Evoked and event-related potentials in disorders of consciousness: A quantitative review

Sixty-one publications about evoked and event-related potentials (EP and ERP, respectively) in patients with severe Disorders of Consciousness (DoC) were found and analyzed from a quantitative point of view. Most studies are strongly underpowered, resulting in very broad confidence intervals (CI). Results of such studies cannot be correctly interpreted, because, for example, CI > 1 (in terms of Cohen’s d) indicate that the real effect may be very strong, very weak, or even opposite to the reported effect. Furthermore, strong negative correlations were obtained between sample size and effect size, indicating a possible publication bias. These correlations characterized not only the total data set, but also each thematically selected subset. The minimal criteria of a strong study to EP/ERP in DoC are proposed: at least 25 patients in each patient group; as reliable diagnosis as possible; the complete report of all methodological details and all details of results (including negative results); and the use of appropriate methods of data analysis. Only three of the detected 60 studies (5%) satisfy these criteria. The limitations of the current approach are also discussed.     

2~4岁普通话儿童前注意阶段的声调感知机制

以MMN、p-MMR作为汉语词汇声调感知的神经关联物,探究2~4岁汉语普通话儿童前注意阶段对声调刺激的失匹配响应,关注范畴信息和偏差大小两个因素对儿童感知水平的影响。结果显示:在范畴间大偏差条件下(T1/T3),诱发明显的MMN;在范畴内或小偏差条件下(T3a/T3、T3b/T3、T2/T3),都未诱发显著的MMR。表明:2~4岁普通话儿童正处于声调感知能力的发展过程中,音位信息和声学信息共同影响其声调感知。     

Affect and public health – Choreographing atmospheres of movement and participation

Attempts at improving physical activity rates among the population are central to many government, public health, and third sector approaches to encouraging health behaviours. However, to date there has been little attempt by public health to embrace different theoretical-methodological approaches, relying instead upon largely quantitative techniques. This paper argues that through a development of a framework of affect amplification, public health approaches to physical activity should incorporate the choreographing of spaces of movement. Drawing on two case studies, both incorporating ethnographic methodologies, this paper complicates the idea that public health can rely on individual or population level approaches that overlook affective and spatial entanglements. This paper concludes by outlining offer a series of ideas to encourage physical activity participation.     

Meditation alters representations of peripersonal space: Evidence from auditory evoked potentials

Meditation commonly gives rise to the feeling that the self and the surrounding world are no longer separate, as if the boundary between them has dissolved. We propose this may occur due to alterations in representations of peripersonal space (PPS), the reachable space surrounding the body which is integral to a sense of where one’s bodily “self” is located in space. Thirty-one participants completed an auditory oddball paradigm before and after a guided meditation, during which we measured their P3 evoked potential, a marker of attentional salience. Pre-meditation, participants exhibited an enhanced attentional response to stimuli presented within PPS, relative to beyond PPS. Post-meditation, this PPS attentional enhancement was negated, with no distinction between responses to stimuli within versus beyond PPS. The results suggest that meditation leads to a constriction of PPS boundaries, even in novice meditators, elucidating one potential cause of the perceptual changes associated with meditation.     

Spanish-speaking caregivers’ use of referential labels with toddlers is a better predictor of later vocabulary than their use of referential gestures

Variation in how frequently caregivers engage with their children is associated with variation in children's later language outcomes. One explanation for this link is that caregivers use both verbal behaviors, such as labels, and non-verbal behaviors, such as gestures, to help children establish reference to objects or events in the world. However, few studies have directly explored whether language outcomes are more strongly associated with referential behaviors that are expressed verbally, such as labels, or non-verbally, such as gestures, or whether both are equally predictive. Here, we observed caregivers from 42 Spanish-speaking families in the US engage with their 18-month-old children during 5-min lab-based, play sessions. Children's language processing speed and vocabulary size were assessed when children were 25 months. Bayesian model comparisons assessed the extent to which the frequencies of caregivers’ referential labels, referential gestures, or labels and gestures together, were more strongly associated with children's language outcomes than a model with caregiver total words, or overall talkativeness. The best-fitting models showed that children who heard more referential labels at 18 months were faster in language processing and had larger vocabularies at 25 months. Models including gestures, or labels and gestures together, showed weaker fits to the data. Caregivers’ total words predicted children's language processing speed, but predicted vocabulary size less well. These results suggest that the frequency with which caregivers of 18-month-old children use referential labels, more so than referential gestures, is a critical feature of caregiver verbal engagement that contributes to language processing development and vocabulary growth.

Research Highlights

• We examined the frequency of referential communicative behaviors, via labels and/or gestures, produced by caregivers during a 5-min play interaction with their 18-month-old children.
• We assessed predictive relations between labels, gestures, their combination, as well as total words spoken, and children's processing speed and vocabulary growth at 25 months.
• Bayesian model comparisons showed that caregivers’ referential labels at 18 months best predicted both 25-month vocabulary measures, although total words also predicted later processing speed.
• Frequent use of referential labels by caregivers, more so than referential gestures, is a critical feature of communicative behavior that supports children's later vocabulary learning.