. Meanwhile, the P3 component was insensitive to self-construal manipulation. These findings indicate the modulation effect of self-construal priming on the response to rewards for others.